Professional Documents
Culture Documents
1.1 Description
This course makes use of aspects found in the CLEAR educational research project at
Toyo University. The philosophy of CLEAR emphasizes student-centered
communication in English, encourages collaboration in learning, task-based projects,
life-long learning, autonomy and empowerment.
This speaking course is the first part of the two-quarter Academic English Speaking
skills course that aims to improve general spoken English communicative ability as well
as developing skills necessary for spoken communication in academic situations.
Students will have ample opportunity to engage in discussion and to speak publicly in
small groups and in front of the class. They will learn about academic subjects such as
sociology, technology, engineering and psychology through TED talks and associated
comprehension activities in the textbook. Additionally, they will become engaged in
current events by following breaking news stories each week, sharing articles of interest
in small groups and discussing them. They will also have the opportunity to research
any topic of interest throughout the quarter, demonstrating a progressive development
of understanding of said topic, and presenting the results of this research to the class at
the end of the quarter.
In real life, language skills are rarely used in isolation. For this reason this course will
contain listening, reading, vocabulary development, and writing activities as well as the
speaking focus, to prepare you with knowledge of the academic subjects to be discussed
and presented on.
1.2 Content
to learn and practice the basics of group conversation and leadership
to help students gain the ability to discuss research on a particular topic
students will learn how to think critically and state opinions about current events in
English
Students will engage in a sustained Research in Depth (RID) project and share their
findings orally, informally in small groups, and formally at the end of the semester
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Students will practice supporting their spoken message with a variety of different
visual aids including posters, infographics, and slides (Powerpoint etc)
Students will create (write, act in and edit) a short movie
On successful completion of this You will be assessed on the Completing these tasks
course you should be able to: learning outcome in tasks: successfully will contribute to you
becoming
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course due to insufficient participation. Three late arrivals to class will be considered
one absence. Arriving 15 minutes after class begins or later will be treated as an absence.
Participation may be included in some task assessment criteria, however attendance
will NOT be a factor in determining the final grade.
Product: A scrapbook (digital or physical) of visuals, data and notes (not paragraphs copy/pasted from
Wikipedia!) on your chosen topic.
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Format: For each of the three days assigned, students must create a 5-7 page slideshow/scrapbook that
expresses details of a single topic. By the third day this will total 15-21 pages/slides. Each of the
three days allotted to this activity should be a progression of the previous with more details
provided about the subject the student has chosen to research.
The topic of enquiry is completely up to you. Here are some suggestions: Who is/was (famous
person)? Why is the sky blue? How does my phone work? How does someone become an
Olympic medal winner? Why is Japan so low in global TOEIC rankings? Why do most non-
Japanese feel so strongly against whaling? What is the current state of robotics? Is social media
a positive thing? Why is (something) increasing/decreasing? Why is it difficult to learn a foreign
language?
Criteria: 1. Visual evidence of research that progressively increases over the quarter.
2. Evidence of written research that backs up the visual aspect.
3. Ability to share the progress of your research in a casual forum through group discussions
(show and tell format).
4. The ability to answer questions on your work from an audience of peers.
5. A willingness to question and encourage peers in their research efforts.
Product: A final presentation with suitable visual aids (Powerpoint/Keynote/Prezi/Slides etc) explaining
what you have learned this quarter for your RID project.
Format: A visual presentation of your RID research project. The length of your presentation will be 3
minutes 20 seconds. Your slides must be well designed and contain no more than 10 words per
slide (except when presenting data in graphs or charts).
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Assessment Task 3: 21st Century Textbook Presentations and Discussions
Goal: To develop critical thinking and communicative competence through various assignments, both
collaborative and individual, presented in the textbook. These assignments are to help you dig
deeper into the topics introduced in the textbook, and to reflect on what has been presented to
you. To increase confidence and competence when presenting information in English.
Product: Group, pair and individual work leading to posters, infographics and short movies presenting the
results of critical thought and reflection on the topics presented in the textbook.
Format: Each unit ends with a communicative critical thinking assignment. Students will research the
assignment and produce various artifacts to communicate their work. These artifacts vary by
task, and include posters, infographics, presentation slides and short movies.
Product: A notebook containing a summary, opinion and discussion questions for a current news
event each week, together with definitions of at least 5 (new or unfamiliar/essential)
vocabulary terms from the article. Notes taken during listening to news reports from
other students.
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Format: Each week students will find a news article they are interested in, read it, write a
summary (100 words), an opinion/reaction, and three discussion questions connected
to the topic and contents of the story. On Hot Topics days we will share and discuss the
news articles, take notes while listening to peers reports, and discuss the contents.
You are expected to use the conversation strategies introduced throughout the course,
and to show progressive progress in utilizing those strategies both when presenting
information, and when participating in discussion.
Criteria: 1. A print out or photocopy of the original news article pasted into a notebook.
2. A summary of the article written in English (approximately half a page/100 words).
3. An opinion/reaction to the article (1 or 2 sentences).
4. At least 5 key (new or unfamiliar) vocabulary words with definition in English.
5. Good note-taking while listening to other students report their summary.
6. Effectiveness at communicating the news article to your group, and in leading
discussion of the contents.
Product: Your group will make YouTube vlogs (with video) or podcasts (without video, only still images)
about any topic you choose. These can be interviews, explanations of aspects of life in Japan or
life at Toyo University, or any topic your group chooses. The point is for your study triangle to
produce an English video or podcast as a group. You will need to make and upload at least 2 of
these per quarter to be eligible for a passing grade.
Format: Create a 5-10 minute long podcast or vlog discussing, describing, explaining, or questioning/
investigating any topic related to your life in Japan or at Toyo University. You will do this task in
your three-person study groups (Study Triangles) arranged at the Freshers Camp. All meebers
of the Triangle should contribute equally to the podcast/vlog, so all members will be recording
themselves speaking in English. This is a free format in terms of content, but you must make a
podcast or video. You can teach YouTube viewers/listeners about Japanese culture, trends,
student life, innovation etc. Here are some suggestions:
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Skills Assessed: Problem Solving, Organization, Collaboration
1 How to complete the assignments for this Introduction of class CS p.1-2 Rejoinders
quarter components and Review independent
assigning of groups study handbook
Overview of independent study handbook RID research
Hot Topic preparation
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8 Conversation strategy: Interrupting CS p.27-28 CS p.29-30
someone 21st p.32-40 RID research
Hot Topic preparation
Presentation skills: Making an emotional Presentation
connection preparation
Pronunciation: numbers
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16 Conversation strategy: Exploring a word CS p.59-60 CS p.61-62
RID research Hot Topic preparation
Expression of opinion, group discussion, presentation for Q2 lesson 2
presenting information to a group based Presentation 4 (pair, Begin new RID for Q2
on research movie) about fashion
trends
Smartphones may be utilized in the classroom from time to time, but are not required.
Conversation Strategies by David Kehe & Peggy Dustin Kehe. Pro Lingua Associates.
ISBN: 0-86647-189-8.