Curriculum Design: The Furniture of College EFL Programs

SCOPE AND SEQUENCE

INTEGRATED ENGLISH CORE

2024 SCOPE AND SEQUENCE

The IEP integrates the teaching of speaking, listening, reading, and writing in a task-based

syllabus organized by themes. Members of the Integrated English Program committee at present,

or in the past: Professors Erica Aso, Naoyuki Date, Joseph Dias (IEP Co-coordinator), Andrew

Reimann (IEP Co-coordinator), James Ellis (past IEP Co-coordinator), Matsuo Kimura, Azusa

Nishimoto, Wayne Pounds, Peter Robinson, Hiroko Sano, Don Smith, Minako Tani, Mitsue

Tamai-Allen, Naomi Tonooka, Jennifer Whittle, Teruo Yokotani, Hiroshi Yoshiba, Michiko

Yoshida, and Gregory Strong (past IE Co-coordinator and course writer).

This is the 31

year of the IEP and the IE Core Scope and Sequence and the IE Resource

Book for teachers have been augmented with many suggestions from the adjunct faculty

in the English department at Aoyama Gakuin University. Among the many contributors,

we particularly wish to acknowledge are Melvin Andrade, Deborah Bollinger, Jeff Bruce,

James Broadbridge, Loren Bundt, Vivien Cohen, Todd Rucynski, Joyce Taniguchi,

Masumi Timson, Yoko Wakui, and Jeanne Wolfe. Thanks are due to Denis Fafard for

source material on teaching learning strategies and to Nancy Yildiz for her ideas on

reading.

Gregory Strong, 29 March, 2024

SCOPE AND SEQUENCE

CONTENTS

Sequence of Instruction ………………………………………….

Program Organization ………………..…………………………..

Professional and Online Resources ………………………………

Grading Students …………..………………...…………………..

Language Learning Tasks ….………………………………….....

Keeping a Journal ………………………………………………..

Xreading ………………………………………………………….

Reading Two Novels ………………..…………………………...

Leading a Discussion ………………………..…………………..

Discussions at the Chat Room …………………………………..

Vocabulary .……………………………………………………..

Assessing Discussions ………….……………………………….

IE II Poster Presentations ……….……………………………….

IE III In-Class and Off-campus Interviews .………...….………..

IE III Rating Presentations ………...….……..…………………..

IE III Debates …………………………………………………....

PSAs and Commercials ……....….…………………...………….

SCOPE AND SEQUENCE

NOTICE TO STUDENTS: PLAGIARISM

Plagiarism occurs when you take another person’s ideas or words without properly acknowledging them. If you

take information from other sources (e.g., books, academic journals, podcasts, or Web pages), you must cite these

sources properly. Of course, copying another student’s work is plagiarism, too. In the IE Program, you will learn

how to make citations. It is your responsibility to avoid all plagiarism.

When is it necessary to cite sources?

In some cases, for example, in journal writing or when expressing personal opinions, your writing may be

based on your own experiences and make use of your personal background and common knowledge. In

such cases, you don’t need to cite sources because YOU are the source. However, most academic writing

requires the use of material from other sources and you must note the information and its source.

Submitting an assignment with even one part taken from another source is plagiarism unless you cite the

source properly. You may quote directly from a source with proper citation, but it is better to paraphrase

or summarize information in your own words rather than just copy part of it. But even when you

paraphrase or summarize information, you still must cite the original source. Be careful if the statement,

“Free use is allowed” appears on a Web page. Use of any material without citing the source is

plagiarism.

What is the IE Program Plagiarism Policy?

Plagiarism of any assignment in any IE course – including Academic Writing and Academic Skills – will

lead to failure on that assignment, without the option to rewrite. If a student plagiarizes on a second

assignment, s/he will fail the entire course. IE Program teachers are very experienced at identifying

plagiarism, and all cases must be reported. In addition, a database is being created of all IE assignments

that students turn in. This will identify any reports, essays, or other assignments if another student copies

any of this work and tries to hand it in.

What are other consequences of plagiarism?

Being caught plagiarizing can have a negative effect on you. In some cases, there are legal and

financial results. For example, an author may sue someone who plagiarizes his/her work.

Benefits of original, plagiarism-free work

Here are some ways that you and your classmates can benefit from avoiding plagiarism:

* Your English skills will develop more rapidly.

* You will be able to express your own ideas and opinions.

* You will be able to communicate better with others.

* You can take pride in your accomplishments.

* Students will not feel pressured or bullied by classmates who want to copy their work.

* You will help preserve the reputation for excellence in English that AGU and the English Department

have built over many years and you will help other English majors in job-hunting.

Current Policy on ChatGPT & Generative AI: https://aogaku-

daku.org/policies-on-chatgpt-and-other-generative-ai/

SCOPE AND SEQUENCE

I. SEQUENCE OF INSTRUCTION

The following Sequence of Instruction is for teaching IE Core classes. The schedule indicates

when a particular theme and when tasks such as discussions or a book report should be

introduced. Much of the classroom activity in an IE Core class involves pair and small group

work and should be based on the themes found in IE levels I, II, and III. In IE Level I and II,

teachers are to use a combined skills textbook, Interchange 2 (5

ed.) by Jack Richards, with

Jonathan Hull and Susan Proctor (Cambridge: CUP, 2017). It has been used mostly for speaking

and listening in the past, but the new edition has many reading activities for skimming and

scanning which we would like you to use in IE I and II Core classes.

We hope that you will make a conscious effort to get your students to recycle the vocabulary

from the readings for IE I, II, and III Core classes including from students’ media discussions as

well as the academic vocabulary they are learning in their listening classes. Encourage

students to use their new vocabulary productively in their discussions and writing -- including in

their weekly Core journals or blogs. A page with the vocabulary and page references is included

in the IE Core and Writing student booklets as well as in this teachers’ guide. In a given class,

teachers might note some vocabulary words on the board and use them in a speaking activity.

Some video materials are from CNN Master Course: Video-Based English, Culture Watch,

Business Watch, Focus on the Environment, the CINEX series of captioned videos, other

commercial videos, and Interchange 1 and 2. The CNN Master Course, Culture Watch, and

Business Watch series are for use at IE Level I and IE Level II. They are easier than the Focus on

the Environment series, reserved for IE III. All are in the Teacher Resource Center.

I.(a) WEBSITES

The Internet TESL Journal is a monthly web-based magazine that began in 1995. In addition to

the articles that appear online, it includes many activities for teachers (http://iteslj.org/t/). These

consist of games, jokes, language lessons, task-based activities, vocabulary quizzes, and more.

Joseph Dias, the co-coordinator of the IEP, also maintains a page of links to good ESL resources.

http://www.cl.aoyama.ac.jp/~dias/esllinks.html.

I.(b) SELF STUDY

One feature of the 5th edition of Interchange 2 is that the textbook comes with a password for

web access to self-study materials online. These could be introduced in class.

I.(c) SOUND FILES AND CDs FOR LISTENING

The listening files for the new Interchange 2 can be downloaded for free at the following website

and inputting the volume number (2) and the units:

SCOPE AND SEQUENCE

http://www.cambridge.org/jp/cambridgeenglish/catalog/adult-courses/interchange-5th-

edition/resources

You can download the files onto a USB and then onto a PC (you can sign out a PC in the

teachers' rooms) or you could load the files onto your tablet and play it in class. We have also

ordered some CDs for the Teachers’ Resource Center which you can sign out for one day periods.

IE I: Tasks, Themes, Texts, Grammar, Vocab, Video

Discussion

⦁ Introduce discussions, practice discussions, sign-up, vocabulary,

teach different turn-taking phrases

Journal

⦁ Introduce journals, check 1st week’s journals, pick partners

Extensive Reading (E.R.)

⦁ Introduce students to Xreading website and provide an orientation to

manipulating it, choosing a digital reader, E.R.’s purpose and value.

1st Book Report

⦁ Teach literary terms, bring books to class, Sustained silent reading,

(S.S.R.), pair-sharing (optionally, students may use a physical book)

Plagiarism

⦁ Explain policy, examples of plagiarism, begin exercises:

Skill building:

a) “Quoting, Paraphrasing, and Summarizing”

https://owl.english.purdue.edu/owl/resource/563/01/

b) “Paraphrase and Summary Exercises”

https://owl.english.purdue.edu/exercises/32/41

SCOPE AND SEQUENCE

IE I THEMES

Interchange 2 (5

ed.)

