さいたま市教育家会ジャーナル

TheJournal of Saitama City Educators (JSCE)A さいたま市教育家会 (SCE) Publication

ISSN: 2185-7822

Volume 3, Issue 5

July 2013

Editor: John Finucane

Issue Editors: Tim Murphey and Sayuri Kodama

Translators: Yuka Kurosaka, Sayuri Kodama, Mayumi Nagata, Chie Sato and Yukari Tanaka

Proofreading: Tim Murphey and Sayuri Kodama

Cover Redesign by: kriszion

Find out more at: SaitamaCityEducators.org

About the Issue Editors

Tim Murphey (PhD Université de Neuchâtel, Switzerland) TESOL’s Professional Development in Language Education series editor, co-author with Zoltan Dörnyei of Group Dynamics in the Language Classroom, author of Music and Song, Teaching One to One, Language Hungry!, In Pursuit of Wow! and a novel about Japan’s entrance exam system The Tale that Wags presently researches Vygotskian socio cultural theory (SCT) and neuroscience applications with particular emphasis on student voice, agency, identity, and community construction.

Sayuri Kodama is a doctoral student in the field of Public Health Nutrition and a research assistant at WUGS researching the associations among diet quality, socioeconomic status and healthy life expectancy. She has presented in Japan and Australia and will present in Taiwan next year.

Foreword

Every Tuesday evening this spring semester 2013, I have travelled to Ichikawa from Kaihin Makuhari, where my home university is Kanda University of International Studies, to teach a graduate school class in English presentation skills for Wayo Women’s University Graduate School or Human Ecology (I fondly refer to as WUGSHEs, which sounds like a species in the Star Wars’ bar). I persuaded them to try to share their expertise at Nakasendo 2013 conference and they got their feet wet with their first poster presentations in English, to English teachers! And now we are publishing in the SCE Journal. As I mentioned to my friend Colin Skeates who complimented me on my work on Facebook, it is actually these students that are helping me (and my students and colleagues) be healthier and happier with their valuable information. I feel so grateful to them. I have recently been changing my own eating and exercise routines due to their influence. It is true that when we mix up the disciplines a bit we discover new affordances across fields.

After my first article on Value Added English, three articles follow that will help you show your students that you care about them, that you are putting their happiness and health first. The first one, Know Balance, Know Life, is about nutrition and our eating habits and how they can be improved. The second Know Exercise, Know Life is about exercise and how most of us need to get more exercise in order to have long healthy lives. These first two articles have facilitative translations interlaced. The third, Know Happy, Know Life, is based mostly on neuroscience and positive psychology and teaches through a song The 5 Ways to Happiness how each of us can make ourselves happier. These article titles are playing on the common youth phrase “No Music, No Life” and we at first had “No” but decided “Know” was more positive. (Think about it awhile, and you’ll know what we mean.)

Resources: We opted to put all the resources and handouts after the last article. Please realize that these activities and handouts can be adjusted and changed greatly to fit your particular needs for your particular classes. There are also sound files available with links noted where appropriate. If you would like to correspond with any of the authors and share your experiences with the materials our emails are after our names.

To end this forward, we might say, that your health and happiness as a teacher is uppermost in our minds as we write these articles. Without your health and happiness, we can have little hope of health and happiness spreading further to students and of them becoming well-educated.

Tim Murphey

Contents

Tim Murphey: Value Added English through CBI and CLILティム・マーフィー: CBIとCLIL により生み出される英語の付加価値Page 1

Chie Sato, Mayumi Nagata and Sayuri Kodama: Know Balance, Know Life!佐藤千恵, 永田真弓と児玉小百合: 知ろう！良いバランスで良い生活！Page 9

Yukari Tanaka and Yuka Kurosaka: Know Exercise, Know Life! 田中由佳里と黒坂裕香: 知ろう！良いエクササイズで良い生活！Page 14

Tim Murphey: Know Happy, Know Life!ティム・マーフィー: 知ろう！ハッピーで良い生活！Page 18

Appendices

I: Know Balance, Know Life!Page 22

II: Know Exercise, Know Life!Page 25

III: Know Happy, Know Life!Page 30

From the EditorPage 33

Value Added English through CBI and CLILCBI（内容重視の言語指導）とCLIL （内容・言語統合型学習）

により生み出される英語の付加価値

Tim MurpheyKanda University of International Studies (KUIS)

ティム・マーフィー

About

Tim Murphey teaches a graduate school course on Academic English Presentations at Wayo Women’s University Graduate School (WUGS) and teaches full time at Kanda University of International Studies. You can find his articles at academia.edu and his books on Amazon..

Abstract

When students are learning content through English whose value is beyond English, such as science, economic, or health information that can help them, or when they are using English to enjoy themselves in other ways that are not just “English learning” (playing games, getting to know people, singing songs, telling jokes, etc.), then these activities are adding value to the use of English and are beyond merely learning a school subject (English) for a grade. In other words when the use of English is in the service of other meaningful goals, we would call that “Value Added English.”.

