This is one suggestion for those who are struggling in the class room where student’s parasympathetic nervous system is always activating or for those who want to get out of grammar translation method that is only valid in your school term test. This study explores the effects of authorized textbook-based intensive listening & reading aloud in the high school classroom. After intensive listening to the text and a quick comprehension check of the grammar points, my students in the experimental group read aloud about 4,000 words, 10 times per lesson, which equaled a total of 40,000 words per year. The control group read less than the experimental group. 40,000 words are equivalent to the quantity for 5-8 times of the National Center Test. It is an impossible number by the conventional grammar translation method. The results of the nationwide mock exam showed 41 students out of 84 of the experimental group obtained higher T-score (Deviation Value) compared with a year ago, while 28 students out of 83 of the control group did. These numerical differences indicate the effects of reading a large number of words (40,000) aloud. A detailed description of the procedures are introduced, and detailed results of the mock exam and the 5-point Likert scale are also provided.

1.
The effects of authorized textbook-based intensiveThe effects of authorized textbook-based intensive
listening & reading aloudlistening & reading aloud
in the classroom situationin the classroom situation

2. For Japanese Teachers @ EFL
situation
This is one suggestion
for those who are struggling
in the class room where student’s
parasympathetic nervous system is always
activating or
for those who want to get out of
grammar translation method
that is only valid in your school term test.

3. Average Learning HoursAverage Learning Hours
Junior High ～
College
Do you know
How many
Hours?

4. Average Learning HoursAverage Learning Hours
Junior High ～
College
Just 700 hours!!!!!!!

5. Cambridge ESOL (EuropianLanguages English)⇒
B2: required time5–600hours
C1: ??? hours
French Immersion Program(English French)⇒
B2: 25 ％ of immersion ???
hours
40 ％ of immersion ??? hours
Language Learning Difficulty for English Speakers Foreign Service Institute
(English Japanese)⇒ C1: ???

6. Required hours toRequired hours to
Native-like or Around C1 LevelNative-like or Around C1 Level
One/ th of
About4000hour
s

7. Required hours toRequired hours to
Native-like or Around C1 LevelNative-like or Around C1 Level
One/ 5th of
About4000hour
s
So little(><)

8. My Mission Impossible ！ ?
Even you have an anti aptitude for Language
Learning,
I must take you to more than B1 ！？
I.E. Finish reading answering all the questions of
mock exams within the testing time!
Topnotch universities’ entrance exams
Center exams
ＴＯＥＩＣ

9. At least 10 times! Reading aloud!
COMPASS ⇒ 27,000wds
ＰＯＷＥＲ ON 2 ⇒ 43,000wds
Ｐｒｏｍｉｎｅｎｃｅ Ⅱ ⇒ 40,000wds
↓
( )times of the center exams
( )times of the past exams of
the Topnotch universities’ entrance exams
( )times of TOEIC Reading Part

10. Total words in one year at
classroom =

11. Total words in one year at
classroom =

12. Total words in one year at
classroom =

13. What is the Round Reading-Listening
system?
Input lacquering again & again until you dream in English
Round1 ～ 3 (Flood of input/ Processing Data)
Understanding the context
Round4 ～ 6 (Intensive Intake/ Developing System)
Understanding the structure or grammar
&Reading Aloud thoroughly
Round7 ～ 9(Output activities/ Accessing Data)
Reproduction, Retelling etc…
(Suzuki 、 2008)

14. Procedure of my Round Reading-Listening during 2012-2013.
私が調査校で行った 1 年間のラウンド制授業の流れと注意
点
Round1 ： General Comprehension(Whole
Lesson)
Time:1 hours( ５０ min)
Flash cards are Key!
Flash cards is not only for kids but high school students or older ones!
(Tan and Nicholson, 1997)
Flash cards never fail to draw peoples’ attention;
Brain reacts things moving in front of peoples’ eyes.
(Sprenger, 2010)
Flash cards should be showed like a ( ) of light!

15. Segmental Instruction
Grapheme& Digraph-Phoneme correspondence
Epenthesis
i.e. Ingulishu(English), suteitsu(states)
and more
Most of the Japanese students tend to dislike
English not because they can’t speak
but ( ) English.(Kozen, 2013)

16. Round2 & Round3 ： General
Comprehension & Local Comprehension
(Each part)
TIME : 20min
Teacher reads aloud at natural speed
with ( )sec poses.
Students listen carefully and answer the
questions in Japanese.

17. Why Japanese Question& Answer?
Ministry of Education, Culture, Sports, Science
and Technology doesn’t say “Everything is done
in English.”
CEFR around A0-A2 learners must focus just on
listening and understanding. No time or need to
struggle for what the meaning of the question
and how you write the answer in English.

