oral communication c, semester 1, 2016 -...

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Oral Communication C, Semester 1, 2016 Name:

(10321‐001 & 10323‐001) Tue 1st & Fri 4th periods, Rm L11Teacher: 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 Texts: Day, R. and Ono, A. (2008) Cover to Cover 3. Oxford University Press.

Keller, E., and Warner, S. (2002) Conversation Gambits: Real English conversation practices. Pearson Longman.

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 Content (subject to change) Homework

1. 5 Apr Introductions & Topic 1a and communication skills. Read Topic 1

2. 12 Apr Topic 2 and communication skills. Topic 1 review

3. 19 Apr Topic 3 and communication skills. Review

4. 26 Apr Speaking test 1 (10%); vocabulary quiz (10%) Read Topic 2

5. 10 May Topic 4 and communication skills.

6. 17 May Topic 5 and communication skills. Read Topic 3

7. 24 May Topic 6 and communication skills. Read Topic 4

8. 31 May Topic 7 and communication skills.

9. 7 Jun Special society topic and communication skills. Prepare for the topic

10. 14 Jun Presentation introductions & preparation.

11. 21 Jun Presentation preparation & rehearsal. Review

12. 28 Jun Presentations (10%). Review

13. 5 Jul Communication skills review and practice. Review

14. 12 Jul Speaking test 2 begins (critical issues discussion; 30%) Review

15. 19 Jul Speaking test 2 cont. Skills review & exam prep. Vocab quiz (10%)

16. ? Final exam Enjoy life

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

Table of Contents About ....................................................................................................................................................... 2

Course Aims コースの目的 ................................................................................................................ 2

Assessments 評価方法 ....................................................................................................................... 2

Speaking tests (draft 案) ..................................................................................................................... 3 How to pass this class .......................................................................................................................... 3

Practice 練習 ....................................................................................................................................... 3

If you have problems… もし問題があったら… ............................................................................... 4 Conversation Structure (generic) v2 ....................................................................................................... 4 Conversation Signposts / Gambits v4 ...................................................................................................... 5 Conversation Signposts / Gambits v5 ...................................................................................................... 5 Essential phrases Japanese don’t learn in school ............................................................................... 5 Thinking and biding time ..................................................................................................................... 5 Changing topic ..................................................................................................................................... 5 Manners .............................................................................................................................................. 6

Classroom vocabulary ............................................................................................................................. 6 Example of homework preparation .................................................................................................... 8 Classroom language ............................................................................................................................ 9

Handouts ............................................................................................................................................... 11 Generic Article discussion ................................................................................................................. 11 First Day Get to know your textbook: Intermediate ......................................................................... 11 First Day Bingo ................................................................................................................................... 12 1st Day Find Someone who… ............................................................................................................. 13

Cover to Cover 3 .................................................................................................................................... 14 U1 Male Beauty ................................................................................................................................. 14

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U2 Travel Mistakes and Miscommunications ................................................................................... 16 U3 Signs that someone is lying .......................................................................................................... 16 U4 Hoaxes: April Fool’s Day ............................................................................................................... 17 U5 From Surfer to Celebrity .............................................................................................................. 18 U11 Job Happiness ............................................................................................................................ 19

Presentation (10%) ................................................................................................................................ 19 Presentation preparation gambits .................................................................................................... 20 Presentation gambits ........................................................................................................................ 20 Opening and closing each part .......................................................................................................... 21 Good presentation structure ............................................................................................................. 22 Short Presentation Preparation ........................................................................................................ 23 Present like Steve Jobs transcript ...................................................................................................... 25

Pronunciation Activities ........................................................................................................................ 27 Names Pronunciation ........................................................................................................................ 27 Join the dots: Introduction to IPA ..................................................................................................... 28 Phonetic crossword ........................................................................................................................... 29 Letters and Numbers dot to dot ........................................................................................................ 30 English Intonation .............................................................................................................................. 36 Sounds English ................................................................................................................................... 37

During speaking tests ............................................................................................................................ 37 Pronunciation In Use ............................................................................................................................. 37 Unit 5 Vowels .................................................................................................................................... 38 Unit 6 Vowels .................................................................................................................................... 40 Unit 28 Syllables ................................................................................................................................ 42 Unit 29 Syllables ................................................................................................................................ 44 Unit 44 Intonation: Old & new information ...................................................................................... 46

Speaking Test 1 Self‐reflection .............................................................................................................. 49 Include a lot of details: ...................................................................................................................... 49

Speaking Test 2 Self‐reflection .............................................................................................................. 50 Include a lot of details: ...................................................................................................................... 50

Mini‐presentations (version 6) .............................................................................................................. 51 Self‐Reflection ....................................................................................................................................... 52

About Course Aims コースの目的 To develop students’ speaking and writing communicative 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, at four different campuses, 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)。

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Oral communication tests, 50% Vocabulary Quizzes, 20% Final exam, 30%

‐ Speaking tests 1 & 2 (10% & 30%): Demonstrate a natural conversation, and critical thinking about issues of society. ‐ Presentations (10%): Present your opinion on a societal issue.

