Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
P a g e |1
EAP
Teachers’Guide
KanazawaUniversity
InstituteofLiberalArtsandScience
GSLanguage
EAPCommittee
P a g e |2
P a g e |3
Contents 1. GeneralAdministration.......................................................................................................4
2. CancellingClasses&StudentAbsences..............................................................................5
3. Pre-semester........................................................................................................................6
4. TextbooksandMaterials.....................................................................................................7
5. Week1Classes.....................................................................................................................8
6.Grading...............................................................................................................................11
EAPICOMMONSYLLABUS........................................................................................................14
EAPIICOMMONSYLLABUS.......................................................................................................20
EAPIIICOMMONSYLLABUS......................................................................................................24
EAPIVCOMMONSYLLABUS......................................................................................................30
Topicsandtexts.........................................................................................................................36
Materials....................................................................................................................................38
P a g e |4
1. GeneralAdministration
1.1. HankobookPart-timestaffarerequiredtostamptheirhankosealontheirpageofthehankobook
placedinthePart-timeInstructors'CommonRoombeforeclass.TheCommonRoomison
the2ndflooroftheGeneralEducationHall(総合教育棟),nexttotheGakumu-kakari
Office.
1.2. Parkingpermit
Ifyoudrivetotheuniversity,pleaseapplyforaparkingpermitattheKanri-kakarioffice.It
islocatedacrossfromthefirstfloorentranceoftheGeneralEducationHall.
1.3. Copycard
Ifyouareapart-timeinstructor,andyouneedtomakephotocopiesofyourmaterials,you
canusethephotocopyingmachineonthe2ndflooroftheGeneralEducationHall.Please
askGakumu-kakaristaffforacopycard.
Ifyouareafull-timememberofstaff,youcanuseyourstaffIDcardforthephotocopying
machine.
1.4. KanazawaUniversityIDandNetworkID
IfyouwishtoconnectyourPC(oroneoftheuniversityPCswhichcanbesignedoutfrom
theGakumu-kakari)totheInternetduringclass,youcanuseKanazawaUniversityWi-Fi
(KAINS-S)or"eduroam"(thelatterisforpeoplewhobelongtootheruniversities).
YouwillneedaKanazawaUniversityIDandNetworkIDifyouwishtouseKAINS-S.Ifyou
areapart-timeinstructor,youneedtovisitKanazawaUniversityInformationMediaCenter
(http://www.imc.kanazawa-u.ac.jp/access)toapplyforaKanazawaUniversityID.Ifyou
areafull-timememberofstaffatKanazawaUniversity,youwillbeinformedofyour
KanazawaUniversityID.
OnceyouobtainaKanazawaUniversityID,youcangetaNetworkIDonlinefromthe
P a g e |5
InformationMediaCenterwebsite:http://www.imc.kanazawa-
.ac.jp/service/networkid_gakurui(Atpresent,thisinformationisinJapaneseonly.)
2. CancellingClasses&StudentAbsences
2.1. Attendanceandgrading
Itisnotnecessarytopassstudentssimplybecausetheyattendedallclassesorsubmitted
allassignments.EAPRetakeclassesareheldforstudentswhodidnotpass.Thereare
placesforapproximately15%ofstudentsineachclass.
2.2. Clubactivityrelatedabsences
Onoccasion,studentssubmitofficial-lookingwrittenabsencenoticesrelatingtotheirclub
activities.AtKanazawaUniversity,aclubactivityrelatedabsenceistreatedasanormal
absence.Therefore,thesewrittennoticesareofnovalue.
2.3. Studentswhoareabsentonexamdays
Recordthenamesofanystudentswhoreportbeingunabletoattendexaminations.
InformthemthattheymustalsosubmitappropriatecertificatestotheGakumu-kakari.
TheGakumu-kakariwillcheckthecertificates,andiftheysatisfythecriteriaforapossible
make-upexam,theywillinformtheheadofcourse,whowillthendecidewhetherornota
make-upexamwillbeheld.Thecourseheadwilldecidehowthemake-upexamwillbe
conducted,soindividualinstructorswillnotarrangemake-upexams.
2.4. Cancellingclassesandmakeupclasses
Ifyouhavetocancelyourclassforsomeunavoidablereasons,pleaseinformtheGakumu-
kakari.Theywillputupanotice(thisistheofficialnotificationmethodtostudents),and
alsodealwithanystudentswhoarenotawareoftheclassbeingcancelled.
Intheeventofclasscancellations,pleasearrangeamake-upclassduringtheMake-Up
ClassWeeks.Make-upClassWeeksarespecifiedontheacademiccalendar(availableat
thestartofthismanual).The6thperiod(18:15-19:45)isthedesignatedMake-upClass
period.
Ifitisnotpossibletoarrangeamake-upclass,pleaseassignstudentsanequivalent
P a g e |6
quantityofstudytocoverthecontentofthecancelledclass.AsEAPcourseshavecommon
syllabi,itisimportantthatstudentscoverthecontentofcancelledclasses.
2.5. Gainingcreditthroughstandardtests
KanazawaUniversitygivescredits(andgradesAorS)tostudentswhoachievedesignated
scoresinTOEIC,TOEFL,IELTSandotherapprovedEnglishtestsiftheyapplyforsuch
treatment.
Therearefourapplicationperiodsayear(oneforeachquarter),andstudentsmaybe
informedoftheresultduringthesubsequentquarter.Thosewhoareinformedthatthey
willreceivecreditsinthiswaywillmostlikelyceasetoattendclasses.Thismaycause
problemsifyouareoperatingagroup-worksystem.
TheGakumu-kakariofficewillremovethenamesofsuchstudentsfromthefinalgrading
list.
3. Pre-semester
3.1. Syllabisubmission
IfyouareteachingEAPI,II,III,andIVcourses,youdonothavetosubmitcoursesyllabi.
Therearecommonsyllabiforthesecourses,andthecourseheadswilltakecareofthe
syllabisubmission.
IfyouareteachingEAPRetake,youneedtosubmitasyllabus.Youwillbeinformedin
advanceofthedeadlineforsubmission.
3.2. Checkingonlinesyllabi
Englishcoursesyllabiareavailableonline.Pleasecheckthattheonlineinformation
matchesthecoursesyouwereassignedtoteach,especiallycoursetypeandday/period.
TheOnlineSyllabiURLisasfollows:
http://sab.adm.kanazawa-u.ac.jp/
P a g e |7
Pleaseenteryournameinthe"SearchbyInstructor"fieldandselect"Search"atthe
bottomofthepage.Allthecoursesyouareteachingshouldbeshown.Ifnocourse
appearsunderyourname,tryenteringyournameincapitallettersorkatakana.
4. TextbooksandMaterials
4.1. EAPI/EAPII
TextbooksforEAPIandEAPIIcoursesarepre-decidedbythecourseheadsandpre-
orderedforallclasses.ThereisnoneedforindividualinstructorstoinformtheUniversity
Co-opabouttextbooks.Detailsofthetextbookforeachcoursemaybefoundinthe
commonsyllabus.
4.2. EAPIII/EAPIV
1)TherearenosettextbooksforEAPIIIandEAPIV.Ifinstructorswouldliketousea
textbook,theyarerequiredtocontactthecourseheadsandtheywillsendinstructorsa
textbookorderformtofilloutbyadesignateddate.Instructorscanchooseatextbook
fromthesuggestedtextbooklist(below),orfromotherresources.(Samplecopiesofthe
textbooksbelowareavailableforexaminationinthePart-timeInstructors’CommonRoom
nexttotheGakumu-kakarioffice.Thislistisforreference,anditistotallyfinetousea
differenttextbook.)Ifyouwishtouseatextbooknotlistedbelow,pleaseinformthe
courseheadofyourchoice.