GRAMMAR, VOCABULARY,

READING, SPEAKING

Childhood - “Good

Memories”:

(pp.2-8);

Grammar:

3# Past tense (p.3);

8# Used to (p.5)

Vocabulary: 6# Word Power (p.4): amusement park, beach, collect, playground

Reading: 13# Reading, “The Frida Kahlo Story” (scanning) (p.7): cast, courage,

destiny, injury, recognize

Speaking: “In the past…(p.14), Survey about your town (p.15) Interchange 1#

“We Have a Lot in Common” (p.114 )

Spirited Away (bilingual DVD in the AV Library) 778-MI88S; Culture Watch:

Segment 7: Why Girls Lose Their Self-Confidence in Their Teens (p.61-70),

Interchange 1: Unit 5: What Kind of Movies Do You Like? Unit 8: What Kind of

Music? Interchange 2: Unit 5, Has Anyone seen the Tent? Unit 12, Welcome Back

to West High; Spirited Away (bilingual DVD in the AV Library) DVD 778-MI88S;

Culture Watch: Segment 7: Why Girls Lose Their Self-Confidence in Their Teens

(p.61-70), Interchange 1: Unit 5: What Kind of Movies? Unit 8: What Kind of

Music? Interchange 2: Unit 5, Has Anyone seen the Tent? Unit 12, Welcome Back

to West High, Big Man Japan, Canadian Animation: (Every Child), The Golden

Compass, It's the Great Pumpkin, Charlie Brown, The Indian in the Cupboard,

Kramer vs Kramer, Matilda, Merry Christmas, Mr. Bean, The Golden Compass,

Peanuts Classic Holiday Collection: Charlie Brown Christmas, Charlie Brown’s

Thanksgiving, The Pursuit of Happyness, The Secret Garden

Urban Life –

“Making Changes”

(pp.16-17)

Grammar:

3# evaluations and

comparisons (p.17)

9# Wish (p.20)

3# Grammar Focus (p.17): big, bathrooms, bedrooms, convenient, expensive,

modern, noisy, parking spaces, private

Reading: “The Man with No Money” (skimming) (p.21)

Speaking: Role Play, “For Rent” (p.28)

CNN: Black Americans: Unit 6: (p.43-49), Culture Watch: Segment 2: Spike Lee on

his movie Do The Right Thing (p.11-20); Segment 3: Those Terrible Taxis!

(p.21-30), Interchange 1: Unit 11: Help is Coming (Crime Suspects); Unit 12: A

Suburban House; Unit 14: Over Golden Gate Bridge, Interchange 2: Sequence 1:

What Do You Miss Most? Sequence 3: A Great Little Apartment, Interchange 2 (4

ed.): Sequence 9: To Buy a Car or Not, Green Talk: (Boomsville, The

Quiet Racket, What on Earth), Eight Mile, Hollywood Salutes Canadian Animation:

(Neighbours, Special Delivery, The House That Jack Built, The Street, Walking),

Mosaic1: Welfare Payments, Victim Support Group, Places in the Heart

SCOPE AND SEQUENCE

Plagiarism: ⦁ Paraphrasing:

a) “Paraphrasing Exercise”

https://owl.english.purdue.edu/owl/resource/619/02/

b) “Paraphrasing Exercise (Sample answers)”

https://owl.english.purdue.edu/owl/resource/619/03/

Food – “Have You

Ever Tried That”

(pp.22-27)

Grammar:

4# Simple past vs. present

perfect (p.23); 10#

Sequence adverbs (p.25)

Vocabulary: 8# Word Power (p.24): bake, boil, fry, grill, roast, steam

Reading: “Pizza: The World’s Favorite Food?” (scanning) (p.27)

Speaking: Role Play, “Reality Cooking Competition” (p.29)

Videos: CNN: Unit 1: Food and Baseball Players (p.1-8); Unit 4: Unsafe Food

(p.25-33), Interchange 1: Unit 20: American Ethnic Food, Interchange 2: Sequence

8: Thanksgiving Documentary, Interchange 2, (4

ed.): Sequence 4: What’s

Cooking, Sequence 7: How to Frost a Cake, Mosaic1: Bottled Water

Plagiarism ⦁ Knowledge building:

a) “Reference List: Electronic Sources”

https://owl.english.purdue.edu/owl/resource/560/10/ (APA)

Travel: “Hit the

Road” (pp.30-35;

Grammar:

3# Future with be going to

and will (p.31); 7# Modals

for necessity, suggestion

(p.33)

Vocabulary: 4# Word Power (p.32): ATM card, backpack, carry-on bag, cash,

first-aid kit, hiking boots, medication, money belt, passport, plane tickets, sandals,

suitcase, swimsuit, travel insurance, vaccination

Reading: “Adventurous Vacations” (skimming) (p.35)

Speaking: Interchange 2# “Top Travel Destinations” (p.115 ) “Interchange 5A#

“Fun Trips,” 5B#, (p.118, p.120)

Videos: CNN: Unit 5: What to Take on a Trip (p.36-42); Unit 2: Tamayo Otsuki,

Japanese Comedienne in America (p.9-16), Interchange 2: Sequence 2: Wait for

Me, Sequence 13: Street Performers, The Gold Rush, Interchange 2, (4

ed.):

Sequence 2: Victoria Tours

Plagiarism ⦁ Truth or Consequences

a) https://owl.english.purdue.edu/owl/resource/929/04/ (articles below)

b) https://owl.english.purdue.edu/owl/resource/929/05/ (handout)

“Hamilton President Resigns Over Speech”http://www.nytimes.

com/2002/10/03/ nyregion/hamilton-president-resigns-over- speech.html

“Fame Can’t Excuse a Plagiarist” http://www.nytimes.com/2002/03/16/

opinion/fame-can-t-excuse-a-plagiarist.html

“Washington Post Blogger Quits after Plagiarism Accusation”

“Hungary’s President Quits Over Alleged Plagiarism”

http://www.nytimes.com/2006/03/25/business/25post.html?_r=0

http://edition.cnn.com/2012/04/02/world/europe/hungary-president-

resigns/index.html?iref=allsearch

SCOPE AND SEQUENCE

IE II: Tasks, Themes, Texts, Grammar, Vocab, Video

Discussion

⦁ Introduce/review discussions, practice discussions, sign-up,

vocabulary, teach different turn-taking phrases

Journal

⦁ Introduce journals, check 1st week’s journals, pick partners

Extensive Reading (E.R.)

⦁ Introduce students to Xreading website and provide an orientation to

manipulating it, choosing a digital reader, E.R.’s purpose and value.

1st Book Report

⦁ Teach literary terms, bring books to class, Sustained silent reading,

(S.S.R.), pair-sharing (optionally, students may use a physical book)

Plagiarism:

⦁ Explain policy, provide examples of plagiarism:

a) “Is it plagiarism yet?”

https://owl.english.purdue.edu/owl/resource/589/02/

II THEMES

Interchange 2 (5

ed.)

GRAMMAR, VOCABULARY,

READING, SPEAKING

Changing Times –

“What do you use

this for?” (pp.44-49)

Grammar:

3# Infinitives and

gerunds; (p.45); 8#

imperatives and infinitives

for giving suggestions

(p.47)

Vocabulary: 5# Word Power (p.46): check in for a flight, computer whiz,

computer crash, download apps, early adopter, edit photos, flash drive, frozen

screen, geek, hacker, identity theft, make international calls, phone charger, smart

devices, software bugs, solar-powered batteries

Reading: 12# “The Sharing Economy--Good for Everybody?” (skimming) (p.49)

makes, loses; give to, receive from; dangerous, safe; rules, people; equal, different

Videos: Business Watch: Segment 11: TV Technology (101-110) Culture Watch:

Segment 11: Computers and the Consumers: User-Friendly or User-Surly? (p.101-

110), Interchange 2: Sequence 7: Great Inventions Interviews, Sequence 9: A Short

History of Transportation, Interchange 2, (4

ed.): Sequence 3: The Right

Apartment, A.I., Back to the Future, Modern Times, 2001: A Space Odyssey

The Workplace –

“I Like Working

with People”

Vocabulary: 8# Word Power (p.67): creative, critical, disorganized, efficient,

forgetful, generous, hardworking, impatient, level-headed, moody, punctual, reliable,

strict (pp.67)

Reading: 12# “Global Work Solutions” (skimming) (p.69)