The vocabulary quizzes are based on vocabulary studied in classes, and may be given randomly without notice.

‐ 1 or 2 randomly chosen pronunciation activities practiced in class. ‐ Vocabulary explanations. ‐ Dialogue writing

Plagiarism (盗作) is not tolerated and you may receive 0%. You must actually do the task, no copy & pasting or other 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。

Speaking tests (draft 案) Test 1 (10%): A short rehearsal for the main speaking test. Student demonstrate their ability to interact and follow the conversation structure, use gambits, and pronunciation.

Test 2 (30%): In pairs, demonstrate good communication ability, fluency, topic analysis, topic knowledge, & good pronunciation. Focus on issues important to society.

How to pass this class It is really easy to pass (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.

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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: [explain > main topic] 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? A: [explain > main topic]

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

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Classroom language v2 Use these to help you in your conversations. Each time you use one add a tally mark.

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

3. Need to borrow something A: Excuse me, could I borrow a pencil for five minutes? B: Sure, here you are.

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

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

6. Walking through a crowded room Excuse me, can I get through. Pardon me, can I get past.

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

7a. To your teacher A: Excuse me Andrew. Could I just quickly run off to the toilet? B: …

8. Working & 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.

9. Stating facts You know… [+ fact] I read somewhere that… [+ fact] Apparently, … [+info]

10. Finishing Teacher: “Okay! Let’s wrap it up there”

Conversation Signposts / Gambits v5 Also see: http://www.wikihow.com/Have‐a‐Great‐Conversation

Essential phrases Japanese don’t learn in school What else? = And other things? How come? = Why?

Hang out with = spend time with friends

And see the Oxford Phrasal Verbs and Idioms book

Thinking and biding time Erm… err… Hmm, I would assume that… You know (+ pause) I think that…

Give me a sec. Hold on a sec. Err… hold on.

I’m not sure, let me get back to

you on that.

Err… I can’t answer that right

away, let me get back to you.

I haven’t thought about that

before.

Changing topic Did you know that… (+ interesting fact)?

Have you heard about… (+ interesting thing)?

To change the topic for a moment…

The other day I heard that… (+ interesting thing)

Do you believe that… (+ shocking information)?

Hey, the other day (name) said that… (+ gossip)

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Manners A: (sneeze)

B: Bless you.

A: Thanks.

(walking through a crowded place)

A: Excuse me, can I get through

B: Oh, sorry.

(accidentally bumped into someone)

A: Oh, sorry. My fault.

B: It’s ok.

(finding a lost item)

A: Is this yours?

B: Oh! Thanks / Nope.

(needing help)

A: Do you have a sec?

B: Sure. What’s up?

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.

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Example of homework preparation A larger and easier to read version is available on Winjeel.Com. For homework, preview the topic and make notes like this.

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Classroom language From: Gairns, R. & Redman, S. (2011) Idioms and Phrasal Verbs, Intermediate. OUP.

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Handouts

Generic Article discussion 1. What was your first reaction to this article?

a. Were there any points that seemed really interesting to you?

b. Were there any points that seemed disturbing to you?

c. Was there any information that seemed missing?

d. What more would you like to know about this topic?

2. Were there any interesting word or vocabulary choices?

a. What vocabulary did you add to your vocabulary notebooks?

b. Were there any interesting phrases?

c. Were there any difficult to understand sentences or ideas?

3. What seemed to be the important points in the article?

a. What does the writer want us to remember or learn?

b. Why do you think the writer chose to write in this style?

4. (Anything)

First Day Get to know your textbook: Intermediate Talk to your partner in English about your textbook.

1. Did you write your name in it? Where, front or back? Why? Where & when was the book

published?

2. What do you think of the title and front cover? Who is this book intended for? (children,

teenagers, young adults, business people, housewives, travellers, etc)

3. What do you think of the pictures inside?

4. What kind of a book is it? (Grammar, vocabulary, communication, writing, skills‐based

learning, knowledge‐based, examination preparation, other)

5. Is this style of book new / different to you? How is it different? (list)

6. Is there any audio for this book? Have you listened to the audio for this book, yet? (If ‘yes’,

what did you think?) What accents do you expect the textbook characters will have (when

you listen to the audio)?

7. What is the most important feature of this book for you?

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First Day Bingo Get to know your classmates

A: Have you…?* B: Yes, I have (+ extra info) write name ( 名前書きます )

?? Oh… umm… I don’t remember don’t write name ( 名前書きません )

½ ? I don’t think I have, but… don’t write name ( 名前書きません )

x No, I haven’t, but… (I want to…) don’t write name ( 名前書きません )

A: How do you spell your name? B: T‐A‐N‐A‐K‐A A: ‘p’ or ‘d’? B: No, ‘t’ for ‘tomato’

A: Thank you. B: No problem.

Write a story in English * write > written

Eat Vietnamese noodles * eat > eaten

Speak to a non‐Japanese speaker

Drink coffee Speak to a Korean

Make pizza Drive a car Draw pictures on a computer

Ride a motorbike

Use a computer

Play cricket Sing an song from another country

Go hiking Meet a Jpop star

Sing enka

Drink Korean green tea.

