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Spring Semester Teacher Workshop (March 30th, 2015)

Communication Strategies 1 Center for English Language Education (CELESE)

Faculty of Science and Engineering,Waseda University

AY 2015 Coordinator: Hinako Masuda

([email protected])

Sub-coordinator: Yoshio Ueno ([email protected])

Spring Semester Teacher Workshop (March 30th, 2015) 1

• The CS packet includes: – Today’s slides – 2015 CS1 Syllabus – 2015 CS1 Student Performance Record Sheet (SPRS) – 2015 CS1 Sample Itinerary – Bird’s Eye View of the CS1 textbook

• No major change from AY2014 – 2015 CS1 Assessment Content – A list of useful websites for pronunciation & creating tasks – CD track number index – Waseda University schedule for AY2015 – Sample Unit Quiz for Unit 1

AY2015 Communication Strategies 1


CS Packet


1) Course Overview 2) Course Goals and Class Schedule 3) Textbook & Materials 4) Assessment, Grading & SPRS 5) Meeting the Course Goals 6) Role of CS teacher



Outline


• Required course for first-year students • One 90-minute session per week • 15 weeks in each semester (spring/fall) – Week 1: Orientation week – Week 15: Final examination (standardized)

• Approximately 30-35 students per class – Placed by TOEIC-IP placement test scores – Students will remain the same in the fall semester (CS2)



1) Course Overview


• The place of CS1 in our Program Program Goal • Participate in the international community as a

researcher or engineer • Be able to attend international conferences

(presentation and Q&A, etc.) Course Goal • Details: Syllabus and Student Performance Record Sheet • Preparation for the second-year courses: CBD 1 and 2

Class schedule • Details in Syllabus and Sample Itinerary



2) Program/Course Goals & Class Schedule


• Textbook: Communication Strategies 1 (2015) – Organization in Bird’s Eye View of the CS1 Textbook – Contains “Weekly Vocabulary Lists” for self-study

(promote Learner autonomy) – Sold at University Coop (780 yen + tax)

• CELESE website – For students: www.celese.sci.waseda.ac.jp

• CS1: http://www.celese.sci.waseda.ac.jp/year1/cs1 – For teachers: www.celese.sci.waseda.ac.jp/login • Useful CS1-related resources under CS1 Instructor Resources



3) Textbook & Materials



CELESE homepage: CS1 for Teachers


• Assessment – Details in Assessment Content and SPRS

• Grading – Details in Syllabus and SPRS

• Student Performance Record Sheet (SPRS) – Please give a copy to your students during orientation

(Week 1) – Each student is responsible for their own record

keeping



4) Assessment, Grading & SPRS


• [G1] Speaking Fluency and Pronunciation – Part IV Meaning Focused Output for speaking fluency



5) Meeting the Course Goals (1/5)


• [G1] Speaking Fluency and Pronunciation – Part IV Meaning Focused Output for speaking fluency – Part II Focus on Form, Pronunciation Section





• [G2] Conversation Structures and Grammar – Part II Focus on Form, Structure Section




• [G2] Conversation Structures and Grammar – Part II Focus on Form, Structure Section – Part III

Form Focused Output (e.g. Role Play)






– Part IV Meaning Focused Output (e.g. Conversation task with pair/group)






– Part IV Meaning Focused Output (e.g. Conversation task with pair/group)

– Grammar




• [G3] Appropriate Communication Strategy Usage – Part II Focus on Form, Structure Section – Part III Form Focused Output





• [G4] Expressing Opinions (Critical Thinking) –Unit 3: Expressing Opinions




• [G5] 2000 Level Vocabulary –Weekly Vocabulary Lists in the textbook for self-

study




• [G5] 2000 Level Vocabulary –Weekly Vocabulary Lists in the textbook for self-

study • Learner autonomy: set their own learning goals, and evaluate

their learning towards their goals – Lists of collocations available at CS1 homepage – Collocation dictionary in electronic dictionaries; free on-

line Oxford Collocation Dictionary: http://www.ozdic.com/collocation-dictionary

– Examples in Learners’ English (E-J/E-E) dictionaries – Sample search ( ) function in electronic

dictionaries





Weekly Vocabulary Lists








• Make sure that your students understand: – Syllabus – Student Performance Record Sheet (SPRS)