Speaking: Discussion, “Job Profile” (p.71); Interchange 10# “You’re Hired” (p.124 )

SCOPE AND SEQUENCE

(pp.64-69);

Grammar:

3# Gerunds; short

responses (p.65); 10#

Clauses with because

(p.68)

Videos: Business Watch: Segment 9: On the Road Again (motorcycles) (p.81-90);

Segment 10: Flexibility of Companies to Family Care Needs (p.91-100) Culture

Watch: Segment 9: PG & E Trains Women for Construction and Men's Jobs (p.81-90)

Interchange 1: Unit 2: Career Change; Unit 4: Job Titles Interchange 2: Sequence 10:

Mistaken Identity; Sequence 14: Mrs. Gardener’s Promotion, Interchange 2 (4

ed.):

Sequence 14: Body Language of Business – How to Ace a Job Interview, Sequence 9:

Job Interviews, Chalk, Freedom Writers, Modern Times, Mosaic1: High-Tech Jobs

and Low-Tech People, North Country, Room 22, The Shop Girl, Steel Magnolias

Plagiarism: ⦁ Skill building:

a) “Summarizing, Paraphrasing, and Quoting”

https://owl.english.purdue.edu/owl/resource/930/02/

Geography – “It’s

Really Worth

Seeing” (pp.72-77;

Grammar:

3# Passive with by

(p.73); 9# Passive

without by (p.75)

Vocabulary: 7# Word Power (p.74) cattle, dialects, electronics, handicrafts, sheep,

souvenirs, soybeans, textiles, wheat

Reading: 13# “Advertisements” (p.77)

Speaking: Interchange 11# “True or False” (p.125)

Videos: Culture Watch: Segment 12: What's Become of Hollywood? (p.111-120)

Business Watch: Segment 4: Disney's Strategy (p.31-40), Interchange 1: Unit 18:

Around the World Game Show (travel videos) It's a Great Place (Vancouver);

Everest, Inside Islam

Plagiarism: ⦁ Paraphrasing:

a) “Paraphrasing”

https://owl.english.purdue.edu/owl/resource/976/02/

Autobiography –

“It’s a Long Story”

experiences

inspirational

stories (pp.78-83)

Grammar:

3# Past continuous vs.

simple past (p.79);

8# present perfect

continuous (p.81)

Vocabulary: 5# Word Power (p.80) coincidentally, fortunately, luckily,

miraculously, sadly, strangely, surprisingly, unexpectedly, unfortunately

Reading: “Breaking Down the Sound of Silence” (p.83)

Speaking: Interchange 12# “It’s My Life” (p.126)

Videos: CNN: Unit 12: Family Trees (p.97-107) Culture Watch: Segment 4: Maya

Angelou, Inaugural Poetess (p.31-40); Segment 5: Paul Simon (p.41-50); Segment 8:

Hillary Rodham Clinton (p.71-80) Bend It Like Beckham, The Cove, Freedom

Writers, Hurricane, Modern Times, The Pursuit of Happyness

Plagiarism: ⦁ Paraphrasing:

a) Inappropriate Paraphrase (Penn State Plagiarism Tutorial)

http://tlt.psu.edu/plagiarism/student-tutorial/paraphrase/

SCOPE AND SEQUENCE

IE III: Tasks, Themes, Texts, Grammar, Vocab, Video

Discussion:

⦁ Introduce/review discussions, practice discussions, sign-up,

vocabulary, teach different turn-taking phrases

Journal:

⦁ Introduce journals, check 1st week’s journals, pick partners

1st Book Report:

⦁ Teach/review literary terms, bring books to class, SSR, pair-sharing

Plagiarism:

⦁ Explain policy, provide examples of plagiarism, begin exercises:

a) “Summarizing, Paraphrasing, and Quoting”

https://owl.english.purdue.edu/owl/resource/930/02/

b) “Paraphrasing”

https://owl.english.purdue.edu/owl/resource/976/02/

Plagiarism:

Knowledge building:

a) “Comparing Policies”

https://owl.english.purdue.edu/owl/resource/929/14/

https://owl.english.purdue.edu/owl/resource/929/15/ (handout)

III THEMES

Interchange 2 (5

ed.)

GRAMMAR, VOCABULARY,

READING, SPEAKING

Psychology - "I

Wouldn’t Have

Done That"

(pp.100-105;

Grammar:

3# Unreal conditional

sentences with if clauses

(p.101); 8# Past modals

(p.103)

Vocabulary: 6# Word Power (p.102) accept, admit, agree, borrow, deny,

disagree, dislike, divorce, enjoy, find, forget, lend, lose, marry, refuse,

remember, save, spend

Reading: 13# “Toptips.com” (skimming) (p.105)

Speaking: “An Awful Trip” (p.104); Interchange 15# “Tough Choices” (p.130 )

Videos: Interchange 2: Sequence 16: A Wonderful Evening, American Beauty,

City Lights, City of Joy, Father of the Bride, My Best Friend’s Wedding, Shop Girl

Steel Magnolias

Plagiarism: ⦁ Quotation Marks:

a) “Using Quotation Marks”

https://owl.english.purdue.edu/owl/resource/577/01/

b) “Extended Rules for Using Quotation Marks”

https://owl.english.purdue.edu/owl/resource/577/02/

c) “Additional Rules for Using Quotation Marks”

https://owl.english.purdue.edu/owl/resource/577/03/

SCOPE AND SEQUENCE

Cross-Cultural

Values – “Time to

Celebrate!”

cultural values

(pp.50-55)

Grammar:

4# Relative clauses of

time (p.51); 10#

Adverbial clauses of

time (p.54)

Vocabulary: 5# Word Power (p.50) eat, give, go to, have a, play, send, visit,

watch, wear

Reading: “Out with the Old, In with the New” (skimming) (p.55)

Speaking: Interchange 8# “It’s Worth Celebrating” (p.122)

Videos: Interchange 2: Sequence 2: What Do You Do, Miss? Sequence 15: How

Embarrassing, A Rabbit-proof Fence, Baraka, Bend It Like Beckham, City of Joy,

The Day I Became a Woman, Departures, Father of the Bride, God Grew Tired of

Us, Gulliver’s Travels, Happy Feet, A Life Apart, Lost in Translation, Monsoon

Wedding, Obachan’s Garden, Persepolis, Silence, Slumdog Millionaire, Turtles

Can Fly, Wadja, Whale Rider

Plagiarism: ⦁ More Quotation Marks:

a) “Quotation Marks with Fiction”

https://owl.english.purdue.edu/owl/resource/577/04/

b) “Quotation Marks Exercise (with answers)”

https://owl.english.purdue.edu/owl/resource/577/05/

Environment - Life

in the City

(pp.8-13);

Grammar:

3# Expressions of

Quantity (enough, fewer,

more, too many), (p.9);

9# Indirect questions

(p.11)

Vocabulary: 1# Word Power (p.8): (compound nouns) bicycle, bus, center, garage,

green, jam, recycling, space, stand, station, stop, street, subway, taxi, system,

traffic, train

Reading: 13# “The World’s Happiest Cities” (skimming) (p.13): entertainment,

housing, natural areas, safety, schools, transportation Happy Feet, Suzuki

Speaks, Whale Rider, Who Killed the Electric Car?

Videos: Focus on the Environment: Segment 1: Little Done to Stop Animal and

Plant Extinction (p.1-12); Segment 9: Recycling and Trash Problems (p.97-108) An

Inconvenient Truth, Children of Men, The Cove, The 11

Hour, Gorillas in the

Mist, Mosaic 1: Air Pollution, Never Cry Wolf, New Moon Over Tohoku, Suzuki

Speaks, Whale Rider, Who Killed the Electric Car?

Plagiarism: ⦁ Knowledge building:

a) “Plagiarism & You” (Penn State pdf)

http://www.libraries.psu.edu/content/dam/psul/up/lls/documents/

PlagiarismHandout2012.pdf

Skill building:

a) “APA In-text Citations: The Basics”

https://owl.english.purdue.edu/owl/resource/560/02/

SCOPE AND SEQUENCE

The Media - “That’s

Entertainment!”