Read English news

Listen to Kpop Read English novel

Be overseas

Dance in a disco Wear a kimono * wear > worn

Do yoga Download a movie

Go ice skating

Like = ~好きですか; do (yoga) = ~ヨガはしますか; have (an iPod) = [iPod]はありますか

Sing = ~歌う; make (pizza) = ~ピザは作りますか;

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1st Day Find Someone who… Get to know your classmates

A: Err… Excuse me. How are you? B: I’m … A: Can I ask you a question? B: Of course. A: … (smile) B: … (give a loooooong answer) A: (+ one more question: Who, What, When, Where, How, Why, Which…) B: … (give a loooooong answer)

Write one name and extra information for each.

Do you know a famous person? Example:

Yuki Tanaka. She knows Sakana-kun. She met him in a supermarket. He was buying fish for dinner. Now, they play badminton together.

Do you know an English children’s song?

Can you touch your toes? Have you been to an Utada Hikaru concert?

Do you need English for business communication? Do you have a plan for the summer holidays?

Have you ever eaten Korean food? Do you like to meet friends on Saturday night?

Do you like watching motorsports in your free time? Do you have a Lady Gaga CD?

When you are sad, do you sing? Do you have two brothers?

Do you think the teacher is handsome? Have you ever owned a pet?

Is fashion important to you? Have you cooked Thai food?

Have you played table tennis? Are you wearing anything pink?

Free time = _________; Important = ____________; motor sports = _____________; Table Tennis = _________

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Cover to Cover 3

U1 Male Beauty Made for Day, R. and Ono, L. (2008) Cover to Cover 3. Oxford University Press.

Concept Check 1. Was there any language or phrases that seemed interesting to you? Were there any that

were a little obscure and you needed to double‐check your understanding?

2. In paragraph 3, it says “…such men are sometimes called metrosexuals”, why does the

author write this? How would you use this structure “… such ____ are sometimes called

_____.”? Can you make some of your own examples?

3. The article includes some positive and negative points.

a. Which paragraphs include the positives and negatives?

b. There are points and counter‐points (an interesting point, and then a contradiction).

Where are these?

Discussion 1. What was your first reaction to this article? Were there any points you disagreed with? What

surprised you? What were some things you didn’t know?

2. This is a short article, what additional information should be included? What would you like

to know more about?

3. In paragraph 8, Song Yang likes to have a boyfriend who has the same interests as her.

a. For girls: Would you like to have a boyfriend whom you can spend a lot of time with

enjoying what is traditionally thought of as a young women’s past time?

b. For boys: Would you like to spend every weekend with your girlfriend hanging out in

beauty parlours and fashion stores?

4. In paragraph 2, it says that Seung Lee spends about $1000 dollars a month on beauty and

fashion. How do you feel about this? How much are you prepared to spend on beauty and

fashion on a monthly basis?

a. Considering we all grow old and die, isn’t fashion a waste of time and money? The

Catholic church would say that such extensive investment into fashion and beauty is

shallow, aren’t there more important things in life to prioritise?

5. Some experts say that it’s vitally important for men to have physical activities and past times

for their mental health. Isn’t the fashion industry undermining male mental health?

6. If you could give some beauty and fashion advice for your teacher, what would it be? What

advice would you like to get for yourself?

7. [Your own questions]

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Class Survey Make two questions you’d like to ask your classmates Survey at least 10 of your classmates and get in‐depth answers from them. Name: ♂/♀ Qu.1. Qu.2.

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U2 Travel Mistakes and Miscommunications Made for Cover to Cover 3, Unit 2, Travel Discuss these questions with a partner. Give long answers with lots of details.

1. What was your first reaction to this article? How long did it take you to read? What was the

level of difficulty for you? (was it really easy or kind of difficult?). How many words did you

have to check?

2. Can you give us your one minute summary of the article?

a. What are some important points about this? What was something important you

learnt from this? What surprised you? What did you already know?

b. Are there any points you disagree with? Why? Are there any points you agree with?

Why?

3. This article is very short. What more information would you like to know or learn about?

What information seemed a bit unnecessary?

4. Was any vocabulary or phrases interesting to you? What vocabulary will you put into your

vocabulary notebook? Which words are easier to explain in simple English? Which words do

you hope won’t be on a vocabulary quiz? Why?

5. Did you like this article? Why? Would you recommend other people to read this? Who

should?

Travel 1. It seems that Japanese is the only nationality that almost only travels in organised groups. Why is

this? Why do Britons, New Zealanders, Israelis, Germans, and most other nationalities organise their own itineraries and travel without a guide?

2. Would you rather travel with a tour group, with friends, or by yourself? What are the advantages and disadvantages of each?

3. If you went overseas this summer, how you organise your trip? Who with? Would you rather take a suitcase and stay in hotels, or go backpacking?

4. Many Europeans, North Americans, and Australians go backpacking while they are still in their early twenties, and they can travel for up to a year or more. They often get work picking fruit in orchards to pay their way. Would you consider this lifestyle?