要約: 科学や経済、自分自身の健康に役立つ情報など、その価値が英語の言語領域を超える内容を学生が英語で学んでいるとき、または単に「英語学習」にとどまらず他の方法（ゲームで遊ぶ、人と知り合う、歌う、ジョークを言うなど）において英語を使用し楽しんでいるとき、これらの活動は英語を使うことに付加価値を与え、成績のために科目（英語）を履修するという領域を超えている。すなわち、英語の使用が他の有意義な目的のためであるとき、それを「英語の付加価値」と呼ぶのである。

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Value Added English - Definition: When students are learning content through English whose value is beyond English, such as science, economic, or health information that can help them, or when they are using English to enjoy themselves in other ways that are not just “English learning” (playing games, getting to know people, singing songs, telling jokes, etc.), then these activities are adding value to the use of English and are beyond merely learning a school subject (English) for a grade. In other words when the use of English is in the service of other meaningful goals, we would call that “Value Added English.”

Research in content-based instruction (CBI, in North America) and content and language integrated learning (CLIL in Europe) proposes that these are actually excellent ways to learn and improve one’s language skills (CBI/CLIL reference list attached). Very few students actually want to learn a language because the language itself is interesting. More often, it is what we can do with a language that makes it attractive: make friends, tell our stories, understand songs, travel comfortably, explain ideas that are important to us, meet new people, and realize other meaningful goals. This is what is meant by “value added.”

Wilga Rivers (1975, p. 96) hinted at all this early on, and much more:

We must find out what our students are interested in. This is our subject matter. As language teachers we are the most fortunate of teachers—all subjects are ours. Whatever the children want to communicate about, whatever they want to read about, is our subject matter. The “informal classroom” we hear so much of these days is ours if we are willing to experiment… The essence of language teaching is providing conditions for language learning—using the motivation which exists to increase our student’s knowledge of the new language; we are limited only by our own caution, by our own hesitancy to do whatever our imagination suggest to us, to create situations in which students feel involved—individually, in groups, whichever is appropriate for the age level of our students in the situation in which we meet them. We need not be tied to a curriculum created for another situation or another group. We must adapt, innovate, improvise, in order to meet the student where he is and channel his motivation.

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(Rivers 1975 p. 97)

Politzer and Weiss show that “better results were obtained by the pupils of those teachers who went beyond the procedures strictly prescribed by the curriculum, teachers who were concerned with supplementing the curriculum rather than merely implementing it.” It seems, according to this report, that “the efficiency of the individual teacher increase(d) with the amount of his personal stake and personal contribution to the instructional processes.”

Value Added Business and Education

Kazuo Inamori told his employees when he took over the bankrupt JAL in 2009 that the job of management was to make them happy! As language teachers we might benefit by thinking that our job is first and foremost the health and happiness of our students -- language is secondary. There is the old but still true famous phrase that, “Students don’t care how much teachers know until they know how much teachers care.” Inamori was 80 years old when he took over JAL and his philosophy was washed down at employee beer parties. Within three years JAL was back on the Tokyo stock exchange.

As most early childhood educators know, children respond well to games and songs to learn English. While many JHS and HS teachers assume their students are beyond songs and games. It is not true. Even in university, teachers find that games and songs can be used to learn a great many aspects of language much more easily sometimes than lectures and readings, precisely because of the extra fun value and natural human emotions that need stimulating to learn. Thus, we are using fun surveys and songs with the material in the following chapters.

Textbooks if you look closely assume students will be interested in certain topics and activities and that students will learn through these activities. Fortunately, students have teachers to adjust better to their real selves and the interests of the group. Textbooks are great for the people at the right level and with the relevant interests. But they seldom will be truly in tune with a group of students who have diverse interests that teachers can adapt to. Some resent research in Dynamic Systems Theory conceptualizes a person or a group (a class) as a Socially Intelligent Dynamic System, a SINDYS (Murphey 2012, in press). We propose that when teachers gather information from the group and give it back to the group, that the group naturally starts growing more intelligent, and hopefully healthier and happier (Figure 1).

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Socially Intelligent Dynamic Systems (SINDYS)

Fig.1

Confucius said of a proposed educational system during his time, that, “By such an educational system only is it possible to civilize the people and reform the morals of the country, so that the local inhabitants will be happy and those in distant lands will love to come to the country. This is the principle of ‘tahsueh’ or higher education” (p. 221). So even Confucious was saying that the goal of higher education was to make the population happy, which would then attract more people to the country.

I gave a presentation at the University of Graz in March of this year and a first time exchange student/teacher, Martina Bednáriková, from Slovakia wrote up a short article for her teacher blog. She also describes what I mean by Value Added English:

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I have to admit, I did not expect the first seminar of my exchange semester to turn out to be something truly meaningful. Nevertheless, it did. Professor Murphey showed us how important it is to communicate well-being, respect to others and fairness to our students. I experienced – and hopefully really learned – that teaching English is not only about grammar and rules, exercises and exams. Learners can learn much more than expected during one single lesson and even have fun doing it.The teacher I want to be is the one that gives her students something more, something extra, something useful for their whole life. I want to be that teacher who’s a lamp and can provide light whenever it gets dark. I want to be that teacher who’s a ladder for those learners who are ready to climb the mountains of knowledge to see the world. But more than anything else, I want to be that teacher who is a lifeboat for her students, a safe haven from the dangerous waves.

