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Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung since a year ago, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
Dylan, Profesor from Canada, who has been live in Bandung for one half year, offer him self as a volunteer at Tobucil. He was run the conversation club for several member of tobucil's community. But after he's busy writing a novel, this club was stop.
One of the main reasons why Japanese can't speak English is because they are too kind and polite to ask difficult or unanswerable questions of their conversation partners. It is not so much they fear grammatical mistakes (which my students keep making) but putting their partner on the spot by asking them something that their partner can not, because it is impossible to, answer. This forces them to check out the question that they are about to ask in Japanese first, and verify that it can be answered. This in turn puts them back into the reverse, Japanese mode of thought (precisely the reverse of English) slows their English production to a snail's pace, and prevents them from increasing their fluency. In order to encourage them to fire questions, from the hip, like a river of sludge, and throw themselves away as all the best martial arts encourage one to do I have also to persuade them that their partner will be just fine.
To that end, I am having success with these nonsense questions to which students are instructed to answer in the negative.
I introduce these exercises as being as the equivalent of practising parrying or blocking in Karate. If someone asks you a question that does not make any sense, just answer in the negative. Once students know that they can do this, and their partner can do this, and "block" senseless questions, then they feel more able to ask questions freely and fluently, senseless or not, without censoring themselves, and checking out all their English production in Japanese first.
Image: Noh Masks by Rosewoman.
Based on Kyozotchy's design
www.flickr.com/photos/nihonbunka/3350213653/
but now with a gun. I hope this is okay.
The idea is that students read the textbook, learn the vocab and prepare roles before class where, they bluff, lie, make miistakes and speak English. Since the students do not like to speak English, they instead attempt to respond exactly as described in the text, or by reading from their books.This would be almost completely useless as a English language learning exercise, and would get you shot as a spy. So I try to encourage them to think spy.
I think that I need to add a thumb. And a gun barrel poking out from behind the fat guy too.
KADENA AIR BASE, Japan (Jan. 31, 2013) - U.S. Air Force Senior Airman Nick Caudillo, 18th Equipment Maintenance Squadron crew chief, shows Saki and Miki, Nikkei College of Business students, a U.S. Air Force F-15 Eagle fighter jet during a tour of the 18th EMS during a five-day English conversation exchange program on Kadena Air Base. The students participated in a five-day English conversation exchange program and toured different squadrons around base. (U.S. Air Force photo/Airman 1st Class Brooke P. Doyle)
130131-F-ZT401-049
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English Conversation textbook page. This textbook is made freely available to students and anyone else under the terms of the licence.
The Japanese have a mirror in their hearts that loves them.
I have started applying my theory of Japanese culture, which I call Nacalianism - Lacanianism backwards. I argue that the Japanese move from the symbolic stage to the mirror stage and remain there (or would, were it not for the efforts of Japan's leaders to Westernize Japan).
This means that when forced to speak English, they feel as bad as Westerners do when they are forced to sit in front of mirrors. The experience of focusing upon their speech creates in them an "objective self awareness" similar to that created in a Westerner in front of a mirror. Since the Japanese do not enhance in the linguistic modality, nor Westerners in the visual, they find it unpleasant.
In order to make English class more pleasant therefore it helps, I believe to increase Japanese students' visual self awareness still further such that they are so visually aware of themselves that they do not become depressed by their objectification in English conversation. This has in the past been achieved in at least two ways.
Before the famous English conversation school, Nova, was forced into bankruptcy I noticed that one of the features of Nova classrooms was that they had glass walls. There was a Nova classroom in Kyoto station where passengers could see students taking English conversation classes at Nova. At other Nova establishments in less public places the students in one class could see students in others. This sense of seeing and being seen increased, I believe, their visual self awareness such as overcome the negative affect of verbal objective self awareness in the land without a verbal Other.
Another thing that I have noticed in those rare Japanese that speak English well is their tendency to move their hands a lot. This may be simply in emulation of foreigners and to get into the spirit or culture of the English language but often these gestures appear rather different to those of English speakers, and more like the speaker is conducting himself. I think perhaps that this self-conduction encourages Japanese English speakers to visualize themselves and again, combat the negative affect of verbal objective self awareness.
In my class today I failed to encourage students to conduct themselves, and could not take them to a glass walled classroom but I did set up a web camera so as to display a view of the students on the walls of the class. I found that this improved the overall atmosphere of the class and the students ability to speak English.
Video of the same class
More relative pronoun practice. To be used in conjunction with my list of Japanese cultural phenomena in distributable card form.
Influenced by Karate, I start all English conversation classes with practice of "English Forms" or kata," by having students respond in the positive or negative to series of questions with only slight variation. This is the 9th week of the class so the students can handle quite a lot of variation but in the first weeks only the auxiliary verb would change. I find that students can respond very fluidly to questions when they are not required to think about the meaning but merely recreating the form. They clearly understand what they are saying after the event at least too, and this practice improves their fluency in the rest of the lesson.