AListofSuggestedEAPIII&EAPIVTextbookOptions:
DebatingCurrentIssues(Seibido)
BothSidesNow:AStudyofCurrentControversialIssues(Seibido)
TwoSidestoEveryDiscussion(Seibido)
HotTopics2(Cengage)
DecideforYourself(Cengage)
ProsandCons:DiscussingToday'sControversialIssues(Cengage)
2)Instructorswhoareusingatextbook:
P a g e |8
MaterialsdoNOThavetobelimitedtothetextbook.Pleasedonothesitatetouseother
(supplemental)materialsasyoufindnecessary.Thereisnoprobleminusingthesame
textbookforbothEAPIIIandEAPIV.Thechoiceisuptoyou.
3)Instructorswhoarenotusingatextbook:
Introducingrealsocialandculturalissuesishighlyencouragedinclass.However,
instructorsneedtobefairandavoidextremecontent(includingimagesandvideos)that
mayupsetstudents.
4.3. EAPRetake
TheEAPRetakesyllabusshouldcoverelementsofallfourEAPcourses.
Instructorsareresponsibleforselectingtextbooksandmaterialsforthesecourses.Ifyou
wishtouseatextbook,pleaseinputthetextbookinformationwhenyoucompleteyour
syllabi,andtheCo-opwillgettheinformationfromtheonlinesyllabi.
5. Week1Classes
5.1. Firstweek
DuringthefirstweekofQuarters1&3,bells(chimes)mayringatthebeginningofeach
classperiodaswellasat40minutesand50minutesintoeachperiod.Pleaseignorethe
twobellsduringeachperiod,andcontinueclassforthefull90minutes.
Eachperiodisasfollows:
1stperiod:8:45-10:15
2ndperiod:10:30-12:00
3rdperiod:13:00-14:30
4thperiod:14:45-16:15
5thperiod:16:30-18:00
6thperiod:18:15-19:45
P a g e |9
P a g e |10
5.2. Studentlists
Pleasecheckstudentnamesusingthestudentlistsinthefirstclass.Ifyouareapart-time
instructor,thelistswillbeplacedonyourHankobookpage.Forfull-timeinstructors,the
listswillbesenttoyoubyinternalmail.
ListsofstudentswhohaveactuallyregisteredforcourseswillbereadyinWeek2orWeek
3ofeachquarter.(Thelistsyoureceiveinthefirstweekhavethenamesofalleligible
students.)WhenyoureceivetheupdatedlistsinWeek2orWeek3,pleasecheckthem
againstthestudentsagain.
5.3.Classroompolicies
AllEAPclasseshavecommonclassroompolicies.Pleaseexplainthecommonclassroom
policieslistedinthesyllabusinthefirstclass.
5.4.Homeworkandassignmentdetails
Studentsareexpectedtobegiven2-3hoursofhomeworkeveryweek.Pleasesupplyextra
materialsifnecessary.
Informstudentsofhomeworkandassignmentsinwriting,forexample,byemailingdetails
totheclassthroughtheAcanthusPortalmessagefunction(recommended),distributing
handouts,orwritingclearlyontheblackboard.
5.5.EAPRetakecourse
StudentswhodidnotgetenoughEnglishcoursecreditsinEnglishI(curriculumpriorto
2016)orEAP(curriculumfrom2016)canregisterforEAPRetakeclasses.Pleaseinform
studentsthattheEAPRetakecourseisonlyforstudentswhofailedEnglishIorEAP
courses.StudentscannotusecreditsfromtheEAPRetakeclasstofulfilEnglishcredit
requirementsforcoursestheyhavenotfailed.Anycreditstakenforthispurposewillbe
invalid.
Youmayhavestudentsunderboththeoldandnewcurriculuminyourclass.Ifthereare
bothfirst-yearstudentsandstudentsundertheoldcurriculum,youwillreceivetwo
studentlistsandtwofinalgradinglistsforyourclass.
P a g e |11
6.Grading
6.1.Grading
Asageneralrule,gradesforEAPcoursesshouldhaveapproximatelythefollowing
distribution:
S:approx.10%ofallstudents
A:approx.30%ofallstudents
B:approx.40%ofallstudents
C:approx.20%ofallstudents
Theabovedoesnotimplythatallstudentsshouldreceiveapassinggrade.(See2.1above)
6.2.Gradesubmission
TheGradeSubmissionPeriodisexpectedtobebetweenmid-Juneandmid-Augustfor
Quarter1,andlateFebruaryforQuarters3and4.TheGakumu-kakariwillinformyouof
thedatesoncetheyareset.
Ifstudentsneedtotakeamake-upexam,wewillinforminstructorsoftheirexamination
score.Instructorsshouldthensubmitthegradesofallstudents.(See2.3above)
6.3.KeepingGradedwork
Thegradesyouhavegiventostudents,andgradedistributionsofyourclasses,maybe
disclosedtoothermembersofstaffiftheEducationPlanningCommitteerequeststhe
disclosure.
PleasekeepfinalassessmentsforEAPI,II,III,andIV.(ForEAPII,thiscouldinclude
assessmentsheetsorpresentationscripts.)
Underthecurrentregulations,documentsrelatedtoassessmentshouldbekeptas
evidenceofhowgradeswereassignedforfiveyears.Ifyouareapart-timeinstructor,and
youcannotstoreassessmentdocumentsforanyreason,pleaseconsulttheGakumu-kakari.
Pleasesubmitonefinalassessmentdocument(oracopyofit)foreachgradeband(S,A,B,
C,&F)foreachsubjectastheymayberequiredasevidenceinexplainingthegrade
P a g e |12
distributionofGSLanguageCourses.Detailsofwhenandtowhomtheseshouldbe
submittedwillbesenttoinstructorsbyemail.
P a g e |13
EAPCOMMONCOURSECURRICULUM
GeneralOutline
GeneralCourseDescription
InEAPcourses,studentswilllearnacademicEnglish,especiallyintheareaofspoken
production(shortpresentation),spokeninteraction(Q+A,Discussion),academic
writing(paragraphandessaywriting),aswellasgeneralacademicpractices
(summarizingandcomparinginformationfromdifferentsources,researching,and
formingandorganizingideas.)
GeneralCourseObjectives
TohelpstudentstodevelopacademicEnglishskillswhichenablethemtotake
academiccoursesheldinEnglishatuniversitylevel.
GeneralLearningObjectives
AtthecompletionofEAPcourses,successfulstudentscandothefollowinginEnglish:
・Conductsimpleresearch(literatureandothermedia)
・Analyzeshortarticlesandvideoclips
・Generateandorganizeideas
・Writeparagraphsandessaysonchosentopics
・Presentanddiscussonresearchedtopics
P a g e |14
EAPICOMMONSYLLABUSTopicInthisactivelearningcourse,studentswilllearnhowtoexpresstheirideaslogicallyinwriting.Specifically,theywilllearntowriteaparagraphinEnglish,focusingoncohesion,coherence,academicvocabulary,textstructureandorganization,andrhetoricalstyles.Objectives-TohelpstudentstolearndifferencesandsimilaritiesintextstructureandorganizationbetweenJapaneseandEnglishtexts.-Toenablethemtogainskillsindevelopingideasinageneral-to-specificorganizationalpattern,usinglisting-orderandopinionparagraphs.-Todevelopautonomouslanguagelearningskills.LearningoutcomesStudentswhohavecompletethecoursecan:(a)managetheprocessofwritingaparagraphinEnglish,withtheabilitytoplan,draftandrevisetheirwork;(b)generateandexpandideasthroughbrainstormingandoutlining;(c)understandhowparagraphsarestructuredinEnglishwithatopicsentence,supportingsentencesandaconcludingsentence,andproduceparagraphsfollowingthisstructure;and(d)self-monitorastheyplan,draft,andrevisetheirwriting.SuggestedweeklyscheduleWeek1:ParagraphstructureWeek2:Gettingideasforwriting(Brainstorming)Week3:Organizingideaswithanoutline(Groupfeedback)Week4:Listing-orderparagraphs(Submissionofmid-termassignment)Week5:Feedbacksession(Individualfeedback,erroranalysis)Week6:BrainstormingandoutliningwithreasonsandexamplesWeek7:DevelopinganopinionparagraphwithreasonsandexamplesWeek8:Finalexam(Writing300-wordparagraphinclass)andReviewofClass*Homeworkwillconsistofreviewofandpreparationforclasses,e.g.writtenassignments,textbookexercises.