***

What follows in this edition of the SCE journal are three articles that will help you show your students that you care about them, that you are putting their happiness and health first. The first one, Know Balance, Know Life, is about nutrition and our eating habits and how they can be improved. The

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second Know Exercise, Know Life is about exercise and how most of us need to get more exercise in order to have long healthy lives. These first two articles have facilitative translations interlaced. The third, Know Happy, Know Life, is based mostly on neuroscience and positive psychology and teaches through a song The 5 Ways to Happiness how each of us can make ourselves happier. These article titles are playing on the common youth phrase “No Music, No Life” and we at first had “No” but decided “Know” was more positive. (Think about it awhile, and you’ll know what we mean.)

Resources: At the end of each of the articles there are suggested activities and handouts. Please realize that these activities and handouts can be adjusted and changed greatly to fit your particular needs for your particular classes. There are also sound files available with links noted where appropriate. If you would like to correspond with any of the authors and share your experiences with the materials our emails are after our names.

To end this introductory article, we might say, that your health and happiness as a teacher is uppermost in our minds as we write these articles. Without your health and happiness, we can have little hope of health and happiness spreading further to students.

Bednáriková, Martina (Posted on March 11, 2013). How to Deal: Ideas for Language Teachers by Slovak Chamber of English Teachers http://scelt.wordpress.com/2013/03/11/how-to-deal-ideas-for-language-teachers/

Murphey, T. (in press). Value Added English Learning for Personal-Social-Global Purposes and the Altruistic Turn Barcelona.Rivers, W. (1975). Speaking in many tongues: Essays in foreign-language teaching.

Rowley,Mass.:Newbury House Pub.Grenville-Cleave, B. (2013). Beer and philosophy: Engagement Japanese

style. Positive Psychology News Daily. January 7. http://positivepsychologynews.com/news/bridget-grenville-cleave/2013010725067

Politzer, R. & Weiss, L. (1969). Characteristics and behaviors of the successful foreign language teacher. Standford Center for the Research and Development in Teaching, Technical Report No.5 (Palo Alto, April) pp. 69-70

Yutang, L. (Ed.) (1943). The Wisdom of Confucius. Random House.

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CBI/CLIL reference list

Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English Language Teaching (pp. 199-224). New York: McGraw Hill.

Brinton, D., Snow, M., & Wesche, M. (Eds.) (1989). Content-based second language instruction. New York: Newbury House.

Brinton, D. & Master, P. (Eds.). (1997). New Ways in Content-Based Instruction. Alexandria, VA: TESOL.

Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Education psychologist, 34(2), 75-85.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Langauge Integrated Learning. Cambridge: Cambridge University Press.

Crandall, J. (1993). Content-centered learning in the United States. In W. Grabe, C. Ferguson, R. B. Kaplan, G. R. Tucker, & H. G. Widdowson (Eds.), Annual Review of Applied Linguistics, 13. Issues in second language teaching and learning (pp. 111-126). NY: Cambridge University Press.

Crandall, J., & Kaufman, D. (2002). Content-based instruction in higher education settings. Alexandria VA: TESOL International.

Crandall, J., & Tucker, G. R. (1990). Content-based instruction in second and foreign languages. In A. Padilla, H. H. Fairchild, & C. Valadez (Eds.), Foreign language education: Issues and strategies. Newbury Park, CA: Sage.

Grabe, W & Stoller, F. (1997). Content-based instruction research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5-21). White Plains, NY: Addison Wesley Longman.

Mateu, J. (Oct 2012) Physical education in CLIL: Enhancing language through meaningful use and interaction. APAC Magazine #76.

Mohan, B. (l986). Language and Content. Reading, Mass.: Addison Wesley.Murphey, T. (1992). Action logging: letting the students in on the teacher

training processes The Teacher Trainer, 6(2), 20-21.Murphey, T. (1993). Why don't teachers learn what learners learn? Taking the

guesswork out with action logging. English Teaching Forum Washington DC USIS. pp. 6-10, January.

Murphey, T. (1997a). Content-based instruction in an EFL setting: Issues and strategies. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 117-131). White Plains, NY: Addison Wesley Longman.

Murphey, T. (1997b) A CBI Curriculum Innovation: Nanzan’s Revolving Six-Week Workshops. The Language Teacher 21(6) 25-29.

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Murphey, T. (1997c) Learning what learners learn: Action logging. In D. Brinton and P. Master (eds.) New ways in content-based instruction.pp 144-145.

Murphey, T. (in press) Value Added English Learning for Personal-Social-Global Purposes and the Altruistic Turn. (APAC 2013 Conference paper).

Murphey, T., Deacon, B., White, M., & Gage, P. (2008). Passion, flow, and content-based instruction. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT. Pp 494-507 http://jalt-publications.org/archive/proceedings/2007/E145.pdf

Sekiya, Y. (2005). Content-based English Teaching in an EFL Setting: The Case of a Japanese University.In Jourdenais, R.M., & Springer, S.E. (Eds). Content, tasks, and projects in the language classroom: 2004 conference proceedings.Monterey, CA: Monterey Institute of International Studies. pp. 23-34

Snow, M. A. & Brinton, D. M. (Eds.) (1997). The Content-Based Classroom: Perspectives on Integrating Language and Content. New York: Addison Wesley Longman.

