TOEIC, Semester 2, 2015 - Winjeel.Comwinjeel.com/.../2015/06/CourseInfo_Sem2_2015_TOEIC.pdfTOEIC, Semester 1 2015, Page 2 of 26 Plagiarism (盗作) is not tolerated and you may receive

TOEIC, Semester 1 2015, Page 1 of 26

TOEIC, Semester 2, 2015 Name:

Wednesdays 4th period, Rm ___ Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Contact: ablyth@nanzan‐u.ac.jp (Don’t use mobile email); Twitter.com/winjeelelt; http://winjeel.com Text: Trew, B. (2007) Tactics for TOEIC, Listening and Reading Test. OUP Optional: Gairns, R. & Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP. Materials required: Notebook, small pocket notepad (for vocabulary notes), computer (at home).

Wk Date Content (subject to change) Homework

1. 30 Sep Introductions & course orientation, needs analysis. 1. Pre‐read instructions, and

2. 7 Oct Unit 15, Listening skills: Photographs test‐tips in each unit.

3. 14 Oct Unit 16, Listening skills: Question response 2. Review each unit.

4. 21 Oct Unit 17, Listening skills: conversation 3. Review vocabulary

5. 28 Oct Unit 18, Listening skills: talks, Vocab quiz 1 4. Check Winjeel.Com >

6. 4 Nov Unit 19, Reading fluency: incomplete sentences English Classes >

7. 11 Nov Unit 20, Reading fluency: text completion Pronunciation.

8. 18 Nov Unit 21, Reading fluency: reading comprehension

9. 25 Nov Unit 22, Listening skills: Photographs, Vocab quiz 2

10. 2 Dec Unit 23, Listening skills: Question response

11. 9 Dec Unit 24, Listening skills: conversations

12. 16 Dec Unit 25, Listening skills: talks, Vocab quiz 3

13. 23 Dec Unit 26, Reading fluency: incomplete sentences

14. 6 Jan Unit 27, Reading fluency: text completion

15. 13 Jan Review, Practice TOEIC exam

16. ? TOEIC‐IP Exam (30%) Enjoy life

NB: You may forfeit some of your marks if you miss an assessment

Course Aims コースの目的 To develop students’ English abilities. A very famous Educational Psychologist, Vygotsky (1978), said that for either first or foreign language learning is best done by using the language in meaningful social interaction. A lot of research has shown that students who use language perform better on examinations. コースの目的は話したり書いたりするコミュニケーション能力の上達です。非常に有

名な教育心理学者 Vygotsky (1978)は、第一言語や外国語学習は重要な社会的相互作用に言語を使用す

ることによって最も上達すると言っています。多くの研究が、言語をよく使用する学生が試験の結

果もよいといっています。 Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, USA:

Harvard University Press.

Assessments 評価方法 Note: Because I have over 250 students, in many classes doing various courses with different assessment schedules, it is difficult for any teacher to keep track of each student. So it is important that you submit all work on time, otherwise please e‐mail me in advance or bring a medical certificate to the next class if you have problems 注意: 私には 250 人以上の担当学生がおり、いろい

ろなコースを教え、異なった評価日程を行っている為、各学生の動向をおさえるのは非常に困難です。

その為、あなた達は提出期限通りにすべての課題を提出する責任があります。 (もし病気で提出期限

に間に合わなかった場合はあらかじめ、私にメールするか、次のクラスに医師の同意書を持って来て

ください)。

Homework tasks, 40% Vocabulary Quizzes, 30% TOEIC‐IP, 30%

Students are to do Word list and

Quizzes (p170‐190) for the current unit

of study each week. To be randomly

checked.

The vocabulary quizzes are based on

vocabulary studied in classes, and may be

given randomly without notice.

Administered outside

of class time by the

university.


Plagiarism (盗作) is not tolerated and you may receive 0%. You must actually do the task, no copy & pasting or academic dishonesty. Communicative ability is much more important than grammar. You need to communicate your ideas effectively using either writing or speaking. コミュニケーション能力は文法を学習するだけより

はるかに重要です。書いたり話したりする能力を使って有効にあなたの考えを伝える必要があります。

How to pass this class You can pass this class, if you try.