5. What countries have you already travelled to? Where would you like to go for your next holiday? Do you have a bucket list of countries? If your job sent you overseas, what country would you hope to be sent to? Why?

6. Anything

U3 Signs that someone is lying Made for Cover to Cover 3, Unit 3, Lying; and Phrasal Verbs & Idioms u19.2. Discuss these questions with a partner. Give long answers with lots of details.



have to check? That many words? Are you lying? ;)





Why?



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should? Really? Are you lying?

Lying Avoid asking the questions below, just give your answers to your partner unprompted. 7. What is a lie? What kinds of lies are there? Can you tell if someone is lying to you?

8. Have you ever lied? Why and when? Are you lying now? Can people see through your lies? What

is the worst lie you’ve ever told? What is the kindest lie you’ve told? How often do you lie? Who

have you lied to? Who or what group of people do you often lie to?

9. Why would people need to lie? In what situations do they usually lie? In what situations is it

harmful to lie? In what situations is it right to lie? Some philosophers say that there are no

circumstances that any kind of lie is acceptable. Do you agree?

10. Have you ever had to own up to something, or come clean about something?

11. “Might Nietzsche be right, claiming that lying is “a condition of life?” – Or Kant, arguing that lying

means annihilating human dignity? Is it ever acceptable for governments to lie to the public or

for individuals to lie to the government?” (From

http://philosophynow.org/podcasts/Philosophy_Lies_and_Politics) The above quote is about an

interview between two philosophers. What would you expect to hear in the interview? Do you

agree with the Kantian view, and why? And what about governments? What does it mean for a

democracy if it’s headed by a lying government? Is it ok for governments to cover things up?

12. Why do we lie? Can you imagine a world where it was inconceivable to lie? Would there be

problems?

13. Anything

U4 Hoaxes: April Fool’s Day Made for Cover to Cover 3, Unit 4, Hoaxes & April Fool’s Day; and Phrasal Verbs & Idioms u19.2.

Key words Hoax, prank, trick, make a fool of, prankster, practical joke, pull the wool over s/one’s eyes, play a trick on s/one,

Comprehension check Discuss these questions with a partner. Give long answers with lots of details.



have to check? That many words? Are you tricking me? ;)





Why?






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should? Really? Are you lying?

16. Which prank mentioned in the article seemed the most interesting to you?

April Fool’s Day Avoid asking the questions below, just give your answers to your partner unprompted. 14. What is a prank? Do you know of any pranks? Have you ever fallen for a prank or a trick?

15. Have you ever tricked someone? Why and when? Can people “see you coming”? What are some

pranks or hoaxes you know of? Has the teacher ever played a trick on the class?

16. Why do people try to stage a hoax or prank others? There are certain rules or an etiquette about

doing a prank, what are they? Is it ok to do a prank or stage a hoax for fun in Japan? Can you

imagine NHK doing the spaghetti tree prank on the seven o’clock news?

17. If Japan doesn’t have much of a pranking culture, why doesn’t it?

18. If you wanted to play a practical joke on someone(s), what would it be? How would you do it?

My two questions:

U5 From Surfer to Celebrity Made for Cover to Cover 3, Unit 5, part 2. Phrasal Verbs & Idioms, unit 11.1 and 11.2.

Vocabulary Check the meanings of these words with your partner.

struggle Rip off Paddle over to

traumatic In order to Make up for

Loves … as much as ever. Extra precaution Dusk

Competitive spirit Comeback Tenacious

Balance life with… Public engagement Pro circuit

Inspirational books Deal with

Listen and fill in the missing words 1. In the struggle, the shark __________________ her left arm.

2. Instead of panicking, Bethany was able to _______________ her friends, who…

3. …she refused to let the _____________ shark attack end her dream of…

4. … which helps to scare away sharks. As an ____________, she avoids surfing during the early

morning and …

5. She is recognised as a brave and _______________ hero.

6. How do you ____________ all the publicity you’ve had…?

7. When I have a ___________________ it is all about the message – believe in your dreams.

8. I’d like to be on the ________________ in three years.

Now do Checking Fluency and Comprehension, and Expanding Vocabulary on pages 72 and 73.

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Discussion 1. What do you understand of the topic? What’s your one minute summary of the topic? Were

there any parts of the story that were a little difficult to understand? What phrases, or

language was unfamiliar to you?

2. Discuss, What’s your Opinion? on page 73.

3. What do most Japanese 13 year olds do in their free time? How is Bethany’s story different

to other people’s? Has Japan had any teenage heroines like Bethany?

4. How do you feel about the story? Have you seen the movie about Bethany? Have you looked

her up on Wikipedia? What differences are the between the English and Japanese Wikipedia

pages about her? What do you notice about her competition placements?

5. Would you like to try surfing? What marine sports are of interest to you?

6. Which is more dangerous, driving a car or swimming in the ocean? Did you know that tens of

thousands more people die in cars than they do from shark attacks? Why are people more

afraid of sharks, than of driving to a beach?

7. Anything related

U11 Job Happiness

Vocabulary Apprehensive, amenable, stash away, white collar worker, blue collar worker, civil servants, public servants, at the mercy of, career, employer / employee.