• Provide an environment where: – Students are encouraged or pushed to perform

activities in English

• Provide clear feedback to students as often as possible



6) Role of CS teachers (1/3)

Give a copy to each student


• Provide necessary information to students – in class, through CourseN@vi, by having the students

access the CELESE homepage, etc. • Create additional supplementary tasks where

necessary • Create tests for your own class(es)

See Assessment Content – In-class unit quizzes – Mid-term and final speaking tests (guidelines to be sent

out soon) – Two Expressing Opinions Tasks – Two Pronunciation Tasks The final examination (Week 15) is written by CELESE staff





• Grade tests and provide feedback • Submit grades on time (important!) – Final grades to the Education Office (preferably by

CourseN@vi, otherwise by mail or hand) – Submit records (i.e. SPRS) to CELESE via homepage

• Provide feedback for the CS textbook, if there are any (to me or Yoshio): – typos, difficult/confusing explanations – Comments and suggestions – Which activities and tasks did or did not work in your class – Please contribute the materials you created to the CS1

Teacher’s Resource page on the CELESE homepage







Student Performance Record Sheet


• Please ask questions about CS to other CS teachers, including me!

• Some questions you might want to ask: – What are effective ways to conduct my CS classes • What works for lower-level students? Mid and high? • How do you get the students to talk? (Some classes may be

more quiet than others) • How do you get students to use English in class during

pair/group activities?



To New CS Teachers: WELCOME!


• A list of useful websites – for teachers: creating in-class tasks – for students: self-study

• CD track number index • Waseda University schedule for AY2015 • Sample Unit Quiz for Unit 1


Other things


Instructions for students: 1. Search for “YouTube VOA Learning English” or “YouTube VOA

Special English” on the Internet and find a science news story you are interested in.

2. Watch it several times until you understand the main points. 3. Print out the transcript, read the news story as you listen to it

(overlapping) until you can pronounce it fluently. Or, simply retell the news to your partner.

Advantages of using VOA Special English – Vocabulary is limited. – Pronunciation is very clear and very slow. – Transcript and subtitles are available.



Example of using websites (1/2)


• For advanced students (p.64): • “60-Second Science” www.scientificamerican/mumtimedia/


Example of using websites (2/2)

Spring Semester Teacher Workshop (March 30th, 2015)

Communication Strategies 1 Center for English Language Education (CELESE)

Faculty of Science and Engineering, Waseda University

AY 2015

Coordinator: Hinako Masuda ([email protected])

If you have any questions/comments, please don’t hesitate to contact me!


Thank you very much for your cooperation in AY2014!

• 2015 CS1 syllabus is the same as last year. • 2015 CS1 SPRS is the same as last year. • Some changes have been made in the textbook

Pronunciation section in Unit 1 has been revised (Minimal pair practice [e.g. ship – sheep, right – light] has been added)

(Most) typos have been corrected…… (Same unit organization and CD)



To AY2014 CS Teachers (1/2)


Thank you very much for your cooperation in AY2014!

• In progress… – Creating supplementary materials – Revising pronunciation sections in the textbook – Creating more sound files



To AY2014 CS Teachers (2/2)

Communication Strategies 1 2015 Syllabus

Course Description In this course, students will develop their communication skills through a variety of pair, group, and class activities. Emphasis will be placed on developing speaking and listening fluency, important communication structures, and communication strategies. In addition, critical thinking skills and vocabulary will also be improved.

Course Goals and Assessment Content [G1] Develop speaking fluency and accurate pronunciation

・ provide meaningful information in phrase or sentence ・ read sentences with easy-to-understand pronunciation, stress, and rhythm

[G2] Learn conversation structures and review relevant grammar

・ identify the conversation structures and understand how to use them ・ use grammar needed for the conversation structures

[G3] Use appropriate communication strategies

・ apply the communication strategies [G4] Express opinions on scientific and social issues (critical thinking)

・ produce opinions with clear and connected reasons [G5] Develop deep knowledge of 2000 word level vocabulary