Come to every class. すべてのクラスに出席し

てください。 Review and preview every class. 毎クラス予習

復習をしてください。 Practice speaking in every class. スピーキング

の練習を毎クラスしてください。 Ask questions (I like answering questions). も

しわからないことがあれば恥ずかしがらず質問

してください。質問は大歓迎です。 Have fun. 楽しんでください。 Also, build up your vocabulary. Get a little

notebook (see right) and write in some interesting words, expressions and sample sentences each week during class. Research shows that this is a very good learning strategy (McCrostie, 2007).

また、語彙を増やしてください。小さいノート

(上記写真)を購入してください。そして、毎

週、授業中に出会ったいくつかの興味深い単

語、表現方法、例文を書いてください。研究

では、これが非常に良い学習方法であることを

示しています。 McCrostie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61(3), p246‐255.

Practice 練習 Research by Hato (2005, cited in Fukuda & Yoshida, 2013) reports that on average, Japanese high school students graduate with only 920 hours of English lessons. However, most Japanese people need between 2,000 to 5,000 hours of study to attain basic proficiency of English (Nakashima, 2006, cited in Fukuda & Yoshida, 2013). So, 90 minutes a week for 14 weeks (each semester), which is only 42 hours per annum, will not make you into a native speaker. You need to practice using English in class, and outside of the classroom. Use the audio material that came with your textbook, look for interesting and simple news articles on http://www.japantimes.co.jp/ and http://bbc.co.uk websites, and also listen to podcasts. 羽藤の研究（2005 年福田&吉田 2013 年の引用）によると、日本の高校

生は 920 時間の英語の授業を受けていることになる。しかしながら、基礎的な熟達に到達する為には

日本人のほとんどは 2000 から 5000 時間の勉強が必要とである。(中島 2006 年、福田＆吉田 2013 年

の引用)。従って、1 学期 14 週間 1 週間 90 分即ち、1 学期 42 時間ではネイティブスピーカーになり

ません。教室外でも英語を練習する必要があります。あなたの教科書についている CD を聞いたり、

http://www.japantimes.co.jp/ and http://bbc.co.uk の興味ある簡単なニュース記事をさがしたり、ポッド

キャストを聞いたりしてください。 Fukuda, S., and Yoshida, H. (2013) Time is of the essence: factors encouraging out‐of‐class study time. ELT

Journal, 67/1, p31‐40.

If you have problems… もし問題があったら… A moment of shame of asking a question prevents a lifetime of not knowing (and on‐going shame). A western view is that if you don’t ask, you don’t learn; and that there is no shame is asking a question. 聞くは一時の恥。聞かぬは一生の恥。西洋の観点ではもし尋ねなければあなたは学ばないと考えられ

ています。質問をすることは決して恥ではありません。


Conversation Structure (generic) v2 1. Meet & greet

A: Shall we chat? B: Sure. | Sorry, I’m about to talk to him/her there. | A: Great / ok.

A&B: Morning / Afternoon / Hello / Hi

2. Small talk

A: How are you? / How are you doing/going? | B: Yourself?

A&B: I’m ________. / I’m doing / going __________.

fine, good, great, alright, ok, sleepy, tired, exhausted…

A: That’s a nice [shirt you’re wearing].

B: Thanks. I got it [from Gap]. And those are nice [ear rings]

A: …

Monday: Q. How was your weekend? A. (tell a story of all the interesting things you did)

Any day: How is your day so far? A. It’s ______. (tell a story of all the interesting things you did)

Any day: What’s new(s)? A. Well, ______. (tell about anything new in your life)

Tues, Wed, Thur: How’s your week going? A. It’s going _______. (tell a story of all the interesting

things you did)

Thur, Fri: How was your week? A. (tell a story of all the interesting things you did)

Fri: Do you have any plans for the weekend? A. (tell a story of the things you hope to do)

3. Transition to the main topic (choose one)

A: Anyway, have you heard about… (news story, or interesting fact, etc)

B: I saw something about it on Twitter. | No, what’s that about?

A: [explain > main topic]

A: Changing the topic. Have you read the article Andrew gave us about [theme]?

B: Yeah, I did, but I don’t quite understand it. What did you get from it?


A: I’d like to ask you about something. Do you know anything about [topic]?

B: Not really. What? | Yeah, I know something about it. Why?