P a g e |15
Gradingmethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)A(80%-89%)B(70%-79%)C(60%-69%)
Abovegradesareindicatorsofpassing,不可(lessthan60%)isanindicatoroffailure.GradingrateParticipation(in-classactivitiesandassignments) 20%Homework 10%Mid-termwrittenassignment(150-wordparagraphandanoutlineonagiventopic.TheoutlineshouldbecompletedinclassinWeek3.TheparagraphshouldbecompletedashomeworkandshouldbesubmittedinWeek4.Thisassignmentassesseshowwellstudentsorganizetheirowntextusingatopicsentence,supportingsentencesandaconcludingsentence.)
30%
FinalExamination(300-wordparagraphbasedona100-150-wordoutlinewhichthestudentpreviouslymadeonagiventopic.Theoutlineshouldbepreparedashomeworkpriortothefinalclass,andtheparagraphshouldbewritteninthefinalclass.Thisassignmentassesseshowwellstudentscanwriteanopinionparagraph,whichshouldincludereasonsandexamples.)
40%
TextbookAnnHogue,LongmanAcademicWritingSeries2:Paragraphs,ThirdEdition,PearsonEducation,2014.ClassroomPolicies Plagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslate,theirattendancewillbemarkedas“LateArrival.”Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).
P a g e |16
Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.Ifastudentdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0point.)Ifastudentdoesnottakeafinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGakumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.
EAPIAssessmentCriteriaforMid-termAssignmentandFinalExam
S:90-100%
- Well-organizedandcoherentparagraphwithconvincingreasonsand
examples
- Fewgrammaticalandspellingmistakes
- Correctparagraphformat,properlyusingindent,marginsonbothsides,
double-space,TimesNewRomanfont,and12pointfontsize
A:80-89%
- Coherentparagraphwithsufficientreasonsandexamples
- Somegrammaticalandspellingmistakes
- Correctparagraphformat,properlyusingindent,marginsonbothsides,
double-space,TimesNewRomanfont,and12pointfontsize
P a g e |17
B:70-79%
- Satisfactoryparagraphwhichincludesthethreemaincomponentsbut
insufficientlogicaldevelopmentofideas
- Severalgrammaticalandspellingmistakes
- Incompleteparagraphformat,including1or2minormistakesinrelationto
indent,marginsonbothsides,double-space,TimesNewRomanfont,and
12pointfontsize
C:60-69%
- Incompleteparagraphwhichincludesdisorganizedparagraphcomponents
withinsufficientwordlengths
- Manygrammaticalandspellingmistakes
- Incompleteparagraphformat,includingafewminormistakesinrelationto
indent,marginsonbothsides,double-space,TimesNewRomanfont,and
12pointfontsize
F:0-59%
- Disorganizedandincoherentparagraphwithoneortwomissingparagraph
componentsandinsufficientwordlength
- Toomanygrammaticalandspellingmistakes
- Wrongparagraphformatwithinsufficientwordlength
P a g e |18
EAPITEACHINGPLAN
StudentswilllearnhowtodeveloptheirownideaslogicallyinEnglish,focusingon:
Textstructureandorganization
• Topicsentence&Supportingsentences
• Concludingsentence
Cohesionandcoherence
• Linkbetweensentences
• Smoothflowfromthebeginningtotheend
• Inalinearpattern
RhetoricalstylesinEnglish
• Expressingopinionsobjectively
• Academicvocabulary
ExamplesofClassroomActivitiesandAssignments
Homework
• Shortparagraphs
• Outlines
• Brainstorming
In-classparticipation
• Answeringinstructor’squestions
• Informalshortpresentation(individualorgroup).
P a g e |19
SUGGESTEDWEEKLYTEACHINGPLAN
Week Content Chapter
1 Paragraphstructure 1&2
2 Gettingideasforwriting(Brainstorming) 1&2
3 Organizingideaswithanoutline(GroupFeedback) 2
4 Listing-orderparagraphs(Submissionofmid-termassignment) 2
5 Feedbacksession,reasonsandexamples
(Individualfeedback,erroranalysis)
5
6 Brainstormingandoutliningwithreasonsand
examples
5
7 Developinganopinionparagraphwithreasonsand
examples
5
8 ReviewandFinalexam(Writing300-wordparagraphinclass)
P a g e |20
EAPIICOMMONSYLLABUSTopicThisactivelearningcourseisdesignedtobuildstudents’confidenceinoralEnglishthroughplanning,deliveringandevaluatingpublicspeaking.Objectives-Todevelopstudents’skillsinplanninganddeliveringinformativeandopinionspeeches.-Toenablestudentstorecognizeandevaluatekeypublicspeakingskills.-Todevelopstudents’criticalthinking.LearningOutcomesStudentswhohavecompletedthecoursecan:(a)plananddeliverinformativeandopinionspeeches,consideringaspectsrelatedtocontent,languageanddelivery;(b)providecriticalfeedbackontheirpeers’presentations,againintermsoftheareasnotedabove;(c)participateinclassroomactivitiesanddevelopautonomousstudyskills.SuggestedweeklyscheduleWeek1:IntroductorySpeech,posture&eyecontactWeek2:InformativeSpeech1,gesture&stagepositionWeek3:InformativeSpeech2,projection&enunciationWeek4:InformativeSpeechPresentation-5minutespergroup&feedbackWeek5:OpinionSpeech1,enunciation&intonationWeek6:OpinionSpeech2,intonation&phrasingWeek7:OpinionSpeech3,introducingspeakers,Q+AWeek8:OpinionSpeechPresentation-10minutespergroup*Homeworkwillconsistofpreparationforthefollowingweek’sclass,e.g.writtenassignments,presentationpractice,preparingvisuals,reviewingexercisesfromthetextbook.GradingMethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)
P a g e |21
A(80%-89%) B(70%-79%) C(60%-69%)
Theabovegradesareindicatorsofpassing. 不可(lessthan60%)isanindicatoroffailure.GradingRateContinualassessment(participationinin-classactivities) 20%Homework(Includingsubmissionofanoutlineofthefinalpresentation&printoutofPowerPointslides)
20%
InformativespeechPresentation(5min.pergroup) 20%OpinionSpeechPresentation(10min.pergroup) 30%Peerevaluation(5%perpresentation) 10%TextbookMarkD.Stafford,SuccessfulPresentations:AnInteractiveGuide,CengageLearning,2012.ClassroomPolicyPlagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslatetoclass,theirattendancewillbemarkedas“LateArrival”.Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.Ifastudentsdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0points.)
P a g e |22
Ifastudentdoesnottakethefinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGukumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.
