toeic, semester 2, 2016 -...

TOEIC, Semester 2 2016, of 40

TOEIC, Semester 2, 2016 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. 21 Sep Introductions & course orientation, needs analysis. 1. Pre‐read instructions, and

2. 28 Sep Unit 15, Listening skills: Photographs test‐tips in each unit.

3. 05 Oct Unit 16, Listening skills: Question response 2. Review each unit.

4. 12 Oct Unit 17, Listening skills: conversation 3. Review vocabulary

5. 19 Oct Unit 18, Listening skills: talks, Vocab quiz 1 (10%) 4. Check Winjeel.Com >

6. 26 Oct Unit 19, Reading fluency: incomplete sentences English Classes >

7. *02 Nov Unit 20, Reading fluency: text completion Pronunciation.

8. 09 Nov Unit 21, Reading fluency: reading comprehension

9. 16 Nov Unit 22, Listening skills: Photographs, Vocab quiz 2 (10%)

10. 23 Nov Unit 23, Listening skills: Question response

11. 30 Nov Unit 24, Listening skills: conversations

12. 07 Dec Unit 25, Listening skills: talks, Vocab quiz 3 (10%)

13. 14 Dec Unit 26, Reading fluency: incomplete sentences

14. 21 Jan Unit 27, Reading fluency: text completion

15. 11 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 | * Subject to rescheduling

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

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

How to pass this class ......................................................................................................................... 3

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

If you have problems… もし問題があったら… ............................................................................... 3

Conversation Structure (generic) v2 ....................................................................................................... 4

Classroom vocabulary ............................................................................................................................. 5

Handouts ................................................................................................................................................. 7

First Day Get to know your textbook .................................................................................................. 7

1st Day Back ......................................................................................................................................... 7

First Day Bingo .................................................................................................................................... 8

1st Day Find Someone who… (intermediate) ...................................................................................... 9

Speed reading scores ........................................................................................................................ 10

Pronunciation & listening skills ............................................................................................................. 11

Japanese Names ................................................................................................................................ 11

Simple sound maze ........................................................................................................................... 12

Complex sound maze ........................................................................................................................ 14

Important word stress ...................................................................................................................... 15

Vixen and the Crow ........................................................................................................................... 16


Stepping stones ................................................................................................................................. 18

Stress maze ....................................................................................................................................... 19

Link maze .......................................................................................................................................... 20

Compound clues ............................................................................................................................... 21

Listening skills ....................................................................................................................................... 22

Unit 15 & 16, Omitting sounds ..................................................................................................... 22

Unit 17 & 18, Omitting sounds ..................................................................................................... 24

Unit 22, /e/ and /æ/ ...................................................................................................................... 26

Unit 23, Reduction of words ......................................................................................................... 28

Unit 24 & 25, Joining words .......................................................................................................... 30

Reading skills ......................................................................................................................................... 32

Unit 19, Suffixes ............................................................................................................................ 32

Unit 20, Present Perfect ................................................................................................................ 34

Unit 21, Prepositions of Time (at/on/in) ....................................................................................... 36

Unit 26, Indefinite Pronouns ......................................................................................................... 38

Unit 27, Prepositions of time (from… to, until, since, for) ............................................................ 39

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 ten units of quizzes

between units 15‐27, p181‐190. To be

checked anytime without notice.

The vocabulary quizzes are based on

vocabulary studied in classes on p181‐190,

and may be given without notice. May

include Classroom Vocabulary (see below).

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


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

First Day Get to know your textbook 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?

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. To start with, 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.


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;


1st Day Find Someone who… (intermediate) 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 a music 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?

What do you do to cheer yourself up? 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 = ___________; Cheer up = ____________; motor sports = ___________; Table Tennis = _________


Speed reading scores Keep track of your timed reading exercises and comprehension question results we do in class. Note

that some topics are less interesting or have difficult information, which may reduce scores, whilst

other topics might be easy and or exciting, thus inflating scores.

Calculating words per minute

Example: You read about 2,553 words in 10mins

= 255.3 words / min

Or you read and finish 1,003 words in 4mins 32secs:

Step 1. 4mins 32secs = 272secs

Step 2. 1003words ÷ 272secs x 60secs = 221.25 words / min

+

300

275

250

225

200

175

150

125

100

75

50

25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Week

Score


Pronunciation & listening skills

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:/


Simple sound maze


Complex sound maze


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


Link maze


Compound clues • • Say and list:

Eg: plastic bag > plAstic bag “Someone has moved the candlestick”

“The car radio has been stolen”


Listening skills 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, Omitting sounds Hewings, M. (2007) Pronunciation In Use Advanced, Cambridge University Press.


Unit 17 & 18, Omitting sounds Hewings, M. (2007) Pronunciation In Use Advanced, Cambridge University Press.


Unit 22, /e/ and /æ/ Marks, J. (2007) Pronunciation In Use Elementary, Cambridge University Press


Unit 23, Reduction of words Hancock, M. (2003) Pronunciation In Use Intermediate, Cambridge University Press


Unit 24 & 25, Joining words Hancock, M. (2003) Pronunciation In Use Intermediate, Cambridge University Press


Reading skills Unit 19, Suffixes From Swan, M. (2005) Practical English Usage, 3rd Ed. OUP. Pages 421‐2.


Obscured words: Logical, waterproof, northward, northward(s), chlorinate, harden, symbolise.


Unit 20, Present Perfect From Murphy, R. (2012) English Grammar In Use, 4th Ed. CUP. Pages 14&15.


Unit 21, Prepositions of Time (at/on/in) From: Murphy, R. (2012) English Grammar In Use, 4th Ed. Cambridge University Press.


Unit 26, Indefinite Pronouns Anything: For a not specific (indefinite)

item is suitable.

Something: Only a specific item is suitable.

Nothing: No things available

Everything: All things

Anyone: Any possible person is suitable

Someone: Only one specific person

No one: No person available or suitable

Everyone: All people are included

Anywhere: Any place is possible

Someplace: Only a specific place is possible

Every time: All time is possible.

Anyhow: All means or method possible.

Also:

Some times, Japanese students use indefinite compounds at the wrong time. It is often better

to be specific, and use the proper noun especially in stories or describing the past.

Correct or incorrect? If incorrect, write the correction.

1. I ate pizza for dinner, last night.

2. I ate anything for dinner last night.

3. I can’t find my keys. They are somewhere to be found!

4. When can we meet? Everytime after lunch is fine.

5. Can we meet anytime soon? No, we can’t see each other again, my love.

6. He ate everything for lunch this morning.

7. I don’t quite know, but I think our teacher lives anywhere in Japan.

8. Do you know everyone sexy?

9. Do you know someone people smart?

10. Is there everything in my teeth?

Q&A Practice 1. Do you know anything about Nagashima?

2. Do you know anyone who has seen a movie from New Zealand?

3. Are you upto anything this weekend?

4. Do you know anyone who uses Instagram or Tumblr?

5. I sat on a dirty chair outside. Is there anything on my butt?

6. Is there anything on your shoe? Something smells.

7. Did you have anything for breakfast?

8. I’m lonely. Do you know someone who you could introduce to me?

9. Do you know anyone who can fix a problem with my car? B: Yes, I know someone, who…

10. Do you know anything about computers? Mine’s broken. B: …

11. There is something in your nose. Can I pick it for you? B: …


Unit 27, Prepositions of time (from… to, until, since, for) From: Murphy, R. (2005) Basic Grammar In Use, 2nd Ed., Japanese Translation. Cambridge University

Press.

toeic, semester 2, 2016 -...

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