This is the second of the presentations I made at the Teachers' Spring Workshop, March 2013. This is the one that outlines some current ideas about how we might reform the curriculum.

1. Some thoughts on
reforming the way we
teach at Momoyama

3. The problem
• 10 years of the Language Centre
• “But the students still can’t speak English”

4. The university request
to the Language Centre
• Raise the students’ TOEIC scores

5. We can get every
student to TOEIC 700!

6. ..... if we give them 20
hours of English every
week for two years.

7. Or ......

8. We can ...
• Get some students to be able to score 600
(700? 500?) in TOEIC
• Get all graduating students to be able to
use English better than they could when
they arrived

9. TOEIC students need
• time (at least 4 times a week every year)
180hrs p.a. = 360 hrs/ 2yrs, 720 hrs/4 yrs
• energy - they have to be willing to
work hard, to talk, read, write, to make
mistakes
• motivation - from inside themselves,
and from outside - we have to push
them

10. Other students need
• intensive exposure (4 times a week for one
year instead of 2 times for two years - 180
hrs)
• to lose their fear of English
• to have achievable and meaningful goals

12. What do we need to
do?
The University needs to ...
The University needs to ...
• Create a TOEIC students program - real
intermediate and post intermediate
• Make it possible in the timetable for
students to pursue English at this level
• Take the exam pressure away from other
students
• Reduce class sizes

13. What do we need to
do?
the teachers need to ....
the teachers need to ....
• change our way of teaching:
• some very large classes
• achievable and meaningful goals - teach to
‘can-do’ standards (the European
framework)

14. The large classes
• 60 ~ 100 students
• (bilingual?) short lectures/recorded listening
materials, computer-based learning, reading
material in both English and Japanese to
provide a content base for speaking and
writing classes

15. Large numbers Small numbers
Difficult to manage Easy to manage
Little marking or A lot of marking
assessment
Speaking: Discuss, present, talk
Read, listen to about the topic in English
mini English
lectures, watch
video, listen to
Japanese
explanations on Writing: Discuss and write
topic about the topic in English
Assessment by
attendance and Assessment by can-do
computer-monitored standards
homework

16. • Get rid of distinction between Japanese and
non-Japanese teacher roles

17. Question
• Can we so something like this?
• Can we teach some large classes (in
order to reduce numbers in the
majority of classes)?
• Can we teach to ‘can-do’ standards