Discussion 1. What were your first thoughts about this article? What was surprising or interesting about it?

2. What information do you think is missing in the article? What more would you like to know

about this topic? What’s your opinion of the topic?

3. What kind of work or career would you like in the future?

4. Rank these in order of most to least important: work, money, family, friends, leisure time,

hobbies, spouse. Discuss why you chose that order.

5. Why is unpaid overtime illegal? Should there be a limit on the number of hours a person is

permitted to work in a week? Toshiba is renowned for violating employment laws and

worker’s rights, why can they do this? How can employers and companies be stopped from

abusing employees?

Presentation (10%) You and a partner will perform a short presentation. This is a kind of rehearsal for a bigger presentation in semester 2, and for your business studies in the second year. It is important for future for you to try to do your best. Below is a draft of the presentation marksheet, and may be changed.

Presentation Feedback –draft- Name: ______________________________ Date: ____________

Interestingness / Voice (pronun) / 2% Comments:

Effective use of props / 2%

Presentatn Quality (time, contents, etc)

/ 2%

Clarity of communication / 2%

Grammar & vocabulary / 2%

Total: / 10%

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Common problems

Reading from a paper no rehearsal or poor preparation. Reading is usually done in a flat boring voice (no intonation), greatly reducing Interest and Voice

quality scores, and lack of eye contact with the audience. Reading results in low scores for Presentation Quality, Clarity of Communication, and Grammar

because the article uses written grammar, not spoken grammar. Presentations need to in a more conversational style for ease of comprehension.

Reading results in the presenter looking only at the paper, and so visual props are not used effectively, resulting in low scores.

Reading usually takes too long and the presentation being ended by the timekeeper before the presenter has finished the Introduction / Background section.

Without rehearsal, the presentation looks unprepared, the presenter looks nervous and scared, reducing the Interest and Voice quality scores.

The Best Presentations The presenter uses no papers (though has notes in case he or she forgets what to say next). The best presentations are rehearsed, so the presenter appears relaxed, and can make jokes. Do not use too many special effects in either PowerPoint or Prezi. The presenter has a single clear idea that is easy for the audience to remember. Has tried to create a presentation that the audience can enjoy watching.

Presentation preparation gambits Below are bits of language you can use for preparing your presentation.

Preparing: Starting What are your opinions on this? / How do you feel about this? / What are your thoughts

about this?

What kind of things would you like us to focus on?

I don’t know about you, but I’d like us to focus on… [theme / idea]

Polite suggestions I’m not sure how you feel about this, but could we [suggestion]

That sounds nice, but how about… [suggested improvement]?

Gratitude / encouragement I like the work you’ve done. It looks [great].

Looks like you’ve worked hard on that. Thanks so much.

I like the way you think.

Presentation gambits Below is for a very American style presentation that is easy to follow. Other country’s styles are more about story telling. You are free to change and adapt these as you need. Look on the internet for more ideas.

Introduction Note, theme and title are not the same. “Good morning, thanks for coming…”, “Welcome…” + theme or catch phrase

“Today, we’ll talk about [theme]” / “Today, we’re talking about [theme]”

“Did you know, [factoid]?” / “Did you know that [factoid]?”

“Did you know [name of famous person] once said, “[relevant quote]”?”

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“It is commonly said in English that [relevant aphorism]”

Something funny about the current situation (example weather, time of day, equipment

problems, anything to lighten the situation).

Setting the outline “There are [five] things I’d like to tell you about today.”

“There are [five] things you’ll be surprised to know.”

“Today, we’ll talk about [five] things that will [motivation for listening]”

Opening and closing each part

Opening: “The [first] thing I’d like to share with you is…[theme 1]”

“I’d like to begin with [theme 1]”

“The first and foremost thing is [theme 1]”

“The [second] key point is [theme 2]”

“And now, I’d like to talk about the second thing, [theme 2]”

Closing: “So, that was the [first] thing I wanted to share with you; [summary of theme 1]”

“That was the second key point about [overall theme]”

“So, the [second] point was [theme 2]”

Graphs & pictures DON’T say, “Look at this graph”, it’s rude. Say:

“You can see on this graph…” [+ information]

“This graph shows…” [+ description]

Concluding a presentation “So, what did we talk about today? We looked at [theme 1], then [theme 2], and finally

[theme 3]. [+ Concluding remarks, and call to action]”

“In all, [concluding remarks]. We talked about [theme 1], then [theme 2], and finally [theme

3]. But if there’s one thing you’ll remember from this presentation, I hope that it’s [overall

key point].”

“Thank you for your time and your attention. Are there any questions?”

Dealing with difficult questions in Q&A “That’s a good question. Maybe… / Possibly…”

“Interesting question. We haven’t really thought about that. I would guess that…”

“That’s an interesting question. However, that wasn’t really the focus of our presentation.

Does anyone in the audience have an idea about that?”

Extra: Presentation design & content: Andrew’s online info at

https://prezi.com/kpme1hac0rba/good‐presentations‐for‐general‐research/

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Presentations should include references, with a list of sources of information on the final slide at the end of the presentation.