They then go on to do conversation "sparring" in pairs using the materials posted last year, from which the verbs in the above forms are taken.
www.flickr.com/photos/nihonbunka/11060997334
www.flickr.com/photos/nihonbunka/11060972936
www.flickr.com/photos/nihonbunka/11061040733
www.flickr.com/photos/nihonbunka/11060973396
Image from Kata por Equip by Luis LInero
Thanks also to Arinaga Sensei of the Yamaguchi Arinaga Dojo affiliated to the Full Contact Karate Association.
Why the heck is that now, 150 years since the Meiji Restoration, the only people that can't speak English -- which has become the international language -- are the Japanese? The cause has at last been unveiled. The reason is because the Japanese have pure and kind minds..
The honest Japanese have turned English conversation practice, in which participants should just say anything, into practice at deciphering written texts. They must first become liars. Secondly, the above all gentle Japanese, have turned English conversation practice, which should be as bellicose as a martial arts, into some sort of tea ceremony. English conversation is war!
Herein, it is the psychology of the Ninja who are not ashamed to lie, or cut and kill their opponents that will save Japanese English conversation skills.
In order to disguise themselves as others, Ninja are good at lying. And if caught by their enemies, to avoid being crucified, they have no choice but to pretend to be the person that they have read up about. And should they be questioned, then they will respond confidently without the slightest hesitation because the "truth" about a fictional cover matters not a bit. In this class too you should forget the correct answer, become the part, lie, bluff, and prevaricate if needed but above all speak.
Even more important is the fact that, like martial art and the way of the Ninja, English conversation is a face to face physical activity. Conversation, like fighting, as an intellectual activity just does not work Questions asked in English conversation practice are like blows in a martial art. So, if in order to be kind you empathise with your partner and prepare a question that you have practised with yourself to check that it is (easily) answerable, then you have no hope at improving in English. Instead, you should use the basic interrogative form, and substituting its various parts at random, throwing out questions like a storm of ninja throwing stars, and turn exam English into English that you can use.
Things to bear in mind when using this textbook
1.Do the comprehension questions and learn the vocabulary before coming to class. In class do not look at the book when responding.
2.For there to be communication between the speaker and listener there needs to be an information gap, so do not let your partner see your book and never look at your partner’s book!
3.The structure of Japanese and English sentence is reversed so practicing making sentences is of up most importance. With a few exceptions almost all the sentences – statements and questions – in this book follow the two patterns. Please see pages 93 and 94. These structures are also given in the margins of the earlier chapters. Always speak in sentences in class.
4.There is almost no point in reading out the textbook, so make your own follow up questions. Here an important thing to bear in mind is that you should not try to be kind to your partner by preparing a question in advance, and checking to see that it is easy to answer. You have to leave your English skills to your body (your mouth). So until your mouth becomes skilful, randomly combine the question words and auxiliary verbs into the interrogative sentence structure (both of which are in the margins) and spray your partner with questions like a hail of ninja stars. Understand what you have asked, after you have asked your question.
5.Since it is difficult to flip between speaking Japanese and English, use only English in class. Please see page 94 for a list of useful phrases for use in class. Say, "I don’t understand,” and “Please could you say that again,” over and over again until you understand.
Showing off our houses again, and providing practice using relative pronouns and relative clauses and the slightly irregular auxillarly "want to." Unlike "can", "should", "will", "do" (emphatic), "would," may, etc, "want to" and "have to" stick with the verb in the iterogative and (like the plain present) require the use of "do." The students know this but it goes against my general question structure given in the left hand margin.
Please also cite tekisuto.com
English Conversation textbook pages, on future employment with interviews of Yamaguchi University students who had successfully completed their job search.
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English Conversation textbook pages, on future employment with interviews of Yamaguchi University students who had successfully completed their job search.
取り下げご希望でありましたら、下記コメント欄・nihonbunka.comのメールリンクまでご連絡ください。
English Conversation textbook pages, on future employment with interviews of Yamaguchi University students who had successfully completed their job search.
取り下げご希望でありましたら、下記コメント欄・nihonbunka.comのメールリンクまでご連絡ください。
Recycycling vocabularly. from the information gap activities using the generously licenced image "Girl with Books by CollegeDegrees360, on Flickr
English Conversation textbook pages, on future employment with interviews of Yamaguchi University students who had successfully completed their job search.
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This questions are an attempt to help my students realise that it is okay to ask questions that have no easy answer, so that they can practice saying questions at random to improve their fluency, without having to return to Japanese to check out their question to see that it has a viable answer. The word file is available here and the PDF is available here.
I tried it in my seminar class. Immediately afterwards one of my students was still censoring questions and having difficulty asking questions that might be difficult for me to answer (How often mustn't you praise?). The truth is for a native speaker almost any question is answerable, and this was just after getting them to do the above exercise to have them realise that it does not matter if the question is unanswerable. So the wall of politeness, which may be the same as of meaning, is hard to break.