18. Round4 ： Sentence Structure and Grammar usage,
(Intake Stage)
TIME:30min
Don’t ( )!
Say a lot! Use a lot!
Read& Look up or Intake reading(Saito 、 2011)
Rhythm Machine works!
English is stress-timed language.
“Just as in music, English moves in regular, rhythmic beats from stress to
stress-no matter how many unstressed syllables fall in between. It
means that the length of an utterance depends not on the number of
syllables but rather on the number of stresses. “
(Marianne Celce-Murcia, Donna M. Brinton, Janet M. Goodwin 2010)

19. Round5 ： Best part of my Round Reading & Listening
System Important Phase for Output activities
Reading aloud the whole part of the each lesson
(Deeper Intake Stage)
TIME:1hours (50min)
At least （ ） times! Reading aloud
With special attention to sounds, meaning and structure
何度も読む理由は
発音が自動的になるよう導くためであり、
またフレーズの聴覚的、生理的、音声的、音韻的、形態的、統語的、そして語用的な側面を、純粋に統計的
に総合するためでもある。
For successful performance of skilled precision motor activity there is an obvious need
for a great many repetitions in order to obtain automaticity and flexibility.
(Kjellin, 1999)

20. For high level students ：
For those who want to pass competitive entrance exams ：
For slow learners ：
I f you spi l l a can of j ui ce
by acci dent
t hat you j ust bought ,
at f i rst you f eel st upi d
f or havi ng spi l l ed i t .
But t hen you st art t o t hi nk
about how hard you worked
t o get t he money t o buy i t
and f i nal l y, you become upset
at havi ng been so carel ess.
On t he surf ace,
mot t ai nai i s an emot i on
f el t when you experi ence mat eri al l oss.
On t he other hand, however,
i t al so shows t he spi ri t ual vi ew
of t he Japanese on l i f e and t he worl d.
How was t he l ost obj ect creat ed?
How l ong di d i t t ake t o get t o t hi s poi nt ?
How many peopl e worked on i t ?
How many hours were spent on i t ?
What i s the st ory behi nd t hi s obj ect ?
Every mat eri al obj ect
has a non- mat eri al “ st ory”
t hat i s preci ous and i rrepl aceabl e
t o Japanese peopl e.
Prof essor Maat hai says
t hat i n seeki ng t o make mot t ai nai
a gl obal campai gn l i ke t he 3 Rs,
she want s t o add one more “ R”
t o t he concept : ◇r epai r.
By ○r educi ng, ○r eusi ng, ○r ecycl i ng, and ◇r epai ri ng,
she says
t hat we can use our resources
t o t hei r f ul l est .
○ ○ ○ ○ ○
もしあなたが缶ジュースをこぼすと
たまたま，
たった今買ったばかりの
最初はばかだなと思いますね
こぼしてしまって。
しかし，それから，考え始めます
どれほど一生懸命に働いたかを
ジュースを買うお金を得るのに，
そしてとうとう腹をたててしまうものです
自分が大変不注意だったことに。
表面上は，
「もったいない」という言葉は，気持ちです
物的な損失を経験したときに感じられる。
しかしながら，一方で，
その言葉は，精神的な考え方をも示しています
人生と世界に対する日本人の(精神的な考え方を)。
失われたものがどのようにしてつくり出されたのか。
この地点まで到達するのにどのくらい時間がかかったのか。
どれほど多くの人がそれに従事したのか。
どれほどの時間がそれに費やされたのか。
このものの背後にはどんな話があるのか。
すべての形のある物には
形には表れない「話」があるのです
大切でかけがえのない(「話」が)
日本人にとっての。
マータイ教授は言います，
「もったいない」を～にするにあたって
「3 つの R」のような地球規模の運動に(にするにあたって)，
もう１つの「R」を付け加えたいと言っています
この「3 つの R」の考えに。「修理する（repair）」です。
無駄使いを減らし，再利用し，リサイクルし，必要ものは修理することで，
彼女は言います
我々の資源を使うことができると
最大限に。
○ ○ ○ ○ ○

21. Cue : Leave prefix , suffix or accented syllables
L e s s o n 1 M o t t a i n a i P a r t ４
Now we will listen (○前 ) Prof essor Maathai
talk about the idea of mott ainai.
“ ( )( )( ) you the story of a hummingbird.
One day, the animals in the f orest (sud ly)( co ed)
t here was a big f orest f ire.
They got together t o ( cuss)(○関 ) they could do
and ( )(○接 ) they could do nothing.
But a little hummingbird ( ed)( ○前 )( )the f ire.
It f lew ( )( )( ) the river,
(○分 ) some wat er in it s litt le beak,
and ( ed)( ○前 )( ) out the f ire.
( )( ) animals laughed and told the bird
that it was( )its( ).
But the little hummingbird didn’ t give up.
It said to ( )( ) animals,
“ Anyway, ( )( )( ○関 ) I can.”
What ( )( ○前 )( ) does this st ory teach us?
( )( )( ○関 ) Prof essor Maat hai has to say.
“I t hought this was a wonderful st ory
because so many of us ( )( whe ed)
by t he ( s)( )(f a )
―( t al)( ),( ),
and ( struc )of the( system).
But we should be ( couraged)
by the (at ) of that hummingbird
and try to do (○関 )( )( )
to ( ) the earth
and to ( ) “ peace.”
I believe
t hat one person can ( )( )(dif )!”
○ ○ ○ ○ ○
さて，マータイ教授に耳を傾けましょう
「もったいない」の考えについて話をする(マータイ教授に)
「ハチドリのお話をさせてください。
ある日，森の動物たちが突然発見しました。
森の大火事が起こったことを。
彼らは集まりました 自分たちに何ができるか話をするために，
そして悟りました自分たちでは何もできないことを
しかし，ハチドリは決めました その火事に立ち向かうと。
ハチドリは川へ行ったり来たりして，
小さなくちばしで水を運びながら，
その火事を消そうとしました。
そのほかの動物たちはあざ笑い，ハチドリに言いました
時間の無駄だと。
しかしその小さなハチドリはあきらめませんでした。
そのハチドリは，ほかの動物たちに言いました
『とにかく，自分でできることを私はする。』と。
どのような教訓をこの話は教えているのでしょうか。
ここにマータイ教授が伝えようとしていることがあります。
『私は思いました これはすばらしい話だと
なぜなら我々の中の非常に多くの人が打ちのめされているからです
我々の直面する問題に，
つまり環境汚染，貧困，
そして生態系の破壊によって。
しかし我々は勇気づけられるべきなんです
あのハチドリの態度に
そして私たちができることをしようとすべきです
地球を修理するために
そして『平和』を根付かせるために。
私は信じています
1 人の人が変化を生み出すことができると』
○ ○ ○ ○ ○