EAPIICOMMONASSESSMENTTABLE
Presenter’sname:
AssessedCriteria Good Average Poor
Eyecontact
Voiceprojection/tone
Gesture/movement/posture
Pace/Pronunciation
Organization
Time
Comment:
P a g e |23
EAPIITEACHINGPLAN
Whatisfixed?
・Textbook
・Speechtypes
Informative
Opinion
・Assessmentcontent
・Grading%
•Teachingmethod
Activelearning
Whatisatinstructor’sdiscretion?
•Topics/Themes
•Weeklycontent
BUTmustcoverassessedcriteria
•Homeworkcontent
BUTwillbe1.5hoursperweek&include
preparationforclasspresentations.
P a g e |22
EAPIISUGGESTEDWEEKLYPLAN
Week SpeechtypeTextbook
Content Delivery Language Optional
1 IntroductoryChapter1/2
Presentationstructure&components
Initialimpression:-Posture&eyecontact-CopingwithnervousnessPromptcards
Self-introductionIntroducingothers
Languageforasking&answeringsimplequestions
2 InformativeChapter3/4
Generatingideas&brainstorming
BuildingcredibilityShowingconfidenceVoiceprojection
BrainstormingInformingExplaining
Languageforasking&answeringsimplequestions
3 InformativeChapter5
Preparingoutlines(forpeerevaluation)
BuildingcredibilityShowingcontrolUseofpause
InformingExplainingTransition
Languageforasking&answeringsimplequestions
4 Informative MidtermPresentation:5-minutegrouppresentations+peer
evaluation
WrittenreflectiononperformanceinmidtermexamQ&A
5 OpinionChapter6
GeneratingideasStructure&organisation
EstablishingrapportMovement&gesture
ExpressingopinionsGivingreasonsExplanation
6 OpinionChapter7
PreparingoutlinesLogicalorder(e.g.generaltospecific)
DrawingaudienceShowingenthusiasm
ExpressingopinionsGivingreasonsExplanationIntroduction
Languageforagreeing/disagreeing&counterargument
7 OpinionChapter8
Effectivedetails(example,anecdote&narrative)
DrawingaudienceVaryingvoice
ExpressingopinionsGivingreasonsExplanationConclusion
Languageforagreeing/disagreeing&counterargument
8 Opinion FinalPresentation:10-minutegrouppresentation+peer
evaluation
Q&A
P a g e |23• Forteachersunfamiliarwithteachingpublicspeakingskills,itissuggestedthattheyvisit
edX,wherefreeonlinecoursescoveringmuchofthecontentproposedhereareavailable.Itcanbeaccessedthroughthefollowinglink:https://www.edx.org/course/introduction-public-speaking-uwashingtonx-comm220x2
• EAPIandEAPIIfollowlooselysimilarcontent,namelyinformativeandopinionpassages.
Therefore,instructorsofEAPIandEAPIIteachingthesamesetofstudentsmaycooperatewitheachothertodeviseacohesivelessonplan.
P a g e |24EAPIIICOMMONSYLLABUSTopicInthisactivelearningcourse,studentswillintegratetheskillslearnedinEAP1andEAP2andapplythemintheanalysisofanacademictopicorcontemporarysocialissue.Objectives-Toenablestudentstoexpressindividualreactionsandopinionsontopicsofdebateintheformofawrittensummary.-Toaidstudentstodevelopanalyticalperspectivesthroughwritingofananalyticresponsethatemploysevaluative,contrastive,orcomparativeanalysis.-Tohelpstudentsimproveinteractionalskillstoorallyrespondtoquestionsaboutthecontentofareadingorlectureinclassdiscussion.LearningOutcomesStudentswhohavecompletedthecoursecan:(a)writeasummarywhichgivesaclearpictureoftheoriginaltext;(b)analyzetheargumentsprovidedinthematerial;(c)statetheirunderstandings,reactionsandopinionsinEnglishwithconfidence.OutlineSuggestedWeeklyScheduleWeek1:Introductiontoclass.Reviewparagraphstructure.DistributeMaterial1tostudentsandintroduceAssignment1Week2:DiscussionandSummaryofMaterial1Week3:ReviewofSummaryandDistributeMaterial2(HandinAssignment1)Week4:DiscussionandAnalysisofMaterial2Week5:DistributeMaterial3andIntroduceAssignment2Week6:DiscussionandAnalysisofMaterial3Week7:GroupworkforanAnalyticResponseWeek8:Reviewofclass(HandinAssignment2)*Homeworkwillconsistofreviewofandpreparationforclasses(e.g.readingassignments,writingassignments,andoralpractice).Thetwogradedassignmentsofthiscourseinclude:1)Assignment1:Asummaryparagraph(150words)ofMaterial12)Assignment2:Ananalyticresponse(350-400words)thatconsistsofsummariesoftwomaterials(Material2&3)andwriters’responsebasedonacarefulanalysisoftwomaterials(Instructorsmaychoosefromthreetypesofresponsebelowdependingonthematerialsusedforclass).
P a g e |25Paragraph# EvaluativeAnalysis ContrastiveAnalysis ComparativeAnalysisP1 SummaryofMaterial2 SummaryofMaterial2 SummaryofMaterial2P2 SummaryofMaterial3 SummaryofMaterial3 SummaryofMaterial3P3 Writers’response
(EvaluatingstrengthsandweaknessesofanargumentmadeinMaterial2)
Writers’response(AnalyzingdifferencesbetweenMaterial2and3)
Writers’response(AnalyzingsimilaritiesbetweenMaterial2and3)
P4 Writers’response(EvaluatingstrengthsandweaknessesofanargumentmadeinMaterial3)
Writers’response(AnalyzingdifferencesbetweenMaterial2and3)
Writers’response(AnalyzingsimilaritiesbetweenMaterial2and3)
*P3andP4canbeaonelongparagraphinsteadoftwoparagraphs.*Studentswillevaluatethestrengthandweaknessesoftheargumentpresentedinthematerialsbasedonwhethertheyaresupportedbysufficientreasonsanddata,orlogicalrelationsbetweentheargumentandreasons.*Theseassignmentsmustbetyped,printed,andformattedbasedoninstructor’sdirections.GradingMethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)A(80%-89%)B(70%-79%)C(60%-69%)Abovegradesareindicatorsofpassing,不可(lessthan60%)isanindicatoroffailure.GradingRateParticipation(in-classactivities) 20%Homework 20%Assignment1(a150-wordsummary) 20%Assignment2(a350-400wordanalyticresponse)
40%
*Eachassignmentisgradedbasedonacommonrubric.TeachingMaterialsTheassignmentswillbebasedonthreedifferentmaterialsprovidedbytheinstructor:thesemaytaketheformofreadings(600-1000wordseach),lectures(10-20minuteseach),orvideos(3-10minuteseach).Theinstructormayuseatextbookforthecourse.Fortextbookinformation,lookattheCO-OPTextbookListforthethirdquarterunderthenameoftheinstructor.Ifatextbookisset,pleasebuyitinadvance,andbringittofirstlesson.
P a g e |26ClassroomPolicyPlagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslate,theirattendancewillbemarkedas“LateArrival.”Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).
Ifastudentdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0point).Ifastudentdoesnottakeafinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGakumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.
P a g e |27
EAPIIICOMMONASSESSMENTRUBRIC
S A B C D
Summary
Well-organizedandcoherentparagraph;mainpointsandfiguresarefullycoveredinanintegratedway;well-constructedandclearsentenceswithafewgrammaticalerrors.
Coherentparagraph;indispensablepointsandfiguresarecoveredinanintegratedway;well-constructedsentenceswithsomegrammaticalerrors.