Stoller, F. (2002, March). Content-Based Instruction: A Shell for Language Teaching or a Framework for Strategic Language and Content Learning? Keynote presented at the annual meeting of TESOL, Salt Lake City. (full transcript available at the CoBaLTT website).

Wringer, S. (1998) Content and consciousness raising in a women’s studies workshop. The Language Teacher 22(6) 13-16.

N.B.: Relevant special issues coming out soon: the Asian EFL Journal is doing an issue on CLIL in Asia and the International CLIL Research Journal has an issue on CLIL in Japan in the works.

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Know Balance, Know Life知ろう！良いバランスで良い生活！

Chie Sato, Mayumi Nagata and Sayuri KodamaGraduate School of Human Ecology Wayo Women's University

佐藤千恵, 永田真弓と児玉小百合

About

Chie Sato is a first year master's course student at WUGS, researching food sanitation with a special interest is pyrethroid pesticides. She is planning to present her research next autumn in Mie, Japan at the Public Health Conference (PHC).

Mayumi Nagata is a first year master's course student at WUGS, researching in the field of molecular biology, and specifically the dis-functions caused by obesity. She plans to present her research next year in the United States.

Sayuri Kodama is a doctoral student in the field of Public Health Nutrition and a research assistant at WUGS researching the associations among diet quality, socioeconomic status and healthy life expectancy. She has presented in Japan and Australia and will present in Taiwan next year.

Abstract

Well-balanced diets are crucial for our healthy lives and for our minds’ alertness. If we lose this balance, we risk developing possible chronic diseases stemming from obesity that in turn affect our studies..

要約: バランスのよい食事は、私たちの健康的な生活や注意力にとって欠くことができません。食事バランスが崩れると、将来的には学習に影響を及ぼしかねない肥満を原因として、慢性疾患を発症する危険性があります。

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Well-balanced diets are crucial for our healthy lives and for our minds’ alertness. If we lose this balance, we risk developing possible chronic diseases stemming from obesity that in turn affect our studies.

バランスのよい食事は、私たちの健康的な生活や注意力にとって欠くことができません。食事バランスが崩れると、将来的には学習に影響を及ぼしかねない肥満を原因として、慢性疾患を発症する危険性があります。

Moreover, taking notice of diet balance leads to high dietary quality, i.e. diversifying our dietary habits. Previous science studies reported that people whose diets were assessed as high quality did not get marginal micronutrient (vitamins, minerals) deficiency symptoms 1).

さらに、食事バランスに留意すると質の高い食事、すなわち多様性のある食事習慣を実現できるでしょう。先行の科学研究において、食事の質が高いと評価された人々は、微量栄養素（ビタミン、ミネラル）の欠乏症状は深刻でなかったと報告されています1)。

Thus, we wish to promote the “Well-balanced diet” among educators and students. The Japanese dietary pattern, which consists of rice as a staple and diversity foods, has been said to be well-balanced for nutritional levels, and a major cause of Japanese longevity. We introduce the “Japanese Food Guide Spinning Top (JFGST)” 2), which shows graphically serving recommendation per dish each day. You can check your own diet balances with an appendix check sheet. Here we will explain how you can use it from now on with your classes, families, and friends!

そこで私たちは、「バランスのよい食事」を教員と学生さんたちに推奨したいと思います。日本人の食事パターンは、米を主食として様々な食品から構成されており、栄養素レベルにおいてバランスがよく、日本人が長寿であることの主な理由と言われてきました。私たちは「日本の食事バランスガイド（食事バランスガイド：JFGST）」2) を紹介します。バランスガイドでは、1日にとる量の目安を料理単位で1サービングとしてイラストに示しています。付録のチェックシートを用いて、あなた自身の食事バランスをチェックできます。ここではあなたがクラスメート、家族および友人たちと一緒に、今後ずっと使える方法をご説明します！

The JFGST was designed to resemble a traditional Japanese toy. Food category layers are grain dishes, vegetable dishes, fish and meat dishes, milk and fruits (fig.1).

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食事バランスガイドは、日本の伝統的なおもちゃに似せてデザインされました。食品の分類は主食・副菜・主菜・乳製品・果物となっています（図1）。

Now we will explain how to count the servings (SV) of the guide. For example one serving of grain dishes is one rice bowl, one serving of fish and meat dishes is one egg, two serving of milk are 1 glass.

食事バランスガイドのSVの数え方の説明をします。例えば主食1SVはご飯小盛り１杯、主菜1SVは卵1個、牛乳2SVはコップ1杯となります。

Figure 1

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For example, fig.2 shows each SV per dishes (grain dishes: 1.5SV, fish and meat dishes: 2SV, vegetable dishes: 3SV).

例えば、図2は料理単位のSVを示しています（主食: 1.5SV、主菜: 2SV、副: 3SV）。

If you eat a well-balanced diet, the top is also spinning well. But if you eat an un-balanced diet, the top is falling (fig.3).

