toeic, semester 1, 2016 - winjeel.com | teaching &...

TOEIC, Semester 1 2015, of 19

TOEIC, Semester 1, 2016 Name:

Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Wednesdays 4th period, Rm ___

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. 6 Apr Introductions & course orientation, needs analysis. 1. Pre‐read instructions,

2. 13 Apr Unit 1, Listening skills: photographs test‐tips, and practice

3. 20 Apr Unit 2, Listening skills: question response questions in each unit.

4. 27 Apr Unit 3, Listening skills: conversation. Vocab quiz 1, 10%. 2. Review each unit.

5. 11 May Unit 4, Listening skills: talks 3. Review vocabulary

6. 18 May Unit 5, Reading fluency: incomplete sentences 4. Do the quizzes from

7. 25 May Unit 6, Reading fluency: text completion p170 to 179 each week

8. 1 Jun Unit 7, Reading fluency: comprehension. Vocab quiz 2, 10%.

9. 8 Jun Unit 8, Listening skills: Photographs.

10. 15 Jun Unit 9, Listening skills: Question response

11. 22 Jun Unit 10, Listening skills: conversations

12. 29 Jun Unit 11, Listening skills: talks. Vocab quiz 3, 10%.

13. 6 Jul Unit 12, Reading fluency: incomplete sentences

14. 13 Jul Unit 13, Reading fluency: text completion

15. 20 Jul Practice TOEIC exam

16. ? TOEIC‐IP Exam (30%) Enjoy life

NB: You may forfeit marks if you miss an assessment. Vocab quiz schedules are subject to change

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 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%

Do ten vocabulary quizzes from

p170‐179 each week. Each quiz is

valued at 4% each.

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

Organised and

scheduled by

university admin.


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? 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.

Example of checking vocabulary 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.


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:/


Join the dots: Introduction to IPA


Phonetic crossword


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…”

1.


2.


3.


4.


5.


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


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.


Simple & Complex Sound Mazes From units B8 and B9 of Hancock, M. (1995) Pronunciation Games. CUP.

toeic, semester 1, 2016 - winjeel.com | teaching &...

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