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▼平成24年度「英語による教授能力」向上のための研修プログラム


●研修内容

1. Listening and Oral Skills in English Academic Settings
– Group Discussion Techniques: the language and dynamics of classroom discussions
– Oral Presentation Skills: Content & Delivery

Subject A. Interacting in English

Description:

This deals with effective interaction in academic settings, with focus on active listening, appropriate language in classrooms interaction (e.g. functional expressions for contributing ideas & opinions, and phrasing questions and answers.) This also introduces turn-taking strategies in discussions and group communication.

Target Skills:

– global & close listening
– speaking fluently
– appropriacy in language use
– sensitiveness to communicative intent
– grammar needs in the classroom setting

Tasks / Activities / Output:

– Pair work & group work activities for audio text listening with comprehension exercises.
– Authentic academic lecture experience
– Expected output: lecture notes
– Simulated activities for group discussions
– Feedback includes grammar accuracy and pronunciation

Subject B. Oral Presentation

Description:

This provides practice in academic presentation skills: from concept, design, and organization. Includes delivery skills with emphasis on improving English fluency, accuracy, and effective use of visual aids..

Target Skills:

– a developed awareness of the distinction between oral and written language,
– better oral delivery,
– text guide preparation,
– use of expressions and signals for coherence,
– delivery skills including voice use, gestures and projection before listeners,
– visual aid preparation and use

Tasks / Activities / Output:

– Workshop for text and visual aids preparation
– Workshop for effective delivery to include projection, gestures and voice use.
– An oral presentation from each participant in a simulated setting.
– Videotaped delivery for ease of feedback giving and critiquing on content and delivery from class and teacher

2. Academic Reading & Writing Skills

– Reading for the classroom
– Planning, designing, drafting essays for academic settings
– Editing & Revising Strategies

Subject A. Reading for Academic Purposes

Description:

This prepares participants to read and comprehend long and complex texts. It provides reading materials and strategies useful for improved comprehension. Finally, it helps build a more extensive vocabulary based on reading. It relates the reading skills to teaching in the classroom.

Target Skills:

– active application of reading comprehension strategies
– development of wider vocabulary for classroom purposes, using word analysis, clues from affixes and roots, context clues
– using reading for teaching

Tasks / Activities / Output:

– Group, pair or individual tasks based on reading assignments including designing and making prose and non-prose projects
– Reading response activity sheets
– A reading-based journal

Subject B. Writing Skills

Description:

This deals with writing essays specially focused on using suitable rhetorical patterns of development. It addresses accuracy of usage, appropriateness of language, unity, coherence & organization.

Target Skills:

– writing the thesis statement
– developing an outline
– writing the draft
– revising for unity and adequate development
– revising for correctness and organization

Tasks / Activities / Output:

– Writing workshops,
– Drafting essays
– Revising essays for unity, correctness and clarity
– Peer review for feedback,
– Teacher critique of written work

3. Methodology

The program

– uses the communicative approach that can appropriately be used by the participant in his/her own classroom setting

– includes a range of simulated and authentic activities and tasks, requiring the use and practice of listening, speaking, reading and writing skills for discussions, pair and group work, mini-field surveys and participation or attendance in university lectures.

– exposes participants to teaching methodology and approaches that can be used in their own setting

4. Distinct Features of the Program

– Assessment procedures at entry point for diagnosis
– Assessment procedures at exit point to determine rate of achievement
– Audio-and video texts and materials
– Continuous teacher feedback in the course of the program
– Out-of-classroom reinforcement activities
– Formative and summative assessments during the course to identify weaknesses and strengths
– Closing program
– Certificate of achievement at the end of the program

●スケジュール

Mondays to Fridays, 9:00~12:00 AM and 1:00~4:00 PM

●その他

Ateneo Teaching Staff

The faculty is from the university’s English department. Teachers are holders of MA degrees in English with have each at least 5 years of English language teaching experience. Most have been trained abroad or locally in ESL teaching.

Prepared by Ateneo Language Learning Center (ALLC),Ateneo de Manila University

Message from the ALLC Director, Mrs. Fernandez

I would like to greet you on behalf of the Ateneo Language Learning Center.

The ALLC, a language-training arm of the Ateneo de Manila University’s English Department, is an on-campus center which allows its students to be exposed to the shapes and patterns of academic life in one of the Philippines’ leading universities. Students in the programs are able to enjoy the beautiful university landscape and the experience of its student life.

The programs offered by ALLC are designed to meet the language needs and requirements of its clientele whether this is Basic English or English for Academic or Corporate settings. Each program addresses the four communication skills of listening, speaking, reading and writing. A faculty pool composed of experienced and well-trained teachers of language handles the courses. Teaching combines integrative and communicative approaches using simulated or real world situations that call for extensive English use.

ALLC invites you to be part of its many program offerings to develop, improve and reinforce your English language proficiency.

Mrs. Apricinia B. Fernandez
Director, ALLC