Satisfactoryparagraph;merelistingofindispensablepoints;awkwardsentenceswithsomenoticeablegrammaticalerrors.
Incompleteparagraph;coversonlyonepartofthecontent;containsrun-onsandfragmentswithmanygrammaticalerrors.
Showsnointentionofsummarizing;meredescriptionofasingleeventand/orthewriter’sownfeelings;toomanygrammaticalerrorsandunintelligiblesentences.
AnalyticResponsepaper
Well-organizedandcoherentparagraph;explainsthelogicoftheargument;critical/objectiveresponse;well-constructedandclearsentenceswithafewgrammaticalerrors.
Coherentparagraph;coversthemainpointoftheargument;showsanefforttobecriticalorobjective;well-constructedsentenceswithsomegrammaticalerrors.
Satisfactoryparagraph;showsafairunderstandingoftheargument;subjectiveresponse;awkwardsentenceswithsomenoticeablegrammaticalerrors.
Incompleteparagraph;showsapartialunderstandingoftheargument;toosimpleandsubjectiveresponse;containsrun-onsandfragmentswithmanygrammaticalerrors.
Showsnounderstandingoftheargument;nothoughtsaregiventotheargument;toomanygrammaticalerrorsandunintelligiblesentences.
P a g e |28
EAPIIISAMPLETEACHINGPLAN
Instructorscanchoosespecificthemesforthewritingassignmentsbasedontheirinterestandexpertise.Thismeansthat,inadditiontogivinglanguageinstruction,instructorsareexpectedtoguidestudentswithquestionsandfeedback,aswellashavethemtalktoeachother,sotheycandevelopmorein-depthcriticalviewsonthetheme.
Eachactivityconsistsofintroduction,discussion,andawrittenassignmenttobesubmittedinthesubsequentclass,asshownbelowandinthesyllabus.Forexample,“VotingageinJapan”,inwhichstudentsmayhaveastrongsenseofownership,couldbeoneappropriatetheme.Usingthistheme,theinstructorcouldgivestudentsthefollowingtwoon-linenewsarticleswhichapproachthetopicfromdifferentangles:
【TheAsahiShimbun】EDITORIAL:LoweringvotingagecrucialforfutureofJapan’sdemocracy(587words)
http://ajw.asahi.com/article/views/editorial/AJ201412050027
【JapanTimes】Willlowervotingagebringyouthstopolls?(969words)
http://www.japantimes.co.jp/news/2015/07/02/national/politics-diplomacy/will-lower-voting-age-bring-youths-polls/#.VgnmoPntlBc
OnepossiblewaytoteachWeek3andWeek4usingthefirstoftheabovematerialsisasfollows.
Week1:DistributeMaterialandintroducesummarywriting
(Warmup)
� Speakingexercise
(Pair/smallgroupdiscussions,followedbyawholeclassdiscussion)
Questions:
� DidyouvoteinthelastHouseofCouncillorselection?� Whatdidyoufeelabouthavingarighttovote?Diditchangethewayyou
feelaboutyourselfinanyway?� DoyouthinkloweringthevotingagewasagooddecisionforJapan?
(DistributeMaterial)
� In-classvocabularyactivity
(Homework)
� Readthearticlecarefully,andidentifythestanceofthewriter.
P a g e |29Week2:DiscussionofMaterial
(Warmup)
� Speakingexercise
(Pair/smallgroupdiscussions,followedbyawholeclassdiscussion)
� Whatstancedoesthisarticletakeontheissue?Agree/Disagree
Why?Whatarethereasons?
� Whatstancewouldyoutakeonthisarticle?Agree/Disagree Critical/Sympathetic
Why?Whatarethereasons?
(Individual/groupactivity)
� Highlightthekeypointsfromthearticleforinclusioninthesummary.
(Homework)
� Writeasummaryofthearticle.
InstructorsshouldalwaysrememberthatthegoalofEAPIIIistointegratetheskillslearnedinEAPIandEAPII,andapplythemintheanalysisofanacademictopicorcontemporarysocialissue.
P a g e |30EAPIVCOMMONSYLLABUS
TopicInthisfinalactivelearningEAPcourse,studentswillincorporatetheskillslearnedinpreviousEAPclassestowritea5-paragraphessayonanacademictopicorcontemporarysocialissue.Thisclassrequiresstudentstocriticallyengageandexpressinformedopinionsinorganizedways.Italsoinvolvesstudentresearch.Objectives-Toenablestudentstoexpressinformedopinionsongiventopics,intheformofessaysandsummaries,andorally.-Tohelpstudentspayattentionnotonlytocontent,butalsotounderlyinginterestsandviewpoints.-TopreparestudentsforusingEnglishinanacademicsetting.LearningOutcomesStudentswhohavecompletedthecoursecan:(a)writeanessaywhichdiscussesdifferentperspectivesandproblemsonagiventopic;(b)findresourcesrelatedtoagiventopic,andintegratethecontentintotheirownwriting;(c)respondinEnglishtoquestionsaboutthecontentorlectureswithconfidenceandfluency.OutlineSuggestedWeeklyScheduleWeek1:Introductiontoclass.Introductionofessaystructure.DistributeMaterials1and2Week2:DiscussionandsummaryofMaterial1Week3:DiscussionandsummaryofMaterial2Week4:CompletionofAssignment1(HandinAssignment1)Week5:Introductoryandconcludingparagraphs.Beginstudent-ledresearchWeek6:GroupdiscussionofresearchedmaterialsWeek7:EditingandwritingoffinalessayWeek8:Reviewofclass(HandinAssignment2)*Homeworkwillconsistofreviewofandpreparationforclasses(e.g.readingassignments,writingassignments,andoralpractice.)Thetwogradedassignmentsofthiscourseare:1)Assignment1:Twosummaryparagraphs(100-130wordseach)onMaterials1and2.2)Assignment2:Afive-paragraphessay(500-600words).(Instructorsmaychoosetheessayformatfromthelistbeloworastheydesignatetostudentsinclass).Assignment2:a5-paragraphessaythatconsistsofanintroduction,discussionofthreematerials,andaconclusion.Followingarethepossibleformats.ArgumentativeEssay1:Thisisanargumentativeessaywherewritersmakeaclaimandprovidethreepiecesofevidencetosupportthemainclaim.
P a g e |31ArgumentativeEssay2:Thisisanargumentativeessaywherewritersmakeaclaim,provideacounterargument,andrefutethecounterargument.Paragraph# ArgumentativeEssay1
(argument–supportingevidence)ArgumentativeEssay2(argument–counterargumentandrebuttal)
P1 Introduction(Writers’Claim)
Introduction(Writers’Claim)
P2 SupportingWriters’ClaimwithSummaryofMaterialA
Supportingwriter’sclaimwithasummary(MaterialAorB)
P3 SupportingWriters’ClaimwithSummaryofMaterialB
Providingcounterargumentwithasummary(MaterialBorA)
P4 SupportingWriters’ClaimwithSummaryofMaterialC
Rebuttalofcounterargumentwithasummary(MaterialC)
P5 Conclusion(SummaryandFutureDirections)
Conclusion(SummaryandFutureDirections)
References ExpositoryEssay:Thisisatypeofessaywherewritersdonotneedtoargueforastance,buttheyneedtogivereadersacomprehensivepictureofaphenomenontheyareexploring,mainlybydescribingthesourcestheyfoundandsummarized.Paragraph# ExpositoryEssay1
ExpositoryEssay2
P1 Introduction(Writers’Thesis)
Introduction(Writers’Thesis)
P2 DescribingthephenomenonwithSummaryofMaterialA
Comparingtwoorthreematerials(Orcontrastingtwoorthreematerials)
P3 DescribingthephenomenonwithSummaryofMaterialB
Comparingtwoorthreematerials(Orcontrastingtwoorthreematerials)
P4 DescribingthephenomenonwithSummaryofMaterialC
Comparingtwoorthreematerials(Orcontrastingtwoorthreematerials)
P5 Conclusion(SummaryandFutureDirections)
Conclusion(SummaryandFutureDirections)
References GradingMethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)A(80%-89%)B(70%-79%)C(60%-69%)Abovegradesareindicatorsofpassing,不可(lessthan60%)isanindicatoroffailure.