バランスのよい食事をとると、コマもよく回っています。しかしバランスのよくない食事では、コマは回らずに倒れています。（図3）。

Figure 3

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The balance of diet collapses, even if you eat too much or too little. If you cannot have vegetable dishes at breakfast, it is possible to compensate for them at lunch or dinner. Further, if you eat too many fish and meat dishes at lunch, you can reduce them at dinner. Finally, you can adjust the balance of diet per day. The top shows visually how to get a well-balanced diet.

So checking the balance of your diet with the JFGST works even if people who do not have special knowledge. If you master the use of the JFGST, we promise you will be healthier, happier, and better learners!

食事は多すぎても少なすぎても食事のバランスが崩れてしまいます。朝食で副菜を十分にとれなくても、昼食や夕食で補うことができます。また、昼食で主菜を多くとりすぎたら夕食で減らすことができます。最終的に、1日の食事のバランスを整えることができます。食事バランスガイドはバランスの良い食事のとり方を視覚的に示しています。食事バランスガイドは、専門的な知識がない人でさえも自分の食事のバランスチェックがうまくいくでしょう。バランスガイドの使い方をマスターすることができたら、もっと健康に、もっと幸せに、そしてもっとすばらしい学習者になるとお約束します！

Reference

Sayuri Kodama, Tadashi Furuhata, et. al., Marginal micronutrient deficiency among menopausal women: assessment of dietary variety and dietary quality, Medicine and Biology,155(10), 661-669, 2011

Ministry of Health, Labour and Welfare and Ministry of Agriculture, Forestry and Fisheries, Japanese Food Guide Spinning Top, Daiichi Shuppan Publishing Co.,Ltd., 2005

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Know Exercise, Know Life知ろう！良いエクササイズで良い生活！

Yukari Tanaka and Yuka KurosakaWayo Women’s University Graduate School Students

researching Exercise Physiology 田中由佳里と黒坂裕香

About

Yukari Tanaka is a graduate student and research assistant at WUGS, studying sports nutrition and exercise physiology. She researches ways to support athletes from the perspective of nutritional science and looks forward to presenting her research in English.

Yuka Kurosaka is a doctoral student in the field of exercise physiology and a research assistant at WUGS, researching the effect of exercise and restricted diet in life style diseases. She has presented in Japan and Belgium and will present in Spain next year.

Abstract

Recently, a lot of people have a lack of exercise. This is primarily caused by a decrease in physical activity in daily life. Physical inactivity is now identified as the fourth leading risk factor for global mortality1). Physical inactivity levels are rising in many countries with major implications for the prevalence of life style disease and the general health of the population worldwide (WHO,2010). Unhealthy students have difficulty paying attention and performing well in their studies..

要約: 近年，多くの人たちは運動不足の状況にあり，これは主に日常生活の中での活動量の低下によるものと指摘されている．身体活動量の不足は，全世界の死亡に対する危険因子第4位に位置づけられており，生活習慣病の有病率や世界中の人々の健康状態に大きな影響をもたらすことが指摘されている1)．しかしながら，多くの国で国民の運動不足の現状は深刻化しつつある．健康的でない生徒は、学習に関心を持って良い成績をあげることは困難な場合が多い。

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Recently, a lot of people have a lack of exercise. This is primarily caused by a decrease in physical activity in daily life. Physical inactivity is now identified as the fourth leading risk factor for global mortality1). Physical inactivity levels are rising in many countries with major implications for the prevalence of life style disease and the general health of the population worldwide (WHO,2010). Unhealthy students have difficulty paying attention and performing well in their studies.

近年，多くの人たちは運動不足の状況にあり，これは主に日常生活の中での活動量の低下によるものと指摘されている．身体活動量の不足は，全世界の死亡に対する危険因子第4位に位置づけられており，生活習慣病の有病率や世界中の人々の健康状態に大きな影響をもたらすことが指摘されている1)．しかしながら，多くの国で国民の運動不足の現状は深刻化しつつある．健康的でない生徒は、学習に関心を持って良い成績をあげることは困難な場合が多い。

According to the results of the national health and nutrition survey in Japan in 20112), the percentage of totaled 60.6% of people answered they "have no exercise and physical exercise for health”. In the 20-29 years old group, 74.0% of people said they got no physical exercise. In Japan, the lack of inactivity has increased in recent years, particularly among young people.

2011年の国民健康栄養調査2) において，「あなたは現在，健康づくりのための身体活動や運動を実践していますか。」という問いに対して国民の60.6％が「いいえ」と回答したことが報告された．また，20-29歳を抽出したグループにおいては，同じく「いいえ」と回答した者は74.0％に達していた．日本において，運動を実践していない者の割合は，特に若齢層を中心に増加していることが明らかとされている．

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A lack of exercise has a negative effect on health. A lack of exercise is increase the risk of lifestyle diseases such as diabetes, cardiac disease, cerebral stroke, cancer, locomotive syndrome, ademonia, and dementia. A recent study showed that both inactivity and smoking cause about the same number of deaths each year3). It is important to increase the physical activity in daily life and have a chance to exercise. It is possible to reduce the number and rate of lifestyle diseases by increasing physical activity.