・ identify collocations of the most frequent 2000 words Course Schedule There are five units in the textbook and each unit will be covered in two sessions. The schedule is as follows: Session 1: Orientation Session 2: Unit 1 – Introductions Session 3: Unit 1 – Introductions Session 4: Unit 2 – Answering Questions Session 5: Unit 2 – Answering Questions Session 6: Mid-term Speaking Test Session 7: Unit 3 – Expressing Opinions Session 8: Unit 3 – Expressing Opinions Session 9: Unit 4 – Describing Things Session 10: Unit 4 – Describing Things Session 11: Unit 5 – Telling a Story Session 12: Unit 5 – Telling a Story Session 13: Final Speaking Test Session 14: Final Speaking Test and Review for the Final Test Session 15: Final Test (during the final test period)

Assessment The assessment of the course will be based on a combination of the following:

• Unit Quizzes • Mid-term Speaking Test • Homework Tasks

Pronunciation (twice) Expressing Opinions (twice)

• Final Speaking Test • Final Test

Grading In order to pass Communication Strategies 1, students need to BOTH

1. achieve three of the five goals (G1 to G5) (To achieve a goal, students must obtain 60% or more in at least one of the assessments of the goal in question in the student performance record sheet (SPRS)), AND

2. attend at least two-thirds of all the classes.

The final grade is determined by adding the points attained in all the assessments and matching the total score with the letter grade in the table below.

Final Grade Total Score Range A+ 90 ≤ total score ≤ 100 A 80 ≤ total score < 90 B 70 ≤ total score < 80 C total score < 70 F fail 1 OR 2 above

Students who wish to question their final grades should make inquiries directly to their course teacher, who will consider each case based on the student’s performance record. Inquiries of this nature can be made until the end of the 7th full day (1 week) after the final grades are made public by the Education Office. Once these 7 days have expired, no further grade inquiries will be considered. Homework and Participation Expectations Students are expected to complete a minimum of 90 minutes of homework for this class. The homework includes studying the relevant sections of the textbook, preparing for the next class, learning the vocabulary lists (available at CS1 homepage) as assigned by the teacher. Students should also review the previous class, and prepare for tests.

Academic Honesty Students are expected to uphold fundamental standards of academic honesty consistent with Waseda University regulations. (http://www.celese.sci.waseda.ac.jp/academic-honesty)

Textbook Sheppard, C., Fujii, M., Manalo, E., Masuda, H., Tanaka-Ellis, N., and Ueno, Y. (2015) Communication Strategies 1. Tokyo, Japan: DTP Publishers.

CS1 Homepage http://www.celese.sci.waseda.ac.jp/year1/cs1

http://www.celese.sci.waseda.ac.jp/academic-honesty

http://www.celese.sci.waseda.ac.jp/year1/cs1

CS1 (2015) Assessment Content

In-class unit quizzes (5 quizzes x 5 points = 25 points)

Each unit quiz is written by an instructor and worth 5 points. It comprises the following:

[G2] 4 questions asking students to apply the grammar and structures

(0.5 points x 4 questions = 2 points)

[G3] 2 questions asking students to apply strategies

(0.5 points x 2 questions = 1 point)

[G5] 4 vocabulary questions relating to the 2000 word level and their collocations

(0.5 points x 4 = 2 points)

The weekly collocation lists are available at the CS1 homepage:

http://www.celese.sci.waseda.ac.jp/year1/cs1

(option) The number of unit quizzes can be reduced if necessary, but keep 25

points allotted to this section in SPRS.

See the sample unit quiz.

Mid-term Speaking Test (15 points)

The test is worth 15 points. It comprises of the following:

[G1] Students complete a task designed by an instructor which requires the rapid

communication of information in meaningful sentences or phrases.

(1 point for each piece of information; 10 points)

(option) Bonus points can be given if students can provide more than 10 pieces

of information.

[G3] Students complete two tasks designed by an instructor which demonstrate their

ability to apply the strategies effectively.


(option) The speaking task (G1 with 10 points) and strategy task (G3 with 5

points) can be combined into a single speaking test in which students talk about

an assigned topic using a strategy or strategies chosen by the teacher.

Homework Tasks: Expressing Opinions (2 tasks x 5 points = 10 points)

[G4] Students write their opinion about an assigned topic in two-four sentences with

clear and connected reasons.