P a g e |32GradingRateParticipation(in-classactivities) 20%Homework 20%Assignment1(twosummaryparagraphs100-130wordseach)
20%
Assignment2(afive-paragraphessay500-600words)
40%
*Eachassignmentisgradedbasedonacommonrubric.TeachingMaterialsThespecifictopicfortheclassandfinalessaywilldependuponthespecializationandexpertiseoftheinstructor.Inprinciple,theessaywillbeonatopicthatrequiresstudentstoanalyzeandcomparemultipleperspectives.Theinstructorwillprovidetworeadings(of800-1200wordseach)thatwillformthebasiccontentfortheessay.Studentswillconductresearchtofindanadditionalreadingtobeusedintheessay.Theinstructormayuseatextbookforthecourse.Fortextbookinformation,lookattheCO-OPTextbookListforthefourthquarterunderthenameoftheinstructor.Ifatextbookisset,pleasebuyitinadvance,andbringittofirstlesson.ClassroomPolicyPlagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslate,theirattendancewillbemarkedas“LateArrival.”Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.
Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).
Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.
Ifastudentdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0point).
Ifastudentdoesnottakeafinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGakumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.
P a g e |33
EAPIVCOMMONASSESSMENTRUBRIC
S A B C D
Summary
Well-organizedandcoherentparagraph;mainpointsandfiguresarefullycoveredinanintegratedway;well-constructedandclearsentenceswithafewgrammaticalerrors.
Coherentparagraph;indispensablepointsandfiguresarecoveredinanintegratedway;well-constructedsentenceswithsomegrammaticalerrors.
Satisfactoryparagraph;merelistingofindispensablepoints;awkwardsentenceswithsomenoticeablegrammaticalerrors.
Incompleteparagraph;coversonlyonepartofthecontent;containsrun-onsandfragmentswithmanygrammaticalerrors.
Showsnointentionofsummarizing;meredescriptionofasingleeventand/orthewriter’sownfeelings;toomanygrammaticalerrorsandunintelligiblesentences.
Essay
Well-organizedandcoherentessay;mainpointsarefullyandlogicallyelaborated;well-constructedandclearsentenceswithafewgrammaticalerrors;correctformat.
Coherentessay;mainpointsaresupportedbyappropriateexamplesand/orreasons;well-constructedsentenceswithsomegrammaticalerrors;onlyafewformaterrors.
Satisfactoryessay;roomformoresupportingdetails;awkwardsentenceswithsomenoticeablegrammaticalerrors;incompleteformat.
Incompleteessay;showsnoefforttoelaborate;containsrun-onsandfragmentswithmanygrammaticalerrors;incompleteformat.
Disorganizedessay;nosignofoutliningandrevision;toomanygrammaticalerrorsandunintelligiblesentences;wrongformat.
EAP4SAMPLEWEEKLYTEACHINGPLANSANDMATERIALS
EssayTheme:ShouldSellingOrgansBeLegalinJapan?
(SampleClassforMedicalStudents)
Inthiscourse,studentswritea5-paragraphessaythatanswerstheabovequestion.Thestudentsareprovidedwithtwoarticlesrelatingtothekidneytrade.Thefirstarticlelooksatcurrentconditionsoftheillegaltradeinkidneysthroughouttheworld,arguingthatthewaytocombatthetradeisthroughimprovementinpreventativehealthcareandincreasing
P a g e |34donors.Thesecondarticlemakesanargumentthatmakingalegalmarkettosellkidneyswouldsolvethreeproblems.Itwould:1)increasedonors;2)reducenationalmedicalcosts;and3)reduceproblemsofexploitation.ThestudentsarerequiredtoresearchathirdarticlerelatingtoorgantradeortransplantationproblemsinJapan.
EssayOutline
• Introduction
-Whatistheissueyouarewritingabout?
-Whyisthisissueimportant?(E.g.lackofdonors,exploitation)
-Whatspecificallydidyoulookat?(Overviewofthethreearticlesreviewedbelow)
• Body
A.“IllicitKidneyTradeBooms”
-Whatisthearticleyouaresummarizing?
-Whatistheissueorproblemtheauthorlookingat?
-Whataretheimportantexamplesorevidenceintroducedbytheauthor?
-Whatistheauthor’sconclusionorviewontheproblem?
B.“WhySellingKidneysShouldBeLegal”
C.StudentResearchedArticle
• Conclusion
-Whatwastheproblemyoulookedat?
-Whatweretheimportantconclusionsfromthereadings?
-Whatisyourviewonthisproblem(referencingtheexamplesfromthebody)?
SampleCourseOutline
WEEK1:Introductiontoclass:Introductionto5-paragraphargumentativeessay—Lectureonessaytopic–Homeworktoreadfirstarticle.
WEEK2:Classdiscussionofarticle:Givestudentscomprehensionquestions–studentsfindanswerstoquestionsingroups–reviewstudentanswerstoquestions–lectureonhowtowritesummary–havestudentsworkonsummariesingroups–HomeworktofinishJapaneselanguagesummaryofarticle
WEEK3:ReviewJapanesesummariesingroups–rewritesummaryasagroup–rewritesummaryinEnglish–HomeworktofinishEnglishsummaryandreadsecondarticleandwritesummaryinJapanese.
P a g e |35WEEK4:Classdiscussiononarticle:Givestudentscomprehensionquestions–studentsfindanswerstoquestionsindividuallyoringroups–reviewstudentanswerstoquestions–studentsrevieweachother’sJapanesesummariesandrewriteasgroupinJapaneseand/orinEnglish–HomeworktofinishsummaryinEnglishandsearchforappropriatearticleforthirdparagraph.
WEEK5:Studentsworkingroupstochooseonearticletosummarizeforthirdparagraph–studentswritesummaryinJapaneseand/orEnglish–Prepare2-3minutepresentationfornextclass–Homeworktoprepareforpresentationinnextclass.
WEEK6:Studentspresent2-3minutessummarizingthearticletheyreviewed–lectureonhowtowriteIntroductionandConclusion–StudentsdiscussingroupsonthecontentofIntroductionandConclusion.Homeworktowrite/printoutcompletebody
WEEK7:Studentsworkindividuallyoringroupstocompleteessay–Studentsreviewandediteachother’sessays–Instructorlooksoverandprovidesindividualfeedbackonessaysduringclass–Homework:finishessay
WEEK8:Studentshandinfinalessay–Classtimedevotedtopracticeofeditingessays(instructorwillprovidesampleessayforstudentstoedit)
Materials
TheGuardian:DenisCampbellandNicolaDavisonSunday27May2012
TheNewYorkTimes–TheOpinionPagesOP-EDCONTRIBUTORbyAlexanderBerger,Dec.52011
EssayTheme:AreAllJapaneseTraditionsInvented?