運動不足は，糖尿病、心疾患、脳卒中、癌、ロコモティブシンドローム、鬱病、認知症などの生活習慣病リスクを増加させ，健康に負の影響を与える．近年の研究では，運動不足は喫煙に匹敵する人口寄与危険度であることが報告された3)．日常生活の中で身体活動量を増加させることと，運動をする機会を持つことは，非常に重要なことであり，身体活動量を増加させることによって，生活習慣病を予防することが可能となる．

Because we study the beneficial physical results that come with exercise, we have come up with three concrete actions to increase the amount of physical activity in daily life. ① Increase the number of steps in your daily life. Walking for roughly 10 minutes corresponds to approximately 1,000 steps. The average daily step count is 7,301 steps for males and 6,556 steps for females in japan in 2011. We think aiming for a total of total 10,000 steps in a day would make people healthier and happier. ②Take the stairs! Choosing the stairs instead of the elevator or escalator is a quick way for people to add physical activity to their day. Walking up stairs takes three times the amount of energy as walking in flat ground. Even going down the stairs develops leg muscles. And it is ecological! ③Take an active holiday! You can enjoy your favorite leisure activities such as shopping, hiking, or swimming while taking

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a family trip. Enjoying an active life is the quickest way to increase physical activity and health.

我々は，運動を実施することの効果について研究をしている．そこで，日常生活の中で身体活動量を増やすための具体的な行動を提案する。①毎日の生活の中で一日10000歩を目標に歩数を増やそう。10分間の歩行が約1000歩に値する．2011年の日本人の平均歩数は男性で7301歩/日、女性で6556歩/日であった。②階段を利用しよう。エレベーターやエスカレーターの代わりに階段を利用することは，身体活動量を増やす簡単な方法の一つである。階段の昇降は、平地を歩くときの３倍のエネルギーを消費する。階段の昇降は、下肢の筋肉を鍛えることも可能である．③休日は外出しよう。買い物やハイキング，スイミング，家族旅行など余暇活動を楽しむことによっても身体活動量を増加することができる．楽しみながら活動的な生活を送ることは，身体活動量を高め，健康を増進するよい方法である。

If you have enough time, it would be best to have regular exercise times. However, it is difficult for busy people with work or school. Still, with a little bit of planning, it is possible to increase your physical activity in everyday life.

もしあなたに十分な時間あれば、スポーツ活動に時間に充てることに越したことはない．しかし、仕事や学校で忙しくそれが困難な場合もある。今回挙げた例は、運動をする時間を特別確保できなくても，日常生活の中で身体活動を増やすための方法である。

References

WHO, Global recommendations on physical activity for health 2010 http://www.who.int/dietphysicalactivity/factsheet_recommendations/en/index.html.

The National Health and Nutrition Survey Japan, 2011 http://www.mhlw.go.jp/bunya/kenkou/eiyou/dl/h23-houkoku.pdf

CP Wen and X Wu: Stressing harms of physical inactivity to promote exercise. The Lancet 2012【Handout】

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Know Happy, Know Life知ろう！ハッピーで良い生活！

Tim MurpheyKanda University of International Studies (KUIS)

ティム・マーフィー

About

Tim Murphey teaches a graduate school course on Academic English Presentations at Wayo Women’s University Graduate School (WUGS) and teaches full time at Kanda University of International Studies. You can find his articles at academia.edu and his books on Amazon.

Abstract

The emphasis in this article is on learning five simple ways that students can make themselves happier, healthier, and more intelligent: smiling, deep breathing, looking up, singing, and building good relationships. Most recently, Cozolino (2013) is emphasizing the social neuroscience of education and convincingly arguing that students emotional bonding to each other and the teacher through enriching interactions actually feed the brain chemicals that increase plasticity which allows for more and deeper learning..

要約: この論文は神経科学、生理学および生物化学からの情報を利用しており、人々がハッピーになりたいと願うときに、シンプルに自分自身の生理機能を変え、いくつかの単純な課題を実行することによって、よりハッピーになれるよう手助けするものである。すべてのアドバイスは短い歌に詰め込まれている。ハッピーになる5つの方法という歌は、学生たちが簡単に学べて繰り返し歌え、自分自身がより健康で幸せになるために役立てることができる。

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The Twelve Days of Christmas has always been one of my favorites, however I regretted that it didn't contain more useful language for my EFL (English as a Foreign Language) students. The message was not transformational either. So, a few years ago, I wrote other words to the melody for positive use in my English classes (Murphey 1993, 1995). I even rewrote it in Japanese (with some friendly help) for my own learning (Murphey 1995b). However, the 12 ways version of the song was too long and complicated for my students (and me), so I adapted it and started calling it the Five Ways to Happiness (Materials Development Lesson #1: KISS – Keep It Short & Simple) and it worked wonderfully (Murphey 2005, lyrics on the next page). It has also become a tool to show how one can control one’s emotional state by changing one’s physiology.