Meaning is felt to occur when you understand yourself, and ask yourself a question, say or express something that you can auto-respond to and understand.
That went quite well.
English Conversation textbook pages, on future employment with interviews of Yamaguchi University students who had successfully completed their job search.
取り下げご希望でありましたら、下記コメント欄・nihonbunka.comのメールリンクまでご連絡ください。
This is to be folded over to cover information gap activity handouts in English conversation classes. The students are encouraged to read the text and answer the comprehension questions prior to the class through the use of on-line homework. In class they should give any answer that they can give. Since speaking causes fear and trembling participants tend to wish to return to the text and attempt to find that part of it which would answer their interlocutors question. Since I create questions that require textual interpretation, it is often impossible to find any part of the text that the student can recited in response to the question so they may keep seeking that part for a long time.
Generally it seems that speaking is so horrible that most students avoid it and many teachers let them. To prevent students from looking for answers in their text in my classes, I have them cover the text with a piece of paper such as this folded in half, leaving only the questions about their partner's page showing. It also contains pretty much all they need to reminded of regarding English grammar, especially the formation interrogative sentences.
Materials for English conversation class.
If you are in any of these photos and would like to be removed from the Internet please leave a comment, B.
English Below
いろんな質問を口任せに試して聞いてみるために、質問の文頭(who will, when shouldなど）をランダムに作り出すサイトは次のURLからアクセスできます。
文頭のあとに
eat sushi? 全自動なら https://tinyurl.com/autoqeatsushi
practice karate? tinyurl.com/autoqpracticekarate
write letters? tinyurl.com/autoqwriteletters2 (oops!)
watch TV? tinyurl.com/autoqwatchtv
play sport? tinyurl.com/autoqplaysport
などの動詞+名詞をつけて遊んでみるとよいです。例外は
①whoの場合は最後にwith
②whatの場合は名詞を２番目に
③助動詞がhaveなら動詞の過去分詞 (e.g. when have you eaten sushi)
（How often＋否定形はあまりよろしくないので、ランダムの組み合わせには入っていません。）
This URL
can be used to get my students to ask random questions, rather than preparing questions written and checked in their minds, as part of a martial arts based English language acquisition course: 無念無想英会話
Just click "rerun" and complete the question such as:
eat sushi? Fully automatic Q: tinyurl.com/autoqeatsushi
eat bread? tinyurl.com/autoqeatbread
speak English? tinyurl.com/autoqspeakenglish
write books? tinyurl.com/autoqwritebooks
give books to friends? tinyurl.com/autoqgivebookstofriends
study languages? tinyurl.com/autoqstudylanguages
Remember :
1) to add "with" at the end of who questions,
2) to move the final noun to the second position when asking What questions (e.g. What sushi do you eat?)
3) to use a past particle when the auxiliary is "have" (e.g. what sushi have you eaten?)
("How often" with negative auxiliaries are generally unnatural so they have been removed)
I use an excel file to create the list of 144 question permutations from the verb, its past participle and object (noun). The excel file can also create the random question stems and fully automatic questions and is available here:
md2.cc.yamaguchi-u.ac.jp/~econo/temp/random_question_app....
Should you make any more tinyurls of fully automatic questions, I would be grateful if you add the tinyurls in comments. But no rude questions please.
Inspired by the teaching method used at Arinaga Karate Dojo.
Google's shortner prevents me from using my URL too so I will try here
I have extracted the most commonly used 168 verbs from Russell's list of 1000 words in American English (Russell, 2015), and created a lookup table to create random questions using those verbs.
The random question generator can be downloaded here
From these I will extract questions that are particularly difficult to answer. The random generator does not add past participles, the final "with" on who questions, nor noun objects.
Most of the questions are viable but a few that would be rather difficult to answer include the following.
What do you swim?
Why must you live?
Why are going to live?
Who did you recycle?
What can't you run?
How must you surprise?
How often must you spread?
How must you jump?
How must you continue?
Why must you be?
What must you drop?
When can't you duck?
When couldn't you be?
How can't you part?
How often don't you want to burn?
Who must you move?
What can't you pull?
Who don't you want to finish with?
What can you say?
How often don't you ask?
Why haven't you jumped?
How often don't you ask?
Where didn't you carry?
Who have you appeared with?
Who don't you want to mount?
Why could you shout?
Where don't you want to learn?
Who did you keep with?
How shouldn't you need something?
Where didn't you rise?
How often mustn't you be?
How won't you feed your dog?
How often don't you cause something?
Russell, R. (2015, September 07, 10:07 am). 1000 most common English words. Retrieved November 10, 2015, from www.rupert.id.au/resources/1000words.php
Dark places and adjectival clauses. Learning how to produce adjectival clauses is the secret of learning English. Without them one is required to keep learning new vocabulary forever. With adjectival clauses one can use simple language, including general nouns like "place," to describe the more difficult concept that you wish to convey.