(SampleClassforHumanitiesStudents)
Materials
“Japanspreadsthesatoyamamessage”byMatthewKnightforCNN
OTHERONLINEVIDEORESOURCES
http://ku2.bloxi.jp/video-project-2014.html
http://ku2.bloxi.jp/video-project-2015.html
P a g e |36Topicsandtexts
ThefollowinglistprovidessuggestedtopicsforEAPIIIandIV,alongwithreferencestotextsrelatedtothesetopics.Instructorsmayfinditnecessarytoedittextsforlengthand/orlanguageinordertomakethemsuitableforuse.
EAPIII
• Topic:AccentdiscriminationintheUK
ThesociolinguisticsofmodernRP,PeterTrudgill,August12,2000
http://www.phon.ucl.ac.uk/home/estuary/trudgill.htm
Whyaresomanymiddle-classchildrenspeakinginJamaicanpatois?,NickHarding,October11,2013
http://www.dailymail.co.uk/femail/article-2453613/Why-middle-class-children-speaking-Jamaican-patois-A-father-11-year-old-girl-laments-baffling-trend.html
Overcomingaccentsnobberyinabidtosmashthroughlife’scutglassceiling,RodMcPhee,July18,2013
http://www.yorkshirepost.co.uk/news/analysis/overcoming-accent-snobbery-in-a-bid-to-smash-through-life-s-cut-glass-ceiling-1-5865718
• Topic:VotingageinJapan
LoweringvotingagecrucialforfutureofJapan’sdemocracy
http://ajw.asahi.com/article/views/editorial/AJ201412050027
Willlowervotingagebringyouthstopolls?,DaveHueston,July2,2015
http://www.japantimes.co.jp/news/2015/07/02/national/politics-diplomacy/will-lower-voting-age-bring-youths-polls/#.VgnmoPntlBc
• Topic:2016USpresidentialcampaign
ThefirstTrump-Clintonpresidentialdebatetranscript(annotated),AaronBlake,September26,2016
https://www.washingtonpost.com/news/the-fix/wp/2016/09/26/the-first-trump-clinton-presidential-debate-transcript-annotated/?utm_term=.251f9178da1f
Sparksflyatseconddebate,StephanieKraus,October10,2016
http://www.timeforkids.com/news/sparks-fly-second-debate/471511
Transcriptofthethirddebate,October20,2016
P a g e |37https://www.nytimes.com/2016/10/20/us/politics/third-debate-transcript.html?_r=0
EAPIV
• Topic:Cyberslacking
Agenerationofcyberslackers,RonaldAlsop,9April2015
http://www.bbc.com/capital/story/20150408-a-generation-of-cyberslackers
CyberslackinginShanghai:WhatMyStudentsTaughtMe,RuthStarkman,17July,2016
http://www.huffingtonpost.com/ruth-starkman/cyberslacking-in-shanghai_1_b_7820796.html
• Topic:Cultureinlanguagelearning
NativeEnglishspeakersaretheworld’sworstcommunicators,LennoxMorrison,31October,2016
http://www.bbc.com/capital/story/20161028-native-english-speakers-are-the-worlds-worst-communicators
TheImportanceofCultureinLanguageLearning,BillZart,March4,2012https://billzart.wordpress.com/2012/03/04/the-importance-of-culture-in-language-learning/
• Topic:LegalizationoforgansalesIllegalkidneytradeboomsasneworganis'soldeveryhour',DenisCampbellandNicolaDavison,May27,2012
https://www.theguardian.com/world/2012/may/27/kidney-trade-illegal-operations-who
WhySellingKidneysShouldBeLegal,AlexanderBergerdec,December5,2011
http://www.nytimes.com/2011/12/06/opinion/why-selling-kidneys-should-be-legal.html
P a g e |38Materials ThefollowingareexamplesofmaterialsusedinEAPIIIandEAPIVclasses
A Generation of Cyberslackers (summary)
Main topic/ problem?
Why is it a problem?
Who is it a problem for?
Solutions?
Further information?
Summary (about 100 words):
Remember to clearly reference where your information is from, and whether it is fact or opinion. If it is opinion, make it clear whose opinion it is.
P a g e |39Cyberslacking in Shanghai: what my students taught me
Para 1: What was the author doing this summer?
What are the ‘anti-device faction’ against?
Para 2: Are the reasons given here for or against using devices in the classroom?
How many reasons are given for why students cyberslack?
Para 3: What is the author’s stance on using devices in the classroom?
Do all of her colleagues do the same as her?
Para 4: Does Morris agree or disagree with banning digital devices?
“Shutting down the laptops isolates students from this reality.” What is
‘this reality’?
Para 5: What does Stommel think is the real problem?
What did the author decide to look into in Shanghai?
P a g e |40Worksheet for ‘Cyberslacking in Shanghai’
Work in groups to decide which of the reasons below from the text are pro-device and which are anti-device.
Pro- device Anti-device
Summarise the arguments from each column in your own words. Each summary should be no more than 50 words.
Pro-device summary:
Anti-device summary:
P a g e |41Conscious of college costs, trying to conserve paper, and teaching older texts, I use exclusively pdfs and links.
Students benefit from the ability to search words in the texts and compare with translations in their own language.
Technology is less the problem than traditional classroom dynamics: start by abolishing fixed-seat, face-forward lecture halls.
When we keep laptops closed, tablets and phones turned off in the classroom, we are closing the door on what is real and relevant in student lives.
Students were unable to easily look up new vocabulary or concepts and relied on me to give them definitions.
Group work became less independent because I provided the sole authority for any information.
Usage trained them in important research skills and even helped them formulate better questions.
Students felt less inclined to physical activity and social interaction during breaks.
They engaged entirely in sedentary gendered segregation.
Students and parents were peering in from other classes checking for potential cyber-slacking.
Students in the class felt the need to police each other and the slackers responded by trying to shame those students.
Projects foundered if they went on too long- students worked well for about 20 minutes with lots of productive discussion in each group, and then gaming addiction mode took over.
P a g e |42Students ran outside to play sports and socialize.
They played a lively game of indoor tag that included all genders and ages.
(Sentences taken from CyberslackinginShanghai:WhatMyStudentsTaughtMe,RuthStarkman,17July,2016
http://www.huffingtonpost.com/ruth-starkman/cyberslacking-in-shanghai_1_b_7820796.html)
Summary grid for ‘Cyberslacking in Shanghai’ What is the main topic?
What did the
author do?
Arguments for
using devices
Arguments against
using devices
Conclusions
P a g e |43Discussionquestionsfor‘NativeEnglishspeakersaretheworld’sworstcommunicators’:
• What is the main point of the article? Which stance would you take to it,
sympatheticorcritical?Why?
• Which example(s) have you found interesting (or important)? Can you come up
withanyotherexamplesfromyourownexperience?
• Whose opinion(s) have you found particularly interesting, agreeable or
disagreeable?Why?
Discussionquestionsfor‘Theimportanceofcultureinlanguagelearning’:
• Whatisthemainpointofthisarticle?
• DoyouagreewithZart’sopinion?Whyorwhynot?
• Compare and contrast the two articles. Do you find any similarities and/or
differences in terms of basic assumptions about language, (second or foreign)
languagelearning,placeofculture incommunication(language),and(non-)native
speakers?
P a g e |44
EAPIII
Activity1Worksheet1
Name______________________
SpeakerName:
Topic:
Vision(Whattoachieve):
Policy(Howtoachieve):
Beneficiary(Whowillbenefit):
Outcomes(concreteexamples):
Summaryofthespeech:
SpeakerName:
Topic:
P a g e |45Vision(Whattoachieve):
Policy(Howtoachieve):
Beneficiary(Whowillbenefit):
Outcomes(concreteexamples):
Summaryofthespeech:
P a g e |46
Summary Writing
What to include
1. Information about the material you are summarizing.
-identity of writer/speaker (name, position, title)
-title of the article/book, details of the occasion/event, venue
-date, year, etc.