Homework Tasks: Pronunciation (2 tasks x 5 points = 10 points)

[G1] In each pronunciation task, students read two sentences with accurate stress and

rhythm, record their pronunciation, and submit the sound file via Course N@vi to

their teacher (2.5 points x 2 sentences = 5 points).

(option) Alternatively, the pronunciation task can be carried out in class or

during the mid-term and final speaking tests.

Final Speaking Test (15 points)

The test is worth 15 points. It comprises of the following:

[G1] Students complete a task designed by an instructor which requires the rapid

communication of information in meaningful sentences or phrases.

(1 point for each piece of information; 10 points)

(option) Bonus points can be given if students can provide more than 10 pieces

of information.

[G3] Students complete two tasks designed by an instructor which demonstrate their

ability to apply the strategies effectively.


(option) The speaking task (G1 with 10 points) and strategy task (G3 with 5

points) can be combined into a single speaking test in which students talk about

an assigned topic using a strategy or strategies chosen by the teacher.

Final Test (25 points) (unified)

The final test is written by CELESE staffers. It comprises the following:

[G2] 20 questions asking students to apply the structures

(0.25 point x 20 questions = 5 points)

[G3] 10 questions asking students to apply strategies


[G4] Students write two opinions, each in two-four sentences, with clear and

connected reasons.


[G5] 20 vocabulary questions relating to the 2000 word level and their collocations


The details will be announced a few weeks before the final exam.

Communication Strategies 1 (2015) Student Performance Record Sheet Student’s Name: ID:

Goals and Assessment Content Assessments and Outcomes

Goals Assessment Contents Unit Quizzes Mid-term Speaking Test

Homework Tasks

Final Speaking Test

Final Test

□

[G1] Develop speaking fluency and accurate pronunciation

Provide meaningful information in phrase or sentence

Fluency

/10

2 pronunciation tasks 2x5=10

/10

Fluency

/10

Read sentences with easy-to-understand pronunciation, stress, and rhythm

□

[G2] Learn conversation structures and review relevant grammar

Identify the conversation structures and understand how to use them Introductions Answering Questions Expressing Opinions Describing Things Telling a Story

4 questions in each of the five unit quizzes 4x0.5x5=10

/10

20 questions about the 5 structures 20x0.25=5

/5 Use grammar needed for the conversation structures

□ [G3] Use appropriate communication strategies

Apply the strategies effectively 2 questions in each of the five unit quizzes 2x0.5x5=5 /5

Strategy Use

/5

Strategy Use

/5

10 questions about applying strategies 10x0.5=5 /5

□ [G4] Express opinions on scientific and social issues (critical thinking)

Produce opinions with clear and connected reasons

2 expressingopinion tasks 2x5=10 /10

writing 2 multiple sentence opinions 2x2.5=5 /5

□ [G5] Develop deep knowledge of 2000 word level vocabulary

Identify collocations of the most frequent 2000 words

4 questions in each of the five unit quizzes 4x0.5x5=10 /10

20 vocabulary questions 20x0.5=10 /10

Subtotals /25

/15

/20

/15

/25

Student met attendance requirement? YES NO Total Score (TS): Student achieved 3 of the 5 goals? YES NO (achieve a goal = obtain 60% or more in one of its assessments) Student’s final grade = F C (TS<70) B (70≤TS<80) A (80≤TS<90) A+ (90≤TS≤100) □ Tick these boxes when the goals are achieved Comments:

/5 Place points achieved in these boxes

/100

1

CS1 (2015) Sample Itinerary Note: This itinerary was prepared with medium-level students in mind. Adapt as appropriate for lower- or higher-level students.

Week Mon Tue Wed Thu In class Homework Notes / Suggestions

1 (orienta-

tion)

4/6

4/7

4/8

4/9

Explain Course Syllabus (goals, schedule, assessment, and grading) and Student Performance Record Sheet

Week 1 Vocab List (p.71) for self-study. A list of collocation is available at the CELESE CS1 homepage.

Preparation for Unit 1 if any (textbook tasks and exercises)

Encourage students to use a learner’s English-English dictionary, look up for the words they already know, and observe how their meanings are explained in English. (Almost all electronic dictionaries come with one.) This is useful especially for Unit 4.