4. Main topic discussion

Key roles of person B: student, doubter, advocate, devil’s advocate (opponent)

And see Conversation Gambits, Unit 63 Mini Conversations

5. Wrap up (end)

Excuse: Time is getting on, I have to get going.

Sorry, but I really must get going.

Respond: It was nice talking to you. / It was nice catching up with you. / Catch you later.

6. New partner

Q. Err… excuse me. Can we chat? A. Sure (go to No.1).

Compliment


Conversation Signposts / Gambits v4 Use these to help you in your conversations. Each time you use one add a tally mark.

1. (to your partner) A: Excuse me, I need to go to the toilet. I’ll be back in a minute. B: Sure, no problem.

1a. (to your teacher) A: Excuse me Andrew. Could I just quickly run off to the toilet? B: …

1b. (Partner gone, joining a new group) A: Excuse me, could I join your group for five minutes? B: Of course. We’re talking about…

1c. (joining a new group) A: Err… I don’t have anyone to talk to. Could I join you guys? B: Of course, here’s a seat.

2. (Need a paper or from someone) A: Err, excuse me. Could I have the [title] handout? B: Sure, here you are.

2a. (need to borrow something) A: Excuse me, could I borrow a pencil for five minutes? B: Sure, here you are.

3. A: (sneeze) B: Bless you. A: Thanks.

4. (walking through a crowded room) Excuse me, can I get through. Pardon me, can I get past.

5. (Getting started) Ok, let’s get this show on the road. [after small talk]: We can chin wag all day, but we need to get started.

6. (stating fact) You know… [+ fact] I read somewhere that… [+ fact] Apparently, … [+info]

7. (Thinking, pausing, 考えたり、休止したりする

こと)

Hmm… / Erm… / Like…

8. (Stating own opinion, 自分の意見、見解

を述べこと時) I reckon that… It seems to me that…

9.


Example of checking vocabulary For reading and checking pages in your book, please use this style of vocabulary check. A larger and

easier to read version is available on Winjeel.Com


Classroom vocabulary These phrasal verbs may be on the final exam vocabulary quiz. Please study these, and use them in

class. From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP.



Handouts

1st Day Back 1. A: Hi, I’m sorry, I forgot your name. B: That’s ok, it’s _______, and you are…? A: I’m

________.

2. How are you doing? (I’m doing great. Yourself?)

3. How were your holidays? (They were good. I went sightseeing in Kyoto, and…) + 3 more

questions about their first answer

4. What else did you get up to on your holidays? or Did you work anywhere? (Yes, I worked in

[company name] for a few weeks) or Did you catch up with friends?

5. What do you think will be different in class this semester?

a. What differences do you notice in this course info packet?

b. What similarities are there?

c. How did you do last semester? How do you think you’ll fare this time?

6. It was great talking to you. Let’s find someone else to catch up with.

Glossary:

How are you doing? Else

Catch up (with) Get up to

*…where work… / …work anywhere…

* Not location, but name of company.

Pronunciation Activities

Japanese Names When Japanese people say their names, they use Japanese pronunciation style, which is almost

impossible for a regular native speaker to understand. You should use English phonology to make it

easier for non‐Japanese to understand you. Example:

A: Hi, I’ve not met you before. B: Hi, I’m /murʌkʌmihʌɾuki/

A: Eh? Sorry? What? B: Oh, it’s /.hʌˡru.ki/ /.mu.rʌˡka:.mi/

a. What is the difference between the two ways to say the Japanese name?

b. What do these symbols mean?

1. ˡ 2. . 3. / / 4. ʌ

5. ɾ 6. r 7. : 8.

9. ə 10. ʤ 11. 12. tʃ

13. f 14. ɸ 15. j


c. Draw lines to match the IPA to the correct word

1. Fumika a. /ɸutɔn/

2. ふみか b./ˡfu.mi.kʌ/

3. futon c. /ˡæn.ʤru:/

4. ふとん d. /ɸumikʌ/

5. Takashi e. /ʌn:dɔɾju:/

6. たかし f. /tʌkʌʃ:/

7. Andrew g. /ˡfu:.tɔn/

8. アンドリュー h. /.tʌˡkæ.shi:/

Important word stress Inspired from Barrera‐Pardo, D. (2008) Reality of stress‐timing. ELT Journal, 62/1, p11‐17.