2. Main idea stated in the material (paraphrasing / quoting of key words)
3. Outline of supporting evidences and reasons (paraphrasing / quoting of key words)
4. Reporting words
Strong statement
Neutral statement
Counter- argument
Suggestion Evaluation
argue claim insist assert urge demand
state, report show, illustrate indicate, explain point out remark discuss, observe maintain reveal
oppose deny, refute disagree argue against reject, refuse denounce contend
suggest recommend propose
examine investigate approve, support condemn criticize, attack reproach doubt, question
5. Referring words (e.g. “according to ~”, “in ~’s view”)
What not to include
-subjective comments and opinions about the material
-interpretation of the material
-direct quoting of substantial parts of the material (phrases, sentences)
-misrepresentation of the material
-conclusion
P a g e |47
Activity3Worksheet1
Summarizemainpointsofeachspeech.
Trump’sSpeech
Episodeofpeopleaffectedbythisissue:___mothers
How(illegal)immigrantsaredepicted:
Mainreasonwhystrongborderisneeded:
Howtosolvetheproblem:
1)
2)
“Weneed_________________________________________.”
Clinton’sSpeech
Episodeofpeopleaffectedbythisissue:agirlnamed__________from_________________
How(undocumented)immigrantsaredepicted:
MainreasonswhyTrump’smethoddoesn’twork:
P a g e |48Howtosolvetheproblem:
1)
2)
“TheU.S.isanationof__________________and_______________.”
Activity3Worksheet2
WritingaComparisonEssay1)Introduction2)MainBody3)Conclusion
pointbypoint/blockbyblock
WhattoincludeIntroduction GeneralIntroduction
SpecificIntroductionThesisStatement(YourOpinion)
MainBody TopicSentenceSupportingSentencesConcludingSentence(restatingtopicsentence)TopicSentenceSupportingSentencesConcludingSentence(restatingtopicsentence)
P a g e |49Conclusion RestatingThesisStatement
SummarizingMainBodyConclusions(Viewtothefuture)
P a g e |50
EAPIVActivity1
Worksheet1
Name___________________________
ReadActivity1.Writeabriefsummaryofeachparagraphinyourwordsbelow.Asagroup,giveeachparagraphadescriptivetitle.
1._________________________________
Summary
2._________________________________
Summary
3._________________________________
Summary
4._________________________________
Summary
5._________________________________
Summary
6._________________________________
Summary
7._________________________________
Summary
8.__________________________________
Summary
P a g e |51
EAPIVActivity1
Worksheet2
TextAnalysis
Whatisthepurposeofthisarticle?
Inordertodecidetheabove,definethepurposeofeachparagraph.Youcanusethefollowingpurposedefinitions.Aparagraphmayhavemultiplepurposes.
Togiveopinion
Toinformreaders
Topersuadereaders
Tocounter-arguecommonbeliefs
Inordertoachievetheoverallpurpose,whatkindofsupports/argumentsareusedinthetext?
Literaturereviewsummaryformat
TopicSentenceincludes:Thenameofthearticleauthor,materialinformationinfootnote(footnote(脚注)は「参考資料」、「脚注の挿入」をクリックして、必要な情報を入れる),thetopicofthearticle,theauthor’sposition/opinion
MainBodyincludes:Theargumentoftheauthor(opinion,reasons,importantfiguresorexamples)
Concludingsentence:Notnecessary
[Examplephrases]
ThearticlewrittenbyDenisCampbellandNicolaDavidson1looksat……
Accordingtotheauthor,thecentralproblemof______is……
Theauthorexplainsthat….
Theauthorsuggests……
First,…..Second,….Third,….
1DenisCampbellandNicolaDavidson.2011.IllegalKidneyTradeBoomsasNewOrganis“SoldEvery
P a g e |52以下の作業をすると、より書きやすいです。
1)Worksheet2を使って、各パラグラフの目的と、その目的達成のために使われた内容をまとめる。
2)1)を読んで、記事全体の目的を把握する。
3)トピック文に記事の作者名、脚注による出典情報、記事のトピック(主題)と作者の主張を書く。
4)1)から記事の要約としてふさわしい項目を選び、自分の言葉で内容をまとめる。
P a g e |53
EAPIVActivity2
Worksheet1
Name___________________________
ReadActivity2sheet.
Writeadescriptivetitleandabriefsummaryofeachparagraphinyourwordsbelow.Identifywhatthepurposeoftheparagraphis,andwriteyoursummaryintheformofsamplesinparagraph1.
1.Title_____________________________
Purpose:Tointroduce
Toinform
2.Title______________________________________
Purpose:
3.Title______________________________________
Purpose:
4.Title______________________________________
Purpose:
5.Title______________________________________
Purpose:
6.Title______________________________________
Purpose:
P a g e |547.Title______________________________________
Purpose:
8.Title______________________________________
Purpose:
9.Title______________________________________
Purpose:
10.Title______________________________________
Purpose:
11.Title______________________________________
Purpose:
12.Title______________________________________
Purpose:
13.Title______________________________________
Purpose:
Nowwriteasummaryofthewholearticle.
P a g e |55
EAPIVsummary
Homeworkassessmentcriteria
i)記事全体の目的が把握ができているか
ii)その目的を達成するために作者が用いた論の展開を、分析・理解できるか
iii)本文の引用や内容の羅列ではなく、自分の言葉で論の流れをまとめられるか(transitionwordや reportingwordを有効に使い、内容を論理的に組み立てているか)
iv)脚注やフォーマットを正しく書けるか
v)語数が適当か
Q3では内容理解に重点をおいた要約でしたが、Q4では記事の目的や書かれた内容の分析も行った上で自分なりの要約を書きます。
SampleSummary
Name
EAPIV(Friday__period)
Date
Title
Inthefirstarticle,JunSaito2looksattheproblemofpopulationdeclineinJapan,and
suggeststhatdevisinganeffectiveimmigrationpolicyisnecessary.Saitoexplainsthatincreasingthe
birthrateortheemploymentrateforwomenandtheageddonothaveanimmediateimpact,and
arguesforthediscussionofacceptingimmigrants.First,hereportspublicconsensusandapolicy
reforminitiativeforacceptingskilledworkers.Then,heexaminesthecontroversialissueof
acceptingunskilledforeignworkers.Althoughhementionspoliticalandsocialconcernsabout
acceptingunskilledimmigrants,hearguesagainstmostofthem.Finally,heconcludesthatJapanese
youngpeopleshouldmakeadecisiononthisissue,butimpliesthatthereisnoalternativebut
acceptingimmigrants.(130)
EAPIV
2JunSaito,EASTASIAFORUMQUARTERLY,(Jun-September2014)pp.6-7.
P a g e |56
Activity3Worksheet
Material3ExplanationStructure
Today,youwillgiveashorttalkaboutyourresearchedmaterial.Pleaseincludethefollowingpoints.
Source:Thisarticlewaspublishedin~
Date/Year:Itispublishedon~in~
Topic:Thisarticledealswiththeproblemof~
Thisarticlelooksattheissueof~
Position:Theauthorofthearticleproposes~
Theauthorsuggeststhat~
Theauthorarguesthat~
Reason:Ichosethisarticlebecause~
Merits:Thegoodpoint(s)ofthisarticleisthat~
P a g e |57
EAP Teachers’Guide
2017年 3月発行
編集・発行 金沢大学国際基幹教育院外国語教育部門 EAP教育企画部
〒920-1192 金沢市角間町
電話:(076)264-5760