Cambridge YLE Exams
Just got back from a day of training towards becoming a Cambridge Young Learners of English interview examiner. Surprisingly, it was both interesting and fun. I met some good people, learned a lot, and got quite excited about the exams and the Council of Europe Framework of Reference for foreign languages.
Jim George (Luna International) is in charge of running the YLE tests in Japan. He conducts training for examiners and provides information and advice for people wanting to take or offer the tests. He’s also a great guy.
The Grammar Lab, by Kenna Bourke (OUP)
The Grammar Lab, by Kenna Bourke, published by Oxford University Press, is a grammar practice book aimed at children aged 9-12, with interesting content and exercises, appealing characters, and stunning illustrations and presentation.
It consists of three books written completely in English, covering basic grammar points: how to use nouns, verbs, prepositions, etc.
I have been using this series with Japanese junior and senior high school students. The grammar points are not new to them, but the books provide extensive practice and lots of examples of how to use language naturally. The fact that students already understand the content makes it easier for them to deal with the slightly difficult vocabulary and instructions.
I use The Grammar Lab as a homework supplement to regular classes, and find that with approximately 45 sections (37 units and 9 revision sections), one book is good for a year of classes. The production values on this series really are superb, and I really enjoy the illustrations and storylines/jokes. They do a great job of bringing grammar to life and making the drills interesting.
My only complaint with the series is with the Teacher’s Books (I bought the first one), which are only 40 pages long, 30 of which consist of answers to the questions in the Student’s Book, and the other 10 which consist mainly of introductions to the characters featured. This is really not worth 1,400 yen nor does it deserve to be called a teacher’s book. I was expecting a lot more in terms of supplementary activities, ideas for using the text, and advice, and was very disappointed with this.
The Student Books are currently available on Amazon Japan for just over 2,000 yen. This is slightly expensive for a homework/supplementary book, but for keen students who need extra practice at using junior high school grammar in practical ways, they are very helpful, and provide an easy way to incorporate grammar practice/drills into conversation classes.
Variable fees: a crazy idea?
I had a wild thought last night as I headed home last night at 23:30 and thought I would throw it out there for consideration…
Has anyone tried/thought about charging variable fees based on how ‘good’ students are? (I’m thinking about kids here).
Summer camp
We did our first day summer camp with our students last year. We joined a camp run by another school, and went off to a nearby island with them to play on the beach, have a barbecue, and do lots of small English games.
We learned a lot from the experience, not least that it is not particularly difficult to organise ‘English’ events. I liked a lot of what they did (putting students in mixed-age teams, having low-pressure competition throughout the day, being active, going outside), but found some of it less effective (forcing English onto students, some of the activities).
We organised our own summer day camp this year, and it was a huge success. Students and staff had a good time, it didn’t take all that much preparation, and I think it will help our schools’ reputation.
I’m going to list some of the things that went well below, in the hopes that it will be useful for other teachers or school owner/operators.
1. We found a company to do most of the work that does outdoor activities for kids’ groups like neighbourhood associations, etc. and they were able to provide a morning activity (making zunda mochi), lunch, bus there and back, and a beautiful outdoor location for a very reasonable price (1700 yen per person). This took almost all the pain out of the experience and meant that we just had to organise our students and think of some games to play in the afternoon. If we had had to provide lunch and arrange transport, it would have been much more work.
2. We had students from various classrooms and classes, so mixing them up was a priority. We made mixed age and ability teams, and had two teachers and fourteen students in each. This worked well, and after about ten minutes into the zunda mochi making you couldn’t really tell which students were in the same class and which had just met for the first time.
3. We had a lot of staff, mostly parents and university student volunteers. This really helped with logistics (helping the students do things and carrying stuff mostly).
4. We had a mix of structured activity and free time, which meant the students had a chance to play soccer with their friends if they wanted, but didn’t really have time to get bored.
5. The emphasis was not really on English (some of the students brought friends who were not studying English) but rather on having fun together and getting to know each other. This removed a lot of the pressure, and resulted in a much more relaxed atmosphere than the camp last year (where there was much more emphasis on English, to the extent of the safety briefing being done in English!).
The best thing about the day was the chance to just hang out with the students and run around outside. I think everyone enjoyed the day and made some new friends.
I am hoping to do more activity days like this, again not based on English so much as having a fun day out with friends. That way we can build our school community further.