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08

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Quick Write 081711 “In-Class Listening Training Method”

In the bus taking us to a train station on the last day of the TOEIC Camp, a fellow teacher and I kept talking about how we can improve our training menu for the next camp. (Yes, we’re so professional that we won’t waste time chatting stupid things or exchanging silly jokes on the way back home no matter how exhausted we are… Just kidding.) On the fifth day of the camp, teachers for the two classes switched and the students had to adapt themselves to the new teachers and their training methods, which we suppose imposed another burden on them. The fellow teacher took over the intermediate class, the students of which mainly trained their listening skill with the (supposedly) most renowned and popular teacher in the school. It is said that his class is quite demanding, but the students try to catch up with his pace and speed, knowing their skills aren’t good enough for the teacher’s expectation, and eventually, they’ll fall in love with the teacher, literally. (Yes, not a few girl students say “I wanna marry Mr. XX. He’s so cool!”) Even when he goes far as to say “If you can’t answer such an easy stuff, go straight to hell!!” in his hilariously spoken Kansai dialect, no student will be offended by his whipping, and in fact, get even more motivated to improve their skills. What a miracle he’s creating!

Okay, let me get to the main point. His in-class listening training method is unique according to the fellow teacher who asked his students about what they learned for the first half of the 10-day camp. He seems to have done quite a lot of “repeating”, “overlapping”, and “shadowing”. Using Part 4 talks in the TOEIC official prep book vol. 3, he paused the audio after each sentence, had the students repeat the sentence, briefly explained what it means in Japanese, and go on to the next sentence to do the same thing. After that, the teacher had the students overlap the audio multiple times and have them do shadowing to check their overall comprehension. The fellow teacher found on his first day that one of the CD players in the classroom was out of order, and later he knew that it was probably because the previous teacher implemented the “repeat-understand-overlap-shadow” training so repeatedly that he broke the pause button so often. We’re aware from experiences that the in-class listening training has fewer varieties than those of reading, and can get boring and redundant very easily. So, we instinctively understand that the fast-paced, repetitive “repeat-understand-overlap-shadow” training would work for the students whose levels and attention spans vary person to person. I understand that what learners can do in class is so limited and what really counts is how much they practice outside the class. That said, I got intrigued by what I heard on the bus and am inclined to experiment the “repeat-understand-overlap-shadow” training. Yes, we’re always learning by teaching.

(45 minutes / 495 words)

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Aya

Author:Aya
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