(pp.86-91)

Grammar:

3# Participles as

adjectives (p.87); relative

pronouns for people and

things (p.89):

Vocabulary: amusing, bizarre, disgusting, dumb, fantastic, funny, hilarious,

hysterical, incredible, odd, outstanding, ridiculous, silly, stupid, strange, weird,

wonderful (p.87)

Reading: “The Real Art of Acting” (scanning) (p.91)

Speaking: Interchange 13# (p.127)

Videos: Broadcast News, Cannes Bronze Commercials, Commercials from

Around the World, Commercials Worldwide, Mosaic 1: Internet Publishing, The

Estate, Get Up Eight, Seven Times, Snowden

Plagiarism: ⦁ Knowledge building:

a) “Comparing Policies”

https://owl.english.purdue.edu/owl/resource/929/14/

https://owl.english.purdue.edu/owl/resource/929/15/ (handout)

PROGRAM ORGANIZATION

The Integrated English Program or IEP is a two-year English language learning program for

freshmen and sophomore students of the English Department. It is organized into 4 semester-

length integrated English courses: IE Levels I, II, III; each level had a course in combined skills

(IE Core), listening (IE Active Listening), and Writing (IE Writing). The final semester of the

IEP consists of a student-selected seminar (IE Seminar) on a specialized area of content.

The courses are integrated in the sense that the IE Core course integrates the four skills. In

addition, all three courses, IE Core, IE Writing, and IE Active Listening, share themes and

attendant vocabulary. There are currently 300 freshmen and an almost equal number of

sophomores in the program. Students are “streamed” into classes based on their English ability.

They are tested by the ITP, or Institutional Testing Program, a simplified version of the TOEFL

test with reading, grammar, and vocabulary sections available through the Educational Testing

Service. Accordingly, students are placed in levels I, II, and III of the program.

IE Core is taught in a weekly 180-minute class. On another day, there is the 90-minute IE

Active Listening course and a 90-minute IE Writing course. The grade for each student at the

end of the term is based on the following formula: 40% for IE Core; 30% for IE Active Listening,

and 30% for IE Writing.

There are two other IE courses, Academic Skills, and Academic Writing which students take in

their sophomore year. Academic Skills develops students’ listening and note-taking skills

through having them listen to several lectures by professors in the English Department.

SCOPE AND SEQUENCE

IE Core (180 min)

IE Writing (90 min)

IE Active Listening (90 min)

IE I

* Memories and

Childhood

* Urban Life

* Food

* Travel

IE II

* Changing Times

* The Workplace

* Geography

* Autobiography

IE III

* Psychology

* Cross-cultural

Values

* Environment

* The Media

IE Seminars

* Communications

* Linguistics

* Literature

Figure1: The IE Courses and the themes at each level.

IE Writing I, II, III cover writing English paragraphs and writing essays with quotations and a

short bibliography. Academic Writing teaches students how to conduct original research and to

write a long paper.

IE Writing I

IE Writing II

IE Writing III

Academic Writing

Writing 3 paragraphs

of 150 words:

1. Classification

2. Comparison-

Contrast

3. Persuasive

Introduction to the

Essay: 2 essays of

350 words:

1. Comparison-

Contrast

2. Analysis

Review the Essay:

APA Style for quotes

and references in 2

essays of 350 words:

1. Classification

2. Persuasive

The Research Essay

of 1,500 words:

1. Creating a

bibliography

2. Citing references

in the APA style

Fig 2: IE Writing and the Academic Writing course

The IE courses are taught by approximately 3 full-time faculty, 35 part-time native speakers, and

17 part-time Japanese teachers. At the end of each semester, students evaluate the teachers.

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III. A PROGRAM SNAPSHOT

• A student who enters at level I and completes the IEP will participate in some 36 small group

discussions and lead about 9 of them.

• The same student will read 6 novels, write an analysis of each one, and describe each novel to

other students in a small group. Altogether, he or she will read more than 200,000 words;

some students much more than that

• He or she will learn a variety of reading strategies and be introduced to various genres of

literature.

• He or she will draft, revise, and complete 4 essays of about 350 words, and upon finishing

Academic Writing, one of 1,500 words.

• The same student will have many hours of guided listening and received instruction in

listening strategies.

Published research on the Academic Skills program suggests that students show significant

improvement in their comprehension and note-taking abilities. Likewise, experimental data on

the discussions in the IE Core classes shows significant increases in communication and

confidence in using English, and significant increases in vocabulary.

IV. PROFESSIONAL RESOURCES

The teacher resource area is in a small room beside in the English Department office, 9F,

Goucher Building (03-3409-8111).

There are teachers’ mailboxes, a small professional library of professional texts available for 2

week-loan, a collection of themed DVDs and videos (also available for loan), the teachers’

editions of Interchange 2, Interchange 3, and Interactions 2, additional copies of the student

booklets, and course book CD roms, and a DVD player and a CV player, both for previewing

materials for class. Additional materials for Academic Skills and IE Active Listening may be

found in the CALL teachers’ room, 6F, Goucher building. Many videotapes and DVDs are in the

Foreign Language Lab media library, Building 9, 1F.

In the main English Department area, there are journals and newspapers which you may read.

None of them may be taken from the room, however. The copier cannot be used in this area

because of accounting procedures that require you to use the copiers in the koushi hikae shitsu

(teachers’ rooms), buildings 8 and 1, 1F. In these teachers’ rooms are also PC computers with

Internet access and shelves for teachers to store their materials.

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You may arrange with the Language Laboratory, Goucher Building, 6F for your students to

borrow cameras and to use video editing equipment. Be aware that prior booking is needed for

this and for use of their editing facilities.

There are pre-service orientations for new teachers, an annual program symposium and

orientation in April, as well as lunchtime meetings at the end of each semester and as required.

Adjunct faculty also are added to an electronic ‘mailing list’ on Google Groups for program

information and upcoming vacancies for teaching classes.

Some 3,500 graded readers for student self-access, and to be used for Core book reports, can be

found on the first floor of the library building. They are to the right of the entrance turnstiles.

Teachers are all issued a school ID card which allows you to open the AV equipment cabinets in

each classroom, and to enter the university library. Teachers may also publish in the department

journal, Thought Currents, after joining the English Literary society for a nominal fee (2,000

yen). Limited parking spaces for cars and bicycles are available on campus.

IV.(a) ONLINE RESOURCES

In addition to the books that you can borrow on your library card, you also will have access to

journal articles through the AGU Library database of electronic resources. Feel free to use the

database for your private research and please familiarize yourself with it.

To use the database, follow these steps:

a) Go to AGU Library’s home page: http://www.agulin.aoyama.ac.jp/ . Click on English to the

far right of the toolbar (underneath MyLibrary). Of course, you can keep the site in Japanese

for use with your students.

Fig. 3: The Library and Aurora-Opac

Once you have clicked and the site is now in English, slide to the bottom of the page and

click on Database. Once it comes up, try searching for the Educational Resources

Information Center (ERIC), JSTOR, Proquest, or the Wiley Online Library.

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Each of these will provide access to many articles which you may use in your own research

or for class use.

Fig 4: A list of the library’s services and databases.

Typing any of these services into the Search part of the database will enable you to find articles,

usually as PDFs.

Fig. 5: Database of journals

The search will connect you with the ERIC home page and you will be able to access some of its

huge collection of articles on education.

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Fig. 6: Education Resources Information Center

You can access the host databases for EBSCO, and JSTOR by clicking on E or J the alphabet list

on the database (See the earlier screenshot) and then scrolling down to the database.

EBSCO host is here.

Fig. 7: EBSCO

JSTOR is shown next.

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Fig. 8: JSTOR

b) You’ll find the following searchable databese especially useful:

* Academic Research Library (part of ProQuest)

* Communication & Mass Media Complete (part of EBSCOhost)

* Linguistics and Language Behavior Abstracts

* OED online

* TESOL Quarterly (only available at the Shibuya Campus) [With the exception

of the TESOL Quarterly, the journals are available from your home computer.]

c) After you click on a journal, you will be prompted for your user ID and password. Your user

name is your faculty ID number preceded by t00…

Fig 9: Log in

EBSCO, ERIC, and JSTOR all have simple searches and more advanced ones that enable you to

provide “search parameters” dialogue boxes into which you must type search terms.

The one for JSTOR looks like this:

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Fig 10: Search Parameters

Using “and” and specifying a time period for the article to have appeared are different ways of

narrowing your search. The more specific and focused your search term, the better your search.

Some of the articles are available in their entirety. If the entire article can be accessed, you will

see「PDF」or 「HTML」under it. Clicking on those links will download the article. Please

help your students to distinguish between reliable and less trustworthy sources.