2 (Unit 1)

4/13

4/14

4/15

4/16

Part I to Part III

Have students pay attention to verb forms (subject-verb agreement and present/past tenses) during speaking activities

Week 2 Vocab List for self-study. A list of collocation is available at the CELESE CS1 homepage.


3 (Unit 1

cont)

4/20

4/21

4/22

4/23

(Part III and) Part IV

Have students pay attention to verb forms (subject-verb agreement and present/past tenses) during speaking activities



(optional) Assign YouTube VOA exercise (p.16).

Before Task 1 in Part IV, have students think what question can be used to elicit needed information.

4 (Unit 2)

4/27

4/28

4/29

4/30

Unit 1 Quiz

Part I to Part III

Encourage students to use yes/no, tag and wh-questions during speaking activities.


Preparation for Task 2 in Part IV

(option) The number of unit quizzes can be reduced. But keep 25 points allotted to this section in SPRS.

5 (Unit 2

cont)

5/11

5/12

5/13

5/14


Preparation for Speaking Test if any

Preparation for Pronunciation HW Task if any

Encourage students to use yes/no, tag and wh-questions during speaking activities.



6 (Mid-term

Speak-ing Test)

5/18

5/19

5/20

5/21


first Pronunciation Homework Task


Design your Fluency test, Strategy Use test, and Pronunciation Homework task that meet the assessment content.

7 (Unit 3)

5/25

5/26

5/27

5/28

Unit 2 Quiz

Part I to Part III

Have students pay attention to present/past tense forms during speaking activities.

Encourage them to use enumeration connectors such as first and second during speaking activities.


To save class time, assign the first step of Task 2 (choosing five people and why) as homework.

the same with the first step of Task 3 (writing down reasons in a logical sequence)

2

8 (Unit 3

cont)

6/1

6/2

6/3

6/4


Have students pay attention to present/past tense forms during speaking activities.

Encourage them to use enumeration connectors such as first and second during speaking activities.


first Expressing Opinion Homework Task



9 (Unit 4)

6/8

6/9

6/10

6/11

Unit 3 Quiz

Part I to Part III

Encourage students to use relative clauses during speaking activities.


second Expressing Opinion Homework Task


10 (Unit 4 cont)

6/15

6/16

6/17

6/18


Encourage students to use relative clauses during speaking activities.




Prepare a list of high-frequency words for Task 1. For lower-level students, a list of relevant vocabulary might also be needed.

11

(Unit 5)

6/22

6/23

6/24

6/25

Unit 4 Quiz

Part I to Part III

Encourage students to use the passive voice and example connectors such as for example and such as during speaking activities.



12 (Unit 5 cont)

6/29

6/30

7/1

7/2


Preparation for Speaking Test if any

Preparation for Pronunciation HW Task if any

Encourage students to use the passive voice and example connectors such as for example and such as during speaking activities.


Preparation for the final speaking test

13 (Final

Speak-ing Test)

7/6

7/7

7/8

7/9

Unit 5 Quiz Week 13 Vocab List for self-study. A list of collocation is available at the CELESE CS1 homepage.

second Pronunciation Homework Task

Preparation for the final speaking test

Design your Fluency test and Strategy Use test that meet the assessment content.

14 (Final Speak-ing

Test)

7/13

7/14

7/15

7/16


3

15 (Final

Test)

CS1 final test in the examination period

Date: TBA

Teacher workshop will be on the final test day, when you will receive your CS students’ final test answer sheets.

Bird’s-eye view of the 2015 CS1 textbook Communication Strategies 1

(revised version)

based on the framework “the four strands” (meaning-focused input, meaning-focused output,

language-focused learning, and fluency development) in Nation and Newton (2009) Teaching

ESL/EFL: Listening and Speaking, Routledge

Five units in the textbook (new and/or rewritten parts are highlighted)

Unit 1 Introductions how to start conversation in different situations

Unit 2 Answering Questions how to ask and answer questions

Unit 3 Expressing Opinions how to give opinions

Unit 4 Describing Things how to describe things/people (general-specific structure)

Unit 5 Telling a Story how to tell a story or describe a process (narrative structure)