These five ways also have scientific support. For example, there is a lot of research now that shows that smiling (and laughing) moves facial muscles which sends messages to the brain which releases endorphins (chemicals) in our bodies which kill pain (2009, Smile as you…). People who smile actually make themselves feel better because they have a better chemical balance in their bodies with less pain. Lots of research also shows that if you don’t breathe . . . you can’t live (haha! Sa mue!). Better than that, when you breathe deeply, you get more oxygen to the brain and think more clearly, and more intelligently (so on tests, breathe!). Looking up is where you direct your eyes when want to imagine, dream, visualize, and create things in your mind. Singing does much the same as smiling and breathing, and “daring to show your love” is just good emotional and social intelligence (Goleman, 1996, 2006). More recently, Cozolino (2013) is emphasizing the social neuroscience of education and convincingly arguing that students emotional bonding to each other and the teacher through enriching interactions actually feed the brain chemicals that increase plasticity which allows for more and deeper learning.

Finally, I tell my students that the opposite posture of the first three is a recipe for depression. In fact, people can change from a depressed state by looking up, breathing deeply, and smiling. (Try it yourself. Go ahead, no one is looking. Try it!) Finally, that same posture of depression is also the posture of test taking and for some people studying. Tell your students they will do better on tests if they pause a few times while taking it and look up and smile and take a deep breath (they will also probably drive the teacher crazy with curiosity about what is on the ceiling!). My typical teaching procedures involves four simple steps, and three possible follow ups:

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1. Teach the 5 gestures first and get students to memorize them by testing each other. “What are the five gestures?” they ask each other (see photos attached).

2. Give one or two key words to add to each gestures and then get them to quiz each other (in bold in the lyrics below).

3. Dictate the whole phrases for each of the five ways and then get them to quiz each other.

4. Teach them the song and get them to sing it several times. Follow Ups5. Give students the attached questionnaire to fill in and talk about with their

peers. (Optional, but advised, the teacher, or some students, can collect them all and calculate class averages and loop the data back to the class (a SINDYS!), possibly separating girls from boys).

6. For Homework I often give the assignment for students to teach a song to a family member or friend to write it up as a short case study (from a few lines to a few pages depending on their level and ambition).

7. To see a video of me teaching the song to adults that may be helpful for your teaching, or to play it in class a little, go to YouTube and put “Tim Murphey Tips” in the search engine. Select Video #14, “Song & Music for Language Teaching : Reinforcing with gestures” or click here.

Five Ways to Happiness! English: (Tim Murphey)When you want to be happy, there’s (#) thing you can do…(#: one, two, three, four, five) (Tune: “The 12 Days of Christmas”)1. Smile from ear to ear. 2. Breathe in deep. 3. Look up at the sky.4. Sing a melody. 5. Dare to show your love.

日本語: 幸せになりたい時は(Sanae Takenaka, MakikoTakemura, Atsuko Suga)幸せになりたい時は・・・1. 思いっきり笑おう2. 深呼吸して 思いっきり笑おう3. 空を見て 深呼吸して 思いっきり笑おう4. 歌を歌って 空を見て 深呼吸して 思いっきり笑おう5. 愛をしめそう 歌を歌って 空を見て 深呼吸して 思いっきり笑おう

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Works cited in this article

Association for Psychological Science (2009, August 15). Smile As You Read This: Language That Puts You In Touch With Your Bodily. http://www.sciencedaily.com/releases/2009/08/090807103923.htm

Cozolino, L. (2013). The Social Neuroscience of Education. New York: W.W. Norton.

Goleman, D. (1996). Emotional Intelligence. New York: Bantam Books.Goleman, D. (2006). Social Intelligence. New York: Bantam Books.Murphey, T. (1993). Twelve Ways to Blissness, Anchor Point, P. 18-19, Dec.Murphey, T. (1995a). Twelve Ways to Blissness, Modern English Teacher 4 (1)

42-43Murphey, T.(1995b).Twelve Ways to Blissness (in Japanese), The Language

Teacher (JALT) 19 (9) 54-55.Murphey, T. (2005). A song for all languages. Languaging 5 :22-24.

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Appendix I: Know Balance, Know Life

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Sing a Song with Your Students to Remind them to Eat Healthy! Diversify and Balance Your Life song: a fun exercise song that English learners can learn easily. To listen go to: http://mits.podomatic.com/entry/2013-06-29T00_20_07-07_00

(The lyrics are below. You could give them as a dictation first if you like. Sing it to the tune of “Santa Clause is Coming To Town”)

Take a little bit of this, Take a little bit of that,Take a little bit of this, Take a little bit of that,Diversify and balance your life!

To help students to memorize it, make it into a routine question that the teacher asks them to ask their partners every five or ten minutes in class. You can say, “Ask your partners, ‘How do you eat well?’” and partners take turns asking and answering “Take a little bit of …”

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Appendix II: Know Exercise, Know Life

Both sheet 1 and sheet 2 show 100kcal. Try to write down what you normally eat and how much normal exercise you get in the right side column. Next, compare your intake of energy from food totals to your expending energy through exercise. It is usually easy to get 100kcal of food, yet sometimes difficult to use the equal amount of energy with exercise. Be prepared to have an exercise habit!

Sheet1: 100kcalの運動 Sheet2: 100kcalの食べ物

Sheet1とSheet2は，どちらも100kcalを示しています．普段食べている物や行っている運動を右の欄に書き出して見ましょう．次に，食べ物から得ているエネルギーと運動で消費しているエネルギーを比較してみましょう．食べ物から100kcal 得るのは簡単ですが，運動で100kcal消費するのは難しいのがわかります．

運動する習慣を身につけましょう．

Sheet 3: 5ways to Wellness Questionnaire.