1. Key sentences / questions:

John played the piano on Saturday night.

Who played the piano?

What did John do?

What did John play?

When did John play the piano?

When on Saturday did John play?

2. Listen to the pronunciation with stress placement on each word in the sentence.

jOhn plAy|ed the pi|A|no on sA|tur|day nIght

3. Practice (example):

A: John xxx the piano on Saturday night.

B: Wh…?

A: John PLAYED the piano on Saturday night.

B: Oh, I see.

Vixen and the Crow For the lines in the story below, draw in the intonation lines. Key vocabulary: Crow, lump, beak, seize, vixen, persuade, flatter, caw, intonation, fall, rise, high, low.

One /DAY Low rise: familiar part of story structure

a big black /CROW Low rise: introduces a character, a familiar part of any story


found a large lump of \MEAT. Low fall: new information, but does not alter listener's viewpoint

Seizing the meat in his /BEAK, Low rise: familiar knowledge that crows have beaks

he flew up into a \TREE. Low fall: new information; familiar viewpoint

Just then a \VIXEN came along High fall; new character, and an interesting twist to the story

and saw the crow with his \MEAT. Low fall: expected piece of information

She wondered how she could get it a\WAY from him. High fall: surprising that she should try this difficult task, so new viewpoint

First she tried to pervSUADE the crow Fall‐rise: a new turn to the story

to share the meat \WITH her. High fall: a surprising thing for the vixen to attempt

But the crow was not vSTUPid, Fall‐rise: unexpected from the vixen's viewpoint

and carried on sitting in the \TREE. Low fall: an expected development, so familiar viewpoint

vSUDdenly Fall‐rise: something interesting is about to happen; shift in viewpoint

the vixen had an i\DEA. High fall: new information; new viewpoint

She /CALLED to the crow: Low rise: reporting phrases are familiar parts of any story

‘Mr Crow, you look so /HANDSome. Low rise; the vixen subtly implies the crow's good looks are familiar information

If your voice is as beautiful as the vREST of you looks, Fall‐rise: the rest of you is given information, but the viewpoint shifts from looks to voice

I should really love to hear you \SING.’ High fall, new information; new viewpoint

vFORTunately, Fall‐rise: another twist in the story, so a new viewpoint

her plan \WORKED. Low fall: an expected development, as we know from ‘fortunately’

The crow was /FLATTered Low rise: listener knows the vixen has flattered the crow, so both information and viewpoint are familiar

and decided to \SING for the vixen. Low fall: new information, but familiar viewpoint, since we know the crow has been fooled

Forgetting about the /MEAT, Low rise: this is now familiar, expected information

he opened his /BEAK Low rise: familiar information, following from the decision to sing

and started to \CAW. Low fall: expected development, so familiar viewpoint

Just as the vixen had ex/PECTed, Low rise: this is now part of the story structure

the meat fell to the \GROUND. Low fall: expected outcome, so familiar viewpoint

She picked it /UP Low rise: we expect the vixen to do this, so familiar viewpoint

and ran off \LAUGHing. Low fall: satisfying conclusion for the vixen, but the viewpoint is familiar

From Beaken, M. (2009) Teaching discourse intonation with narrative. ELT Journal, 63/4, p342‐352.


Stepping stones


Stress maze


Join the dots


Phonetic crossword


Link maze


Compound clues ∙ • Say and list: Eg: plastic bag > plAstic bag “Someone has moved the candlestick”

“The car radio has been stolen”


Pronunciation In Use There may be words, idioms, and phrasal verbs you may need to check urbandictionary.com

Listening, B52 means CD B, track 52, which you will get these from your teacher.

Unit 15 & 16, Tactics for TOEIC PIU Advanced, U29



Unit 17 & 18, Tactics for TOEIC PIU Advanced, U30



Unit 22, Tactics for TOEIC PIU Elementary, U6



Unit 23, Tactics for TOEIC PIU Intermediate, U37



Unit 24 & 25, Tactics for TOEIC PIU Intermediate, U38


Documents

TOEIC, Semester 2, 2015 - Winjeel.Comwinjeel.com/.../2015/06/CourseInfo_Sem2_2015_TOEIC.pdfTOEIC, Semester 1 2015, Page 2 of 26 Plagiarism (盗作) is not tolerated and you may receive