Each unit consists of four parts

Part I Meaning Focused Input

focusing on the meaning of spoken examples of the structure covered

two listening tasks

Part II Focus on Form

focusing on the structures and grammar of the language

Unit 1 structure of introductions with examples

attention getting providing name/affiliation identifying a point in

common asking a question

table of useful words and phrases for introducing yourself

grammar review: verb forms (subject-verb agreement and present/past tenses)

strategies for starting a conversation with a single person/with a group of people

pronunciation: minimal pair practice

short text: Japanese Scientist 1 Yukawa Hideki

Unit 2 structure of asking and answering questions

Questioner: attention getting orientation question

Answerer: response follow-up

table of useful words and phrases for questioning and answering

grammar review: yes/no, tag, and wh-questions

(optional: YouTube VOA Learning English)

strategies for continuing a conversation: Q SA + FU with strategy tasks

pronunciation: word stress


short text: Japanese Scientist 2 Shin-ichiro Tomonaga

Unit 3 structure of expressing opinions

Questioner: orientation asking a question

Opinion giver: opinion reason

structure of responding to an opinion

Opinion giver: opinion (reason)

Opinion Giver: response + opinion reason

table of useful words and phrases for stating opinions and giving reasons

grammar review: present/past tenses and logical connectors (1)


strategies for expressing an opinion clearly

pronunciation: content and function words


short text: Japanese Scientist 3 Reona Esaki

Unit 4 structure of general-specific


Answerer: general information specific information more specific

information

grammar review: relative clauses


table of useful words and phrases for describing something

strategies for paraphrasing with strategy tasks

pronunciation: sentence stress


short text: Japanese Scientist 4 Ken-ichi Fukui

Unit 5 structure of narratives


Narrator: (preamble) topic ordered information

grammar review: active/passive voices and logical connectors (2)


table of useful words and phrases for producing narratives

strategies for narratives: 5Ws and 1 H

pronunciation: rhythm


short text: Japanese Scientist 5 Susumu Tonegawa

Part III Form Focused Output

focusing on producing language that is structurally and grammatically correct

four to ten role plays

Unit 1 practicing introductions

Unit 2 practicing asking and answering questions

Unit 3 practicing expressing opinions and responding to opinions

Unit 4 practicing general-specific structure

Unit 5 practicing narratives

Part IV Meaning Focused Output

two to four tasks for application and fluency development

Teaching the textbook

Each unit is covered in two sessions.

Part I to Part III are taught in the first session and (Part III and) Part IV in the second

session.

Create additional tasks for your class(es) if necessary.

CS1 audio CD track number index

Unit track # Conversation Unit track # Conversation

1

1 1

3

22 9

2 2 23 10

3 3 24 11

4 4 25 12

5 5 26 13

2

6 1

4

27 1

7 2 28 2

8 3 29 3

9 4 30 4

10 5 31 5

11 6 32 6

12 7 33 7

13 8 34 8

3

14 1

5

35 1

15 2 36 2

16 3 37 3

17 4 38 4

18 5 39 5

19 6 40 6

20 7 41 7

21 8

CS1 Useful Websites

If you want to practice individual English sounds (vowels and consonants), minimal pairs,

intonation, and rhythm, the following websites are quite useful.

BBC Learning English —

Pronunciation

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/

ManyThings http://www.manythings.org/e/pronunciation.html

Pronunciation-English.com http://www.pronunciation-english.com/

If you want to practice speaking English in daily situations, this website offers many examples

of English conversation in different situations.

東京外国語大学言語モジュール（英会話） http://coelang.tufs.ac.jp/modules/en/index.html

If you are looking for science topics for your listening and pronunciation practice, the following

websites are very useful. Each topic comes with its transcript.

for those of you who are looking for something easy and slow

VOA Learning English: Technology Report

in Special English: “Building Machines with

Human-Like Senses” (video)

http://www.youtube.com/watch?v=jcknnl17tbY&list=PL02D94

E1D33933A51&index=5


in Special English: “an i-pad app for

orangutans” (video)

http://www.youtube.com/watch?feature=player_detailpage&v=

6j1cr_Ola8w


in Special English: “Internet change makes

way for dot-anything” (video)

http://www.youtube.com/watch?v=leyf7lXaDdg


in Special English: “Seeking cleaner and

greener electronics” (video)

https://www.youtube.com/watch?v=p3NBqA2CCo8


in Special English: “Company prepares for

risky clean up of Fukushima reactor”