Answer the 5 questions. If you feel that you haven't been living healthily, think about what you will do beginning today.

Sheet 3: 健康であるための5つの質問 ５つの質問に答えてください．もし，あなたが健康的な生活を送れていないと感じるのであれば，今日から始められる行動を考えてみましょう．

We hope you exercise more.

あなたの運動を実施するきっかけになることを願っています．

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26

Ｃｕｒｒｙ

How m

any kcal? Are you eating?

1/7ｄｉｓｈ

Noodle

s

Ric

e

Toast（ｂｕｔｔｅｒ)

Apple

18g

0.16ｃｕｐ

180g

1/2single（30

ｇ）

Milk

Ｃｏｏｋｉｅｓ

150ｃｃ

Chocola

te

2singles(20g)

2/3cup(63g)

Ste

ak

29g

Each below = 100kcal

You ＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

＿＿＿＿＿＿＿

Ｔｏｔａｌ

＿＿＿＿＿

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Walk

ing

Let's start with that you can!

38min

Cyclin

g

Com

mutin

g

(Sta

nd)

The s

tair

s

Shoppin

g

11min

28min

34min

14min

115min

Runnin

g

Str

etc

h 17m

in Sw

imm

ing

75min

Active holiday Daily life

How m

any kcal are you burring?

※For w

eight 50kg

20min

Dancin

g

You ＿

＿＿

＿＿

＿＿

＿

＿＿

＿＿

＿＿

＿

＿＿

＿＿

＿＿

＿

＿＿

＿＿

＿＿

＿

＿＿

＿＿

＿＿

＿

＿＿

＿＿

＿＿

＿

＿＿

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＿＿

＿

＿＿

＿＿

＿＿

Ｔｏｔａｌ

＿

＿＿

＿＿

※kcal=energy

BELOW: Sing a fun song about exercising:

BeABearXersise Song: To listen to a fun exercise song that English learners could learn easily, go to:http://mits.podomatic.com/entry/2013-06-28T23_47_37-07_00

(The lyrics are below. You could give them as a dictation first if you like. The tune is “Santa Clause is Coming To Town”)

Walk a little bit here Run a little bit there

Walk a little bit here Run a little bit there

Dare to take the stairs and Be a bear!! (rawl^- growl)

To help students to memorize it, make it into a routine question that the teacher asks them to ask their partners every five or ten minutes in class. You can say, “Ask your partners, ‘How do you stay fit?’” and partners take turns asking and then answering “Walk a little bit here, run a …”

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29

0

1

2

3

4

5

6

smoking inactivity

million

Inactivity and smoking both cause about the same number of deaths each year.2)

References： 1) The National Health and Nutrition Survey Japan, 2011 2) CP Wen and X Wu: Stressing harms of physical inactivity to promote exercise. The Lancet 2012

Yukari Tanaka and Yuka Kurosaka (Wayo women’s University Graduate School of Human Ecology)

Physical inactivity is now identified as the fourth leading risk factor for global mortality. Physical inactivity levels are rising in many countries with major implications for the prevalence of life style disease and the general health of the population worldwide (WHO, 2010). We study the beneficial physical results that come with exercise.

0

20

40

60

80

100

Total Male Female

Total 20 -29 30-39 40-4950-59 60-69 70 over

The age of (%)

The percentage of inactive people in Japan by age.1).

THE PRESENT SITUATION >> A LACK OF EXERCISE

A LACK OF EXERCISE CAN HAVE NEGATIVE EFFECTS ON HEALTH.

・diabetes ・cardiac disease ・cerebral stroke ・ cancer ・ locomotive syndrome ・ ademonia ・ dementia

RECOMMENDATIONS FOR INCREASING YOUR PHYSICAL ACTIVITIES

1.Let’s  increase the number of steps in your daily life.

2.Let’s  take  the  stairs. 3. Go for an active holiday!

Aim at total 10,000 steps in a day Walking 10 minutes = 1000 steps!

Choosing the stairs instead of the elevator or escalator. Taking the stairs is an easy way to add activity to your daily life!

Hiking, swimming, surfing, even lots of window-shopping!

The rate of inactivity has increased in recent years, particularly among young people.

Exercising is a matter of life and death.

Appendix III: Know Happy, Know Life

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Five Ways to Happiness (gestures)

Smile from ear to ear…

...Breathe in deep

Look up at the sky

Sing a melody

Dare to show your love (blow a kiss)

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From the Editor

A Chaidre,

Volume 3 of JSCE uses Issue Editors for the first time. Issue Editors are responsible for gathering submissions, proofreading and liaising between contributors and the JSCE Editor. Thanks to the hard work of Tim Murphey and Sayuri Kodama, Issue 5 provides a great model for educators collaborating with post graduate students.

Thanks to: Ivan Botev, Robert Rowland and Brad Semans.

JSCE wants your contribution. To find out more, or to get involved, contact the Editor at: contact@saitamacityeducators.org

Le Meás John

Nakasendo 2013, Know Balance, Know Life

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