Good presentation structure This is just a suggested1 structure with hints for your script. You’re welcome to modify, adapt, or depart from this, use your own ideas, and be original and creative. Creativity is rewarded, especially if it’s unexpected and helps people wake up. If the presentation is 8 minutes, then follow the suggested times in (parentheses).

Warm welcome the audience, and thank them for coming to hear you

o Eg: “Good afternoon. Thanks for being here today and for your interest in my

presentation. I’m [name], and my topic is on [theme]2.” + hook & thesis sentence.

(3mins) Introduce the topic & provide background information

o Define / explain key terms or vocabulary

Eg: “Firstly, what do I mean by [keyword]? It is…”, & “Also, [keyword] is…”

o Background information

Eg: “So, let me tell you a little bit about this topic. First… Second… Third…”

And: “Furthermore, … Additionally, … However, … On the other hand, …”

o State why you chose to do this topic

Eg: “To me, this topic is important because…”

(1min) Methodology

o Eg: “This study was conducted in [place], where I surveyed [number] people, who are

aged between [lower age] and [higher age], of which [number] and [number] were

males and females, respectively.”

o Eg: “I asked them [interview question 1] and [interview question 2]”

o Why you chose those interview questions: “I asked question 1 because…”

(1½mins) Results from your research

o Eg: “So, what did I find? For the first question being… For the second question

being…”

(2mins) Describe what the results mean (discussion)

o Eg: “So, what do these numbers mean? It appears that… It seems that… I feel that…”

o And use, “…some people… many people… a lot of people… almost everyone… most

people…”3

(½min) Conclusion

o Eg: “So finally, …”, and “From this, future research should focus on…”

o Finishing, “And that’s it. Here are my references, and do you have any questions?”

References (only on a slide, you do not need to read)

1 ‘Suggested’ means you are free to change things to suit your needs. 2 Not the title, just the theme in one or two key words. “Theme” ≠ “title” 3 DON’T say, “…almost people…”, it is grammatically wrong.

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Short Presentation Preparation Watch the video and fill in the left hand side of the table. Idea from Heather Doiron.

Vocabulary Quota, information, convey, electrify his audience, “there’s clearly something in the air”, unveils a single headline, reinvent, consistent, memorable, “Let’s get started”, “I’ve got four things I want to share with you”, “…and that’s the first thing I wanted to share with you”, guideposts, passionate, bullet point, dramatic flair, extravaganza, “one last thing”. Features of Jobs’ Presentation: What key words or other are used to communicate?

Features of your presentation: What features should you use for your topic?

1. Set a theme

2. Provide an outline

3. Make clear transitions

4. Show enthusiasm

5. Make numbers meaningful

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6. Analogies and metaphors

7. Use simple visuals

8. Make it memorable, and use repetition.

9. Leave the audience with something to remember.

10. Voice & intonation

11. Body language and clothing (including Carmine Gallo)

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Present like Steve Jobs transcript Anyone who has watched a Steve Jobs’ keynote will tell you he is one of the most

extraordinary speakers in corporate America. “Who does the best job of that in the world?” While

most presenters simply convey information, Jobs inspires.

I'm Carmine Gallo and today I'll walk you through several key techniques that Steve Jobs uses

to electrify his audience. There are elements you can adopt in your very next presentation.

“Welcome to Macworld 2008. We’ve got some great stuff for you. There’s clearly something in

the air today”. With those words Jobs opened Macworld 2008 setting the theme for his presentation

and hinting at the major announcement of the day, the launch of the ultrathin MacBook Air.

Whether it's a new notebook or the iPhone, Jobs unveils a single headline that sets the theme.

“Today, Apple is going to reinvent the phone”. Once you identify a theme make sure it's clear and

consistent throughout the presentation. Think of a staff meeting as a presentation. So let's say you're

a sales manager introducing a new software tool to help your team generate, track and share sales

leads. You might kick off your meeting this way, “Good morning, thanks for coming. I know you'll be

really excited about this. Today, we make it easier for you to make your quota.” That’s the headline,

“Easier to Make Quota.” It’s memorable and it sets the direction for the rest of your meeting. It gives

your audience a reason to listen.

“I’ve got four things I’d like to talk about with you today. So let's get started”. Steve Jobs

always provides an outline for his presentation and then verbally opens and closes each section with

a clear transition in between. Here's an example. “So that's Time Capsule, a perfect companion to

Leopard, and that's the first thing I wanted to share with you this morning”. The point is, make it easy

for your listeners to follow your story. Your outline will serve as guideposts along the way.

You’ll also notice that during his presentations Jobs uses words like “extraordinary”, “amazing”

and “cool”. He is passionate and enthusiastic, and it shows. “Incredible”. “Unbelievable”. “Amazing”.

“Awesome”. “…extraordinary year for Apple”. You know your audience wants to be wowed, not put

to sleep. Too many people fall into this "presentation mode." It's stiff, it's formal, it lacks pizzazz. We,

your listeners, are giving you permission to have fun and to be excited about your company, your

product or your service. If you’re not passionate about it, we're not going to be.