V. GRADING STUDENTS

Because students receive a final IE grade averaged of scores from their IE Core, IE Active

Listening, and IE Writing sections, each instructor must provide a precise numerical score for

each student. For example, you should assign a score of 73 rather than rounding the Fig to 70.

The weight for each of the IE courses is as follows: 40% for IE Core; 30% for IE Active

Listening, and 30% for IE Writing. We owe our students as accurate grading as possible, so

please use grading software to tally your grades as much as possible.

Finally, it should be possible for students to achieve a score of 90% or higher in any course of

the IEP. However, very few students in any class should be awarded such a high mark. Students

attaining such distinction should have made effort and achievements superior to almost every

other student in the class. Conversely, you should always have a few students that achieve an AA

score of 90% or higher, even in an IE I Core or IE I Writing course.

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Table 1 shows a sample distribution of grades for an IE I or IE II Core class. It is meant as a

guide to practice and teachers may adjust it. However, please note that categories such as

participation should not be more than 5% unless you specify exactly what constitutes that score.

Table 1: Sample IE I and II Core Grades

1) Discussion Leader – lead 3 discussions over the term, and

submitted the discussion summary and questions

25%

2) Journal or blog – student made several entries per week

and commented on another student’s journal or blog

20%

3) Extensive reading – a student’s effort to read digital

readers over the term

20%

4) 2 Book reports – a student reports on two books and

describes them to other students in class

25%

5) Homework – a student’s efforts at doing assigned work

from Interchange 2 or other assignments

6) Participation – this relates to student readiness for class,

their effort in discussions, their preparedness, and activity

V.(a) ON ATTENDANCE, LATES, AND GRADING

In the first class, students should be warned about regularly attending classes and coming to class

on time. Five or more absences without a doctor’s note, or attendance to a funeral and a student

fails the course. Three late arrivals of 30 minutes or more count as an absence. Please warn

students of this policy, and on a single absence or late, make sure that the student realizes the

consequences. Please be pro-active and try to curb this behaviour immediately as it is usually ne

or two students who will consistently miss classes or come late. Do not accept train certificates

every class from the same student. They should be making allowances for a train that is usually

late. Also, please make sure that the other students in the class are aware that latecomers are

losing points and having their grades adversely affected, and that you are unhappy with those

students and appreciative of those who are coming to class on time.

Student personal information should be handled with great discretion and their privacy should be

protected. However, collect your students’ contact telephone numbers and email addresses, or

better still, ask your students to e-mail you, perhaps with a question about the course or about

yourself. Once they have e-mailed you, it’s easy to set up a class e-mail list to remind students of

deadlines or even to post material to them. And there are two even more effective methods to

keep in touch with students now, LINE, through which can you text message individuals as well

as whole classes, and course power, the university-wide system of notifying students through the

portal as well as uploading your class materials so that students can access them easily outside of

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class time. English manuals on the use of CoursePower are available on the AGU portal. Using

any of these means will make it easy for you to contact students who begin to show a pattern of

tardiness and absences.

Absences

Maximum Grade

*No effect on Grade

Final grade cannot be above 89%

Final grade cannot be above 79%

Final grade cannot be above 69%

5 or more

Fail

Fig 11: Policy on Absences and Grades

Again. Warn students early if they start missing classes. Please use your discretion when

presented with student excuses. Serious illnesses with a doctor’s note, or a family-related matter

such as a funeral, are acceptable. Otherwise, students forfeit points from their final grade.

Finally, do not hold up a class because a student who may be leading a discussion is late. There

have been complaints about teachers who wait for students to arrive before starting a class. Carry

on with other activities and do not punish the other students by wasting their time.

V.(b) GRADING SOFTWARE

Grading software provides the most efficient and accurate means of providing an accurate grade

for each student and record-keeping of these grades. Grading software enables a teacher to easily

calculate class averages, and to adjust scoring to better reflect a fair distribution of marks. Secondly, the

university requires teachers to keep their students’ grade for a five-year period in case of claims or other

needs, and it is easier to keep records on computer.

Some teachers in the IE Program use Excel spreadsheets to calculate grades. Others are using

apps such as Teacher Kit or iDoceo. Software such as iDoceo enables teachers to pair student photos

with names, set up groups, and perform grading operations.

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Fig 12: iDoceo grading and classroom management software

Fig 13: TeacherKit Classroom Manager

To use any kind of grading software, you will first have to load the students’ names and other

identifying information into the program.

You can find and download PDFs or CSV files of the rosters of all your classes on the Aogaku

Portal: https://aoyama-portal.aoyama.ac.jp/ . You can also find the portal by using the search

term “aogaku portal” in Google.

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Instructions for logging onto the portal (refer to the images on the following page):

Enter your username (the number on your university identity card) into the field marked "ログイン ID".

The first digit of the number on your university identity card must be converted to a lowercase t. For

example, if the number on your university identity card is 000392, the number you should enter into the

field marked "ログイン ID" is t00392.

- Enter your LDAP password into the field marked "LDAP パスワード".

- Enter the numbers from the matrix based on the pattern you registered with the PC

Support Lounge.

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5. A page will open. Click on the 2

item (“System”) on the menu.

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5. Scroll down the page to “Kyoin Web.

6. Clicking on this item will take you to your personal page where you can enter your

room requirements for the academic year, order your textbooks, download the students in

each of your courses, and enter your final grades for the course. Perhaps most importantly,

there are downloadable English manuals for using the system.

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A long menu of options appears. Go down the menu to the kyoin web (This is

the same procedure you use for posting grades, and choosing a classroom).

Fig. 14: A List of Options

A personalized list of options will appear. (Please note that the list includes English manuals for

how to input grades, and syllabi). Choose “download class lists.”

All your classes will appear.

Fig. 15: Teachers’ Course List

Click the button beside the class for which you wish to get a list of students:

You will be offered your class files organized by students’ numbers and in either PDF or CSV

formats. Export that CSV file for class (CSV 形式クラス番号順) onto the desktop of your

computer.

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Fig. 16: PDF and CSV Files

You can open the CSV file in Excel.

1) Open the Excel CSV file. You may wish to delete the Japanese versions of students’ names

and everything else except the student numbers and names.

Fig. 17: List of students’ names written in kanji and romaji.

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Fig. 18: Edited listing of students’ names and numbers in a form that can be imported by grading

software.

V.(c) STUDENT PLAGIARISM

Student plagiarism is a problem in the English Department, elsewhere in the university, and

everywhere in higher education. The new IE Core and Writing booklet contains a warning about

plagiarism on the back of the table of contents. We are developing a database of past

assignments in order to check these against current ones. In your first class with your students,

please remind them of the penalties for plagiarism which are “failing the first assignment” (no

rewrites) and upon the second instance, “failing the entire course.” It’s important that your

students are made aware of this penalty in case you have to fail a student because of plagiarism.

In addition, please demonstrate to your students how easy it is to catch student plagiarism

through Google searches, and inappropriate word choice.

Equally important is that you provide students with alternatives to plagiarism and that you help

them to better manage their time on their assignments, so that they do not try to do everything at

the last moment, and in desperation, plagiarize from the Internet or from another student.

In terms of teacher administration and student time management, please get your students to

choose their 1

book by the third class in the semester, at the very latest.

When your students bring their books to class, have them write down their choices on a paper

that you circulate. Please file the paper. Ask them to choose their 2nd book and bring it class

while you are collecting their first reports.

A student who is unable to produce the book that he or she is going to read, or suddenly switches

books for the written report will be a red flag for plagiarism. This “book check" will force

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students to start reading their books earlier, so there will be less temptation to cheat. Further

activities in class such as requiring students to bring their books to class to read from them for

ten or fifteen minutes, and then discuss what they have read will encourage students to work on

their book report over several weeks, and prevent any last minute cheating.

VI. LANGUAGE LEARNING TASKS

Researchers in Second Language Acquisition have proposed that grammatical or functional

language teaching syllabuses become more task-based. We have identified several key language

learning tasks at each level of the IEP: (a)small group work, (b)writing a journal, (c)reading 2

novels, (d)analyzing the 2 novels, (e)reporting on them to a small group. These tasks involve

small group work, so for maximum effectiveness at each of the three levels, teachers must ensure

that students participate in all discussions in English. Again, research has shown the

effectiveness of small group work.

But it must be managed in English with teacher supervision and student incentives in terms of

extra marks, student learning contracts, and so on. Additional tasks are found at the IE II and IE

III levels. Samples are printed in the IE Core and Writing student booklet.

