SLOW Eigo with Anne-sensei | Audio: Reader Series: Stories from an ALT in Japan
🎧 Easy English listening practice (A2–B1) using clear and natural English. Each episode is a chapter in an ongoing story about a Canadian living and working in Japan. Designed for Japanese speakers. All learners are welcome.
🎧 日本語話者のために作られた、やさしく自然な英語リスニング（A2–B1）です。各エピソードは、日本で暮らし働くカナダ人の物語の一章になっています。どなたでも学習にご活用いただけます。
The SLOW Eigo series is created and hosted by experienced ESL teacher, Anne Roop-Takata (see Bio) |
SLOW Eigoシリーズは、経験豊かなESL教師アン・ループ・タカタが制作・配信しています。（プロフィールはこちら）
SLOW Eigo with Anne-sensei: Learning English Through Life Stories | 人生の物語を通して学ぶ
Book 1: Stories from an ALT in Japan
Follow the story of Kate, a young Canadian living and working in rural Japan. Two new episodes are released each week.
第1巻：日本でALTとして働くケイトの物語
カナダ出身の若い女性ケイトが、日本の田舎での暮らしと仕事を描いた物語です。
毎週2本の新しいエピソードを配信しています
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🎧 SLOW Eigo Audio is part of the Slow Eigo Learning Project. It is created and hosted by Anne Roop-Takata, an English teacher with over 25 years of teaching experience in Japan and Canada. She holds a Master’s degree in Education (MScEd TESOL). You can learn more in Anne's profile.
SLOW Eigo Audio Reader Series is the listening companion to SLOW Eigo Readers. The first series is called Stories from an ALT in Japan. The stories use natural, easy English for high-beginner and low-intermediate (A2–B1) learners. Each chapter has a written script and a glossary to help you read along and check new words. Relax and enjoy!
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🎧 SLOW 英語 Audio は、Slow Eigo Learning Project の一環として制作されている音声シリーズです。本シリーズは、日本とカナダで25年以上にわたり英語教育に携わってきた英語講師、アン・ループ・タカタが企画・制作・ホストを務めています。アンは、教育学修士号（MScEd TESOL）を取得しています。
詳しくはアンのプロフィールをご覧ください。
SLOW 英語 Audio Reader Series は、SLOW 英語 Readers の音声教材です。
第1シリーズは Stories from an ALT in Japan（日本でALTとして働く日々の物語）です。ストーリーは、英語初級後半から中級前半（A2–B1）レベルの学習者の方が無理なく理解できるよう、自然でやさしい英語で書かれています。
各チャプターには、音声に対応したスクリプトと語彙リスト（グロッサリー）が用意されており、聞きながら読んだり、新しい単語を確認したりすることができます。
どうぞリラックスしてお楽しみください。
SLOW Eigo with Anne-sensei | Audio: Reader Series: Stories from an ALT in Japan
10 Chapter 10 - The Teachers' Room
Use Left/Right to seek, Home/End to jump to start or end. Hold shift to jump forward or backward.
Before students return to class at the end of the summer break, Kate meets her new colleagues as they prepare for the fall semester.
Download PDF: Chapter 10 SCRIPT & GLOSSARY
The SLOW Eigo series is created and hosted by experienced ESL teacher Anne Roop-Takata. (See Bio for more information.)
SLOW Eigoシリーズは、経験豊かなESL教師アン・ループ・タカタが制作・配信しています。（プロフィールはこちら）
Connect with Anne-sensei | アン先生にメッセージを送る
Thank you for hanging out with us at Slow Eigo. Keep listening, keep learning.
Podcast Website: https://www.buzzsprout.com/2355349
Slow Ego Audio reader. Book one stories from an A LT in Japan, part two, settling in chapter 10, the teacher's room. I spent the last two weeks of August settling into my new home. And attending many meetings with Takeuchi son at the Board of Education and with Moori Sensei at the schools where I would be teaching. In the small town of Sato, there were two elementary schools. And one junior high school, I would be teaching at all of them. It was decided that my home base would be at the junior high school. This is where Morty Sensei taught and where I would do most of my assistant language teaching as well. To be honest, I was really surprised by the teacher's room. The desks were all arranged in groups, and every desk had stacks of binders, books. And papers. It was not the tidy, orderly workplace I had expected in Japan. I was given a desk beside Morty Sensei on it. Were textbooks and notes left by the previous A LT James from Ireland. I was introduced to many of the teachers and staff at each school. I spent extra time with the English teachers reviewing their course plans. And their expectations of me.
Speaker 4I found that different teachers had different ways of using an A LT. Some were keen to hear my ideas and wanted me to be very involved in the lessons. Others preferred that I focus on modeling English pronunciation and leading the repeat after me practice.
I knew from my pre-departure training to expect these different approaches to alts in the classroom. I also remembered that I was indeed an assistant language teacher. It was important for me to assist the main English teacher in whatever way he or she felt was best. I was excited to observe. And learn and.