Remember, Jobs isn’t selling hardware, he’s selling an experience. If you offer numbers and

statistics, make them meaningful. “We have sold four million iPhones to date. If you divide 4 million

by 200 days, that’s 20,000 iPhones every day on average”. Numbers don't mean much unless they're

placed in context. Managers, connect the dots for your listeners. Recently I worked with a company

that launched a 12 gigabyte memory card, “TWELVE GIGABYTES!” That number doesn't mean much

to most people, so we put it into context. We said, “That’s enough memory to listen to your music

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while traveling to the moon and back.” Now, 12 gigs means something to me. Make numbers

meaningful.

One of the most effective elements of the Steve Jobs presentation is that they are easy on the

eyes. His presentations are visual and simple. While most speakers fill their slides with mind‐numbing

data and text and charts, Jobs does just the opposite. He uses very little text and usually one, maybe

two images per slide. You see, you want to paint a picture for your audience without overwhelming

them. Inspiring presentations are short on bullet points and big on visuals.

If you really want your presentation to pop, treat it like a show with ebbs and flows, themes

and transitions. Jobs includes video clips, demonstrations and guests. He also has a knack for

dramatic flair that's very effective. For example, when introducing the MacBook Air, Jobs drew

cheers by opening a manila interoffice envelope and holding the laptop out for everyone to see.

“This is the new MacBook Air and you can get a feel for how thin it is”. What is the one memorable

moment of your presentation? Identify it ahead of time and then build up to it.

“With a little help from our friends, everything will work today”. And finally rehearse, rehearse

and rehearse some more. “Let me show you how easy that is now”. Steve Jobs makes it look easy

because he spends hours rehearsing. He cannot pull off an intricate presentation with video clips and

demonstrations, and outside speakers without practice. The result: a presentation that is perfectly

synchronized and looks, yes, effortless. Now, the average business person does not have the

resources to create a Steve Jobs extravaganza. But you do have time to rehearse. The greatest

presenters do it and so should you.

Oh and one more thing. At the end of most presentations Jobs adds to the drama by saying,

“And one more thing”. “One last thing”. He then adds a new product or a feature, sometimes just

introduces a band. This not only heightens the excitement, it also leaves your audience feeling

they’ve been given an added bonus. The point is, Steve Jobs approaches each presentation as an

event. A production with a strong opening, product demonstrations in the middle and a strong

conclusion. And yes, even an encore, that “one more thing”. I wish you a dazzling presentation. For

more information, go to BNET.com.

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Pronunciation Activities

Names Pronunciation 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:/

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Join the dots: Introduction to IPA

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Phonetic crossword

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Letters and Numbers dot to dot Japanese pronunciation of Roman letters is different to English pronunciation.

Listen and repeat: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z.

Which sounds different to Japanese?

Now practice numbers: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 30, 40, 50, 60, 70, 80, 90.

What’s the difference between fourteen and forty?

Dot to Dot Listen to the teacher and draw one line, do not lift your pencil off the paper. Example: “Go from A1

to B6. Now go from B6 to E2. Then from… to…”

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1.

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2.

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3.

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4.

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5.

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English Intonation

強い

（遠慮した）ためらう、ちゅうちょする

漠然とした

挑戦的な

中立的な

From: Halliday, M., and Greaves, S. (2008) Intonation in the Grammar of English. Equinox.

Practice: 1. I like it 2. I like cats 3. What did you say?

4. I think you’re cute 5. I lost my chicken 6. I love wombats

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Sounds English Inspired from Nolasco, R. and Arthor, L. (1987) Conversation. OUP

This is my fox

Where is my fox?

/æ/

I love you

I lost my chicken

/w/

What’s the time

/ð/ (th)

I love wombats

Key Pronunciation. /ð/ needs the tongue to brush between the upper & lower teeth

/f/ & /v/ need the lower teeth brush against the upper lip, /f/ is unvoiced, and /v/ is voiced.

/m/ needs the upper and lower lips to press (mouth closed)

/æ/ is with the mouth and throat all open, and voicing.

/w/ is with the lips pursed, almost like in a kissing position, and voicing.

During speaking tests Don’t sit and do nothing wasting time. DO something productive.

Prepare & practice for your own speaking test Review vocabulary for the quiz and final exam Review pronunciation handouts (for the final exam) Review conversation structure & small talk Review Cover to Cover 3 topics for the speaking test & final exam Review pages studied in Conversation Gambits for the speaking test & final exam Preview and practice the sample final exam, see Winjeel.Com > English Classes > Oral

Communication > Exam things. Do the Pronunciation In Use activities (see below). Put your name on the top of each page

you do. These will be collected.

Pronunciation In Use

From: Marks, J. (2007) English Pronunciation In Use, Elementary. Cambridge University Press. Example of how to find the audio file Olympus black players > Audio > Music >

Pronunciation in Use Ele > Disc A > 1‐30 Track

30.mp3.

Small mp3 recorders > Folder 1 > Track30.mp3.