Differences between the performances of IE I, II, III small group discussion groups are shown on

the IEP DVD. Similar differences should be noted between the written summaries and

evaluations at each of the three levels of the program.

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Fig 19: Common IE Tasks

COMMON IE I, II, III TASKS

Small Group Work

1. Use English to participate in pair and small group activities in speaking,

listening, reading, writing.

2. Learn how to read and listen to authentic audio and video materials.

Participate in a Weekly Discussion

3. Read and summarize news events, using the APA Style, identify key vocabulary.

4. Lead a small group discussion on news stories and explain the vocabulary.

5. Participate in weekly news discussions.

Write a Journal

6. Maintain a weekly journal in a notebook, blog, or message board.

7. Communicate with (a) partner(s).

8. Describe feelings, explain ideas and narrate events to another person.

(IE I and IE II) Extensive Reading (E.R.)

9. Learn how to read fluently.

10. Acquire new vocabulary.

Read 2 Novels

11. Take an interest in discussing books.

12. Verbalize feelings and impressions about literature.

Report on the 2 Novels

13. Using the APA style, note the author, title, place of publication, publisher, and the year.

14. Describe the book using the literary terms: setting, point of view, conflict, climax, symbol,

irony, theme.

15. Summarize the events.

16. Express an opinion about the book.

17. Draw upon your personal experiences to respond to the book

18. Give an oral report to classmates.

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Fig 20: IE III Tasks

Fig 21: IE Core Classes: Language Learning Tasks

IE III (Choose One)

A. Presentation

Use a theme to develop a presentation based

on a survey, or a fieldtrip.

1. Brainstorm survey items.

2. Determine subjects.

3. Ask survey questions.

4. Collate the answers.

5. Negotiate duties of group members.

6. Prepare an outline and create graphs and charts.

B. Making a PSA or Commercial

Develop and film a PSA or commercial.

Alternately, create a photo storyboard, a

photo montage/collage, or art book.

1. List potential products and services.

2. Choose the product.

3. Plan the commercial using storyboards and a

shooting script.

4. Depict different characters and create realistic

dialogue.

5. Use persuasive language to promote products

or services.

IE CORE I, II, III DISCUSSION TASK

I. Discussion Leader Preparation for a Media Discussion

1. Finds an English news item from a newspaper either in print or online.

2. Notes the author, and publisher in the APA style format.

3. Does some note-taking on it: an analysis of it, noting what, when, where, who,

why, and how.

4. Uses these notes to write the summary (Avoids copying from the original

news article).

5. Writes a statement of opinion.

6. Records key vocabulary which is new to the student.

8. Prepares three discussion questions.

II. In Class Small Group Discussion

1. Introduces self; learn/ use the names of others.

2. Makes eye contact and use gestures to communicate.

3. Paraphrases the news story to your partners without reading your paper.

4. Solicits opinions and agree or disagree and give reasons.

5. Interrupts others politely.

6. Asks clarification, provide follow-up questions.

7. Summarizes his/her partners’ points, noting these to describe them to the

rest of the class.

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* Forming student groups of 3 instead of 4 cuts the time needed for discussions and book reports.

It also encourages greater student participation.

VII. KEEPING A JOURNAL

We require IE Core teachers to use written journals, taped journals, or blogs with their classes as

the “free writing” component of the IE Core Section. Journals are for students to describe their

feelings, experiences, and ideas. Research on emerging student writing indicates how useful his

task can be in improving writing.

The chief objection instructors have toward journal writing is that it takes too much of their time

to respond to students. Our solution to this problem is to ask you to use "secret friends" or

penpals in your class. Rather than the teacher responding to each student, the students in a class

exchange journals with one another. Over the term, pairs of students write to each other using

“secret names.” These secrets and the students’ interest in guessing one another’s identity adds

excitement and even more immediacy to exchange of journals. The students reveal their

identities to one other in the last class.

Of course, you must give your students a clear explanation of what you expect of them in journal

writing and provide them with models. An early, effective way to do this is take in all their

journals after the first week, responding to them all with comments and in the following class,

sharing the best of these journals with the rest of the class, by showing the page on the OHC and

reading aloud to your students, then commenting on what made the writing so good. Please keep

the identities of the students “secret” however to avoid embarrassing any students.

If students are writing paper journals, then by term’s end, each student should have written about

36 entries and about the same number of pages, roughly 18 in his/her journal, and another 18 in a

partner’s journal. Generally, we ask students to write the equivalent of 3 double-spaced pages

each week.

Over the term, they should have written about 35 entries or pages over 13 weeks of the course.

Half of these entries will be in their notebook and the other half in their partner's. Make it clear

to students that, eventually, you will be reading the notebooks and their entries will Fig in their

final marks.

In the first class with your students, you might introduce journal writing by giving them 10

minutes to write their first journal entries of the semester. This is a good opportunity to

emphasize that the point of this activity is to improve their writing fluency and not to attain

grammatical accuracy. Some students will have great difficulty concentrating on their writing for

the whole ten minutes and in writing more than 50 words as well. You should write during this

time, too. That you have a benchmark of what you can do and what you might reasonably expect

from students writing for ten minutes.

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In the same class, you might show the class a simple word count formula where you count the

words in the first 3 lines of a journal entry, and divide by 3 to get the average number of words

per line. Multiplying this Fig by the number of lines in the journal entry, you will arrive at a

word count far more quickly than by counting each word as students do. List student scores on

the board as well as your own in order to emphasize this point. There probably will be a range

from 40 to 240 words. Putting the scores on the board encourages students to concentrate more

and to write faster.

The students should finish the other two journal entries at home during the following week. In

the second week, you should collect all the journals to see how the students are doing, assign

them an initial rank of High, Medium, or Low. Then, according to their interests and

personalities, match "secret friends" together. In the next class, read a few of the “better” journal

entries to let the class know your expectations. Then, assign the "secret friends.”

You maintain the secrecy of the students' partners and increase student excitement by requiring

everyone in your class to purchase the same style and colour of notebook. Preferably, this should

be an inexpensive one such as the B-5 size (250cm x 18cm) Campus notebook available in the

school bookstore for about 100 yen. You should bring a notebook to the first class to show the

students exactly what to purchase.

Each student chooses a secret name. The student writes that secret name on the inside cover of

his/her book. You should find out each student's secret name and record it on a journal checklist.

An easy way to manage the exchange of the journals and to keep their anonymity is a "mail bag."

At the beginning of class, students put their journals into the bag. At some point in class, the

teacher checks them off on the class checklist. Then the teacher passes the bag to a student in

class who looks for his/her partner's journal in the bag. From that student, the mail bag circulates

to the other students.

With this approach, you only read the students' journals once after the first week of classes. You

do this to set your standards for the activity. As mentioned earlier, read aloud some of the better

entries (carefully concealing the students’ identities) in the second week, and show them on the

OHC. Through the rest of the term, students will receive regular, detailed responses to their

writing from their secret partners.

Typically, a number of students will hand in journals that are a few lines less than the 3 page

double-spaced, or 1.5 page single-spaced requirement. It is very important to catch them cutting

corners on the assignment early on. Point out to them that their entries are too short and that they

might have got a higher mark if they had been of the right length or longer.

Then collect all the journals again on the second-to-last class. This will allow you to return the

journals to the students and enable them to read your comments.

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They can also meet and talk with their secret partners before the end of the classes. Otherwise, if

you leave the journals to be picked up after classes end, some students forget to pick them up.

When you take in the journals, you also provide a detailed written response on at least one page.

You should describe what you liked reading. You might grade their work with three simple

categories: unsatisfactory, satisfactory, outstanding (minus-check, check, check-plus signs).

VII.(a) EMAIL EXCHANGE

As an alternative to exchanging notebook journals, you may wish to set up a blog or LMS forum

for students in your class to participate on. The exchange might even include students in another

IE class. This would be particularly effective in IE III since students will have already done

journals in IE I and IE II. The parameters of the activity would be very similar to those for print-

based journals. Students would be required to make about three entries each week. They might

use "pen names" to add interest to the activity.

VII.(b) ONLINE JOURNALS (BLOGGING)

These days, a number of IE teachers use a blog for their class journals. Blogs are online diaries in

which the blogger can be anonymous or reveal his/her identity. Students can post ‘comments’ on

each others’ blogs after reading them. It is just as important with this approach to set clear

expectations and to provide students with examples of desirable entries and ‘comments.’