22. Important Phase for Output activities
Build Syntactic structure of English into
Students’ Brain!
1st
6th
2nd 7th
3rd 8th
4 th 9th
5 th 10th
10 different ways of reading aloud ！

23. Round6 ： Another Important Phase for Output activities
Check if students’ Intake happened !
Now you can ask students in English!

24. Round6 ： Another Important Phase for Output activities
Ex 1 ） Word-Hunt
Teacher reads the definition of the words or phrases in the text.
Students scan it and find it.
Reading through the whole text is the main aim in this activity.
Ex 2 ） Ask them some questions in English.
Have them listen to the CD’s questions.
Students answer in English with or without seeing the textbook.
The number of students who can answer questions automatically
and quickly has increased dramatically!
This may be partly because a flood of Input in a classroom might
have been their Silent Period (Krashen, 1985)
for the OUTPUT

26. Extra Round 7 ： If time allows
Ex 3 ） Reproduction using flash cards!
Put the flashcards on the board or pass some cards to some students randamlly.
Ex 4 ） Presentation using Mindmap!
Close correlations between training in the arts and improved math and
reading skills. (Patoine, 2008)

27. Extra Round 8 ： If time allows
Ex 5 ） Jigsaw Collaborative Learning to construct students’ knowledge
That is portable, dependable and sustainable
（ CoREF / The University of Tokyo Consortium for Renovating Education
of the Future Promoting Organization ）
1 知識構成型ジグソー法：単なるグループ学習ではなく、生徒一人一人が責任を持ったエキスパート(専門家ピー
ス)となり、それらが集まりジグソーパズル(専門家がしっかりしないと答えが出ない)を完成させる方法である。
写真は筆者作成 4 色エキスパート斑座席。この後、色が混ざりジグソー斑を構成する。

28. Results in mock national exams.
４５ high school juniors ×4 classes
Ever increasing students at the results of mock exam in June, Oct and Jan
２０ students from Experimental Groups: Definitely 10 times reading aloud
2 students<UP 10 T-scores １ student> from Middle grope including 45-54 T-score
8 students< UP 10 T-scores 4 students> from Lower group including less than 44 T-score
９ students from Control Groups: Not necessarily 10 times reading aloud
1 student from Middle groups
6 students< UP 10 T-scores 2 students > from Lower groups

29. Ever increasing students in Middle Groups
2 students<UP 10T-scores １ student> from Middle grope including 45-54 T-score
in Ex Groups!
1 student from Middle groups in Con Groups

30. Ever increasing students in Lower Groups
8 students< UP 10 T-scores 4 students> from Lower group including less than 44 T-score in Ex
Groups!
6 students< UP 10 T-scores 2 students > from Lower groups in Con Groups.

31. Advantage of Round Reading &
Listening System
Any teachers ⇒
Teachers and Students⇒
Goal⇒Clear⇒
Teachers read a lot⇒

32. Advantage of Round Reading &
Listening System
Any teachers can do this⇒
Because this is a system!
Teachers and Students will enjoy⇒
Goal⇒Clear Test⇒
Teachers read a lot Improve⇒

33. Disadvantage of Round Reading &
Listening System
Other teachers⇒
⇒ Hard
Conventional term test⇒
Down
a mass of paper⇒
No.1

34. Disadvantage of Round Reading &
Listening System
Other teachers⇒Consensus
⇒ Hard
Conventional term test⇒Motivation
Down
a mass of paper⇒
No.1 paper-consumer in the school!

35. Test Class Room Lesson⇔
Make a test where
Students who did( )will
obtain a high mark or score.
Create a lesson where
( ) can make a test prep.

36. Any Question? OrAny Question? Or
Wanna fill the blanks?Wanna fill the blanks?
PLS,PLS,
Contact me!Contact me!

37. Ignite
student
learning!