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Unit 5 Vowels

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Unit 6 Vowels

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Unit 28 Syllables

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Unit 29 Syllables

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Unit 44 Intonation: Old & new information

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Blank page

Name: ______________________________ Student No.: _____________ Class day & period: ___________

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Speaking Test 1 Self-reflection Fill in this paper after you’ve done your speaking test. In Europe, a tick () is good, and a cross (x) is bad. Put a tick or cross in the box if you did these things. Use a large tick for really well, small ones for kind‐of‐good, and large crosses for badly and small crosses for not‐so‐good. I used only English.

I used a lot of new vocabulary.

I used some new phrasal verbs or idioms.

I used meaningful intonation.

I used regular English pronunciation (no “katakana pronunciation”).

I spoke a lot, but listened to my partner a lot, too.

I responded to my partner’s ideas.

I used a lot of gambits (conversation signposts / strategies).

I kept my small talk brief.

I gave my partner a compliment.

I said interesting things in my small talk.

I smoothly transitioned to my main topic.

If I didn’t understand my partner’s ideas, I asked questions.

I used facial expressions to communicate understanding, non‐

understanding, surprise, confusion, interest, boredom, etc.

I used gestures to support what I was saying.

I knew a lot about the topic (because I studied it before the test).

I used topic specific vocabulary

I had interesting things to say in the conversation.

I used new ideas my partner hadn’t heard before.

I learnt new things from my partner.

I talked in the same way I would with a friend in a café.

Include a lot of details: What I would do differently next time is…

What I was happy with… / What I did well was…


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Speaking Test 2 Self-reflection Fill in this paper after you’ve done your speaking test. In Europe, a tick () is good, and a cross (x) is bad. Put a tick or cross in the box if you did these things. Use a large tick for really well, small ones for kind‐of‐good, and large crosses for badly and small crosses for not‐so‐good. I prepared a lot for the test.

I used only English.

I used a lot of new vocabulary.

I used some new phrasal verbs or idioms.

I used meaningful intonation.

I used regular English pronunciation (no “katakana pronunciation”).

I spoke a lot, but listened to my partner a lot, too.

I responded to my partner’s ideas.

I used a lot of gambits (conversation signposts / strategies).

I kept my small talk brief.

I gave my partner a compliment.

I said interesting things in my small talk.

I smoothly transitioned to my main topic.

If I didn’t understand my partner’s ideas, I asked questions.

I used facial expressions to communicate understanding, non‐

understanding, surprise, confusion, interest, boredom, etc.

I used gestures to support what I was saying.

I knew a lot about the topic (because I studied it before the test).

I used topic specific vocabulary.

I had interesting things to say in the conversation.

I used new ideas my partner hadn’t heard before.

I learnt new things from my partner.

I talked in the same way I would with a friend in a café.

Include a lot of details: What I would do differently next time is…

What I was happy with… / What I did well was…


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Mini-presentations (version 6) You will video record your small group presentations. You can record the whole group together, or just the presenter. It is really important that everyone’s voices are loud and clear, so keep the camera very close to the speakers. For the presentations:

1. Do not drop or break the camera.

2. Make sure there are no strong shadows on people’s

faces, and there is plenty of light on their faces. Soft

even light (like in the shade or on a cloudy day) is best.

3. Make sure there are no visual or audio distractions (no

large posters, no loud trucks or people walking behind).

4. Before the first recording, do a sound check (make a short sample / test video) to make sure

everyone’s voices are clearly heard, and check if the faces are clearly seen.

5. Keep the camera still while filming (brace it against your body or use a tripod).

6. Start the mini presentations with everyone’s names and student numbers.

7. Each person should speak for ___ minutes.

8. Make just one video per group (not one video per person), but you can make your own audio

recording with your smartphone.

9. When everyone is finished, watch the video again, and fill in the self‐reflection form (below).

10. DO NOT delete the video.

11. You need to return the camera, memory card, tripod / gorilla pod, and this self‐reflection sheet.

12. Have fun.

Self-reflection Include a lot of information and details. What I would do different next time.

What I did good / what I was happy with.


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Self-Reflection Class: ________________________ Camera / recorder No.: __________

Name: ____________________________________ Student number: ____________________________ Date: _______________ Topic: ________________

Watch your mini‐presentation and fill in this form below. The other people in my group were: _________________________________________________ Did I… (tick for good or cross for not good, as appropriate. Use big and little ticks and crosses for ‘a lot’ and ‘a little’).

start with my name and student number?

try my best, and use ONLY English?

look at my partner(s) when I was speaking?

give a lot of information and details, and explain things clearly?

talk with my group for more than 5 minutes (without needing to check the time)?

give interesting information?

have no distracting mannerisms? (I didn’t fidget much)

use clear pronunciation and meaningful intonation?

use a good conversation or interview structure?

initiate and participate proactively? important!

use topic related vocabulary? important!

ask questions when I missed key words?

elicit more information?

use lots of gambits?

use agreeing and disagreeing phrases?

use sharing opinions phrases?

use buying time strategies?

use asking for clarification strategies?

Transcript excerpt editing Five things I didn’t say/do so well How I would say/do it differently next time

1.

2.

3.

4.

5.

Submit this paper to Andrew, late or incomplete reports may receive 0%.

oral communication c, semester 1, 2016 -...

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