Blogger.com (maintained by Google) is a very popular blogging platform and has a

straightforward interface.

This approach encourages greater computer literacy and a stronger identification of the class as a

group. Blogs also provide a semi-permanent and public forum for writing. All of these aspects

promote purposeful student communication through writing. Finally, blogging imparts an

interesting twist on journal writing, especially for IE III Core students, many of whom may have

used a paper journal in their IE I and IE II Core classes.

VIII. XREADING: IE I & IE II CORE

There are a number of reasons why we are using Xreading. First of all, Xreading will enable us

to introduce extensive reading or ER into the IEP and research indicates that ER can improve

students’ vocabulary, and, possibly, their reading speed, reading comprehension, and knowledge

of grammatical structures.

Secondly, the program offers the convenience to students in signing out books through mobile

devices which they can access any place and at any time – for example, last year, many of our

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students read on the train. Next, Xreading has a very powerful learning management system

(LMS) that enables teachers to easily track how many words, and how many books that a student

is reading, so we can get our students to do more reading without having the burden of reading

and grading more book reports. Finally, there are some aspects of the program such as the

student ratings and suggested titles that will help a student find more to read in their area of

interest and according to their reading ability and motivate them to read more widely in English.

These features will help us to encourage as many students as possible to read more than 200,000

words in one year. That number has been identified as the turning point in students’ abilities.

Fig 22: Xreading website

Introducing Xreading:

Before starting with the Xreading program with your students, explain its rationale. It is a means

of them learning English grammar and vocabulary and improving their reading skills. It also

helps their fluency and reading speed. In class, try a few minutes of uninterrupted silent reading

before any longer assignments. Go over the reading menu with students to make sure that they

understand how to operate it and can choose books appropriately. Explain to them that they need

to take the multiple choice test and that they rate the book when finished reading it, to ensure that

they gain credit for it.

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VIII.(b) STUDENT ONBOARDING

As the university has a site license to use Xreading, it will not be necessary for students to

purchase a subscription for Xreading. Make that very clear to students because if they purchase a

subscription online, it will be difficult for them to get a refund.

The student onboarding process is entirely taken care of by the program coordinators, so teachers

need not “create classes” on the Xreading website or add students to them.

Fig 23: Teachers will be able to find their class by clicking on the “Classes” tab.

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VIII.(c) XREADING: CREATING A CLASS

Once you have logged into the Xreading.com site, you will see your class. (Class rosters are

available early in the semester and they are used by program coordinators to create Xreading

class groupings. Students in the IEP have been tested using either the Institutional TOEFL

placement test or a TOEIC test that serves the same purpose. Their reading scores suggest that

they should be able to read books with a headword count of between 1501 and 2100.

Fig 24: Various categories of information about the students’ reading practice can be accessed by

teachers, including the number of books read, the average reading level and speed, and the

quizzes passed.

In the past we eliminated the graded readers from Levels 1 to 8 because it was thought they

would be too easy for the students, but, in the interest of giving students maximum choice we no

longer restrict the available texts by headwords. However, we do put restrictions on the students’

ability to select books similar to those they already read since it would be a simple matter for

them to pass the subsequent tests even if they had not read another version of the work.

Fig 25: Settings for Each Class and List of Publishers of the Readers

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In Fig 26, you can see another feature, “inactivity” which means that if a student doesn’t swipe

his phone or tablet to turn the page, the system will become inactive.

Other features that can be activated or tweaked include the audio player (which, when enabled,

allows students to listen to the book being read), and setting that call prohibit students from

reading the same book (if there were concern about students “collaborating” on tests).

Fig 26: Assignment Settings and Viewing a Graded Reader on Multiple Devices

VIII.(d) READING LEVELS, READING SPEEDS

The following chart in Fig 33 is an overview of reading levels

(http://erfoundation.org/wordpress/graded-readers/erf-graded-reader-scale/).

SCOPE AND SEQUENCE

The levels on the scale were made by an analysis of hundreds of graded readers. It ranges from

scarcely knowing the alphabet to near-native ability (ie. 18,000 headwords).

Fig 27: ERF Grading Scale.

In the 1

class, you should have your students try reading a few books at different levels in order

to find the appropriate level for them. The chart will help them as well because when using a

graded reader, a student should be able to comprehend almost every word on the page. Some

researchers put the figure anywhere from 95% to 98%.

As they read, they should ask themselves these questions.

• Can I read it without a dictionary?

• Am I reading it quickly?

• Do I understand almost everything? (Over 95%)

If the answer is “Yes” to each of these questions, then that book is their level or they could try a

higher level. If the answer is no to even one of the questions, then they should go down levels

until they have 3 “Yes” answers.

A very conservative estimate of their reading speed is that each student should be able to read a

minimum of 100 words per minute at present. If they are reading more than 180 words per

minute, please speak to the student and check the book they were and their language ability.

SCOPE AND SEQUENCE

In our pilot study with Xreading we found that a few students were choosing very low levels of

books and of stories that they already knew, fairy tales, or novels based on films in order to boost

their total number of words read.

VIII.(e) ACCESSING XREADING: TABLETS, PCs

Surveys of our students last term suggested that some students were concerned about streaming

digital graded readers and their data plans. Please inform them that a download of this type, of

words does not take more than few yen of their plan. Data usage is high for making phone calls

and for watching lengthy videos.

Once students have an Xreading account and provided that they download the app, they can

access their books anywhere and on any device – a tablet, a PC or Mac, in addition to their

mobile phones. Please advise students of this as some students may wish to read on other devices

and may even bring a tablet or laptop to class for reading.

VIII.(f) WEEKLY BOOK TALKS

Following the methodology in our pilot study, we are setting aside 15 minutes of class time for

IE Core I and II students to read followed by 15 minutes for discussion with a partner. We also

expect students to do an additional 45 minutes of reading for homework. Altogether, students

should be reading about 6,000 words per week and able to achieve some 80,000 words over the

term. However, as this is the first term that we are using Xreading with all our IE Core I and

Core II students, we are setting modest goals that we hope most students can achieve for a grade

of 80%, ie. in IE I Core, 60,000 words, and a higher amount in IE II Core, 70,000 words. (Please

see Table 2).

Before the reading and the book talks begin, you should give the students a weekly update on

how the class is doing. Try to obscure the names of individual students, but show the progress of

students in the class.

During the reading period, make the rounds in your class to make sure that students are logging

on correctly and that they are able to choose a book. Also, you will need to check to make sure

that the students are focused on the task and not texting or reading e-mails. Afterward, you might

try to do some reading online yourself to model reading for your students.

During the discussion period, you should use the time to offer encouragement to your students

and to liaise briefly with students who are failing to meet the weekly reading quotas. Just letting

students know that you are watching their progress will encourage them to do more reading.

SCOPE AND SEQUENCE

Once the 15 minutes has finished, use a projector to display the potential questions about a

reading. Give the students a few minutes to choose their questions.

I. RESPONDING TO THE PLOT (Without telling the ending of the book):

a) If you were a character in the story, what would you do differently?

b) If you were the author, what would you change in the book?

c) Is there a character especially inspiring, depressing or even frightening? Explain why.

d) Which incidents in the novel did you find wonderful, surprising, comical, or even shocking?

f) Are there any parts of the plot that you found too predictable or unbelievable? Why?

g) How did what you expect to happen in the book compare with what actually happened?

II. REFLECTING ON THE STORY (Without telling the ending of the book):

a) How does the character’s life compare to your own?

b) How does the environment in the story compare to that in your own country?

c) If the book has been made into a film, how would you compare the film with the book?

d) If you have read another of the author’s books, how does this one compare?

e) How does this book compare to books with a similar theme?

f) Do you agree or disagree with the author’s view of people and life? Support your opinion.

h) What is something you learned from the story?

i) Have you changed your ideas about anything after reading this book?

Fig 28: Discussion Topics

VIII.(g) STUDENT CREDIT FOR BOOKS

Students get credit after they have finished each book by taking a four-item multiple choice test.

They will not get credit for a book unless they take the test. If they forget to take the test, it will

be hard for them to write the test later. You will need to go into the menu for your class and

change the setting to allow the student to take the test.

Additionally, you should ask your students to rate each book that they read. This is a second

measure to ensure that students are reading each book and doing so carefully. It can also become

part of their discussions with their classmates.