(video)

https://www.youtube.com/watch?v=_-84sx9fsCo

VOA Learning English—Science

and Technology (audio)

http://learningenglish.voanews.com/archive/learningenglish-ho

me-science-technology/latest/954/954.html

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/

http://www.manythings.org/e/pronunciation.html

http://www.pronunciation-english.com/

http://coelang.tufs.ac.jp/modules/en/index.html

http://www.youtube.com/watch?v=jcknnl17tbY&list=PL02D94E1D33933A51&index=5

http://www.youtube.com/watch?v=jcknnl17tbY&list=PL02D94E1D33933A51&index=5

http://www.youtube.com/watch?feature=player_detailpage&v=6j1cr_Ola8w

http://www.youtube.com/watch?feature=player_detailpage&v=6j1cr_Ola8w

http://www.youtube.com/watch?v=leyf7lXaDdg

https://www.youtube.com/watch?v=p3NBqA2CCo8

https://www.youtube.com/watch?v=_-84sx9fsCo

http://learningenglish.voanews.com/archive/learningenglish-home-science-technology/latest/954/954.html

http://learningenglish.voanews.com/archive/learningenglish-home-science-technology/latest/954/954.html

for those of you who are looking for something more challenging

Scientific American 60-second

science

http://www.scientificamerican.com/podcast/60-second-science/


Tech

http://www.scientificamerican.com/podcast/60-second-tech/


Earth

http://www.scientificamerican.com/podcast/60-second-earth/


Space

http://www.scientificamerican.com/podcast/60-second-space/


Mind

http://www.scientificamerican.com/podcast/60-second-mind/

Nature (no transcript) http://www.nature.com/nature/audio_video/index.html

http://www.scientificamerican.com/podcast/60-second-science/

http://www.scientificamerican.com/podcast/60-second-tech/

http://www.scientificamerican.com/podcast/60-second-earth/

http://www.scientificamerican.com/podcast/60-second-space/

http://www.scientificamerican.com/podcast/60-second-mind/

http://www.nature.com/nature/audio_video/index.html

CS 1 Unit 1 Quiz (sample)

student number __________________ name ____________________________

Part I: [G2] Understanding structure

Write your answers in the answer section below.

Question 1: What is the purpose of the conversation below?

a. to develop a relationship b. to obtain information c. to be polite d. all of the three

A: Excuse me. I’m Taro Waseda. I’m sorry I came late. My train was delayed. I don’t want to interrupt your class

but could you please tell me briefly what you have done so far in class?

B: No problem. I just explained the goals of my CS1 class.

Question 2: Which of the following would be the most likely situation for the conversation above?

a. classroom b. conference c. cafeteria d. none of the three

Question 3: What is the most natural order when you start a new conversation?

a. Point in common Getting attention Name Question

b. Point in common Name Getting attention Question

c. Getting attention Point in common Name Question

d. Getting attention Name Point in common Question

Question 4: Which part is missing in the conversation below?

a. attention getting b. asking question c. identifying a point in common d. providing name

A: Hello. I hope you remember me. I’m one of your CS students. I take your CS1 on Monday morning. May I ask

questions about this week’s homework?

B: Hi. Of course, I remember you. What do you want to know?

answer section

Q1 Q2 Q3 Q4

Part II: Applying Strategies

You talk to someone you have met for the first time. Write a short conversation that follows the structure you have

learned in this unit.

You: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Someone: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________ Part III: Vocabulary Circle THREE letters from a-f that best match the word on the left. 1. medical a. undergo a __________ examination b. freely _________

c. see a __________ doctor d. readily _________ e. a __________ emergency f. a __________ separation

2. shock a. show ____

b. a terrible ____ c. an electric ____ d. be suffering from ____ e. without ___ for f. much from our ____ Select ONE from a-d that best completes the three phrases on the left. 3. ___ formally a. announce be pleased to___ b. article regret to ___ c. master

d. key 4. ___ carefully a. tax

medically ___ b. interview

set out to ___ c. examine

d. establish

communication strategies 1 - celese€¦ · session 5: unit 2 – answering questions . session 6:...

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