Table 2 shows how many words students need to read by the end of the term in order to achieve

a certain score for this part of their IE course. Please note that there is a difference of 10,000

words between IE Core I and IE Core II to reflect our higher expectations for students in that

course. To achieve each grade, students must have completed the number of words and done the

quiz for each book and done a rating for each book.

SCOPE AND SEQUENCE

If a student has missed a rating for a book, for example, then please deduct some points from the

student’s final score. For other intermediate scores, for example, an IE I Core student who reads

65,000 words and has done the quizzes and the ratings, should get 85%, and one who reads

45,000 words get 65%.

Similarly, an IE II Core student who reads 75,000 words will get 85% and one who only reads

35,000 words will get 45%. Most of your students will be using a paperback for their book report.

Please make a note of how many words are in the book. Have the students record the word

count when they do their reports as well.

Table 2: Assessing Student Reading

IE I Core

IE Core II

80,000 words

70,000

60,000 words

50,000

40,000 words

30,000

100%

90%

80%

70%

60%

50%

90,000 words

80,000

70,000 words

60,000

50,000 words

40,000

30,000 words

100%

90%

80%

70%

60%

50%

40%

VIII.(h) XREADING SCHEDULE

Xreading is a new technology that will take time to introduce into your class. In the first class,

some students, perhaps most students will not have purchased their access cards. Students will

have difficulties in properly logging onto the website. The instructions are on the student access

card, however, in the first class, perhaps two, there will be some difficulties. It will help if you

pair students who have logged on with others still trying to get onto the site.

Other challenges will include showing students how the menu works and how to choose an

appropriate book that is not too easy or hard for them to read. One effective way to handle this is

to add a student account for yourself to your class. That way you can show them a “student

screen” which will be different than your own screen.

Another important strategy is to take your students to the graded reader section of the university

library in the last 20 minutes at the end of your first or second period. This is in the basement

floor near the wall. Show your students different levels of books and explain the head word idea

to them. As well, have them choose a paperback for use for their book report.

SCOPE AND SEQUENCE

They can also use this book for the first class or two if they have forgotten to buy their Xreading

access card. Should the server go down in class, students can also refer to their paperback.

class

a) Explain the benefits of extensive reading: learning new vocabulary, improving

reading speed, and comprehension, even learning grammar and writing structures.

b) Explain that students will receive marks for how many words they read over the

semester.

c) Show the students the teachers’ interface (or show the illustration in this guide) so

that they understand how you can read their data

d) Show them Xreading on your phone, ideally a dummy student account that you

create for the class.

e) Have the students access Xreading on their phones by following the instructions on

the back of their access cards.

f) Possibly introduce a graded reader to your students by reading part of it aloud for 5-

10 minutes (students follow on their phones), then stopping and noting the time.

g) Explain how students will regularly read 15 minutes in class and then talk about their

readings. Give students their first reading period and then follow it with a discussion.

Tell students to read at least 45 minutes more outside of class.

2nd class

a) Show students the class progress to date (carefully hiding the names of individual

students). Explain to students how your learning management system (LMS) works

b) Possibly read more of the graded reader from the previous week to students with

them following along. The remainder of this book could be assigned to your students to

finish reading for credit.

c) Start the 15 minute reading period and during this time assist students who are having

trouble logging on. Carry on to the book talks.

3rd class

a) By now, all students should have accessed their accounts and been able to read online

and 15 minutes of reading and 15 minutes of discussion should be a regular feature of

the class.

b) Introduce a new feature of Xreading, the listening function whereby each book can

be listened to, and demonstrate this in class. Encourage students to try it and offer them

the option of listening and reading or even listening to a book.

c) Encourage students to choose a paperback from the library to read for their book

reports. Explain the difficulty of using a digital format for this. Allow students to

choose a paperback format of a digital reader if they wish.

SCOPE AND SEQUENCE

4th class and others

a) Show the class ranking in terms of students’ reading totals.

b) Carry on with the 15 minutes of reading and 15 minutes of discussion. During the

discussion period, liaise with individual students who are falling behind and try to

encourage them to read more.

Fig 29: Xreading Schedule

VIII.(i) ADDITIONAL ER ACTIVITIES IN CLASS

Xreading is the means by which we are introducing extensive reading into the IEP. However,

there are other activities to promote reading fluency that can be introduced into your class. These

are drawn from the many suggestions from Paul Nation’s What Should Every ESL Teacher Know

1. Best recordings of student reading a passage – students record a paragraph from their reader

and play it to a partner; then play it to a group; choose the best, share with the class.

2. Repeated oral reading where students try reading the same text 3 times, faster each time.

3. Students all read the same text and then write down summaries of what they’ve read after

intervals of 5 minutes- 4 minutes – 3 minutes- 2 minutes – 1 minute. They compare their results.

IX. READING 2 NOVELS

Students read two books over the term to develop their fluency and their ability to analyze

literature. Afterward, they will write an analysis of the use of literary terms in each book, a

response to the novel, and a summary of the action.

Additional activities might include each student maintaining a “reading journal” of

commentaries that he\she makes on the chapters the student has read, writing a letter to the

author, or keeping a vocabulary journal. In small groups, students might make oral presentations,

debate issues that arise from a story, or dramatize a scene from a novel. Several students might

do a group presentation or a panel discussion based on novels with a shared theme.

SCOPE AND SEQUENCE

In the Spring semester, if you are teaching an IE Level I or II class, or if you are teaching a

freshman IE III class, but your students have never had an IE course before, you should take

them to the graded readers in the last part of the first class.

All of the books are designated as Stage I (Yellow) of about 100 pages, Stage II (Red) of

between 100 - 200 pages, or Stage III of 200 pages or more (Blue) readers. Each book has a

controlled vocabulary of 1,000 words or less, 1,000 to 2,000 words, and 2,000 words to about

3,500 words. Many of the Stage I and Stage II books are abridged versions of English classics

such as A Room With a View, Dr. Zhivago, and Middlemarch. There are books associated with

contemporary films or with thrillers such as The Client, Rear Window, The Poseidon Adventure,

and The Day of the Condor.

There are also non-fiction accounts of famous persons such as Gandhi, Malcolm X, Bruce

Springsteen, and Marilyn Monroe. But students should not choose these for their book reports as

they are required to read and analyze novels in order to analyze literary terms. Students should

be able to find something that suits their taste and level of ability.

If you are teaching students who took an IE course previously, then you should get them to list

the books they already have read in the IEP. This can better ensure that they are reading new

books, as well as challenging themselves by reading books at higher Stages. In addition, the

Book Report form in the student guide includes a blank for students to indicate the number of

pages in their books.

IX.(a) IE III CORE AND FLUENT READING

Some fluency activities should be undertaken in IE III Core classes as these will not be doing

Xreading. Japanese students are skilled at decoding individual words. However, in their English

language classes, they rarely read for fluency or the main idea. Some students constantly refer to

their dictionary while reading.

You can do some fluency activities in IE III Core class by setting aside about 10 minutes of class

time in the first few lessons of the program for SSR (Sustained Silent Reading). In this strictly

controlled activity, students read silently for the entire 10 minutes without using their dictionary

or stumbling over unknown words. In fact, several teachers have maintained this reading period

throughout the semester, modelling reading themselves for the 10-minute period. You might

follow up on this SSR with a 5-minute pair share. Put a question on the blackboard before the

reading, for example, “What would you do differently if you were the main character?” or “How

is the setting of the story different than your time and place?”After the SSR, a pair of students

share what they’ve read with each other by describing their answers to the question.

This ongoing reading period can be a very effective way to minimize plagiarism, too. Students

will have to bring their books to class regularly. They will get into the habit of reading a little

every week instead of trying to finish reading a book and reporting on it at the last moment.

SCOPE AND SEQUENCE

X. TEACHING LITERARY TERMS

There are two main reasons why we teach literary terms in the IE Core courses. First, we do this

to provide students with the basis for understanding literary analysis and criticism, and the tools

to develop their own analysis. Secondly, the terms are meant to be used as the students’ response

to the graded readers in our program. Rather than simply asking students to write comments

about books, something that can be easily plagiarized from the internet, we ask them to analyze

their reading.

Early in the history of the program, we conducted a two-term lesson study of how we teach the

literary terms in IE Core. It consisted of classroom observations, the journals kept by three

teachers, videotapes of other classrooms, and comments and contributions of other teachers in

the program.

1. Defining the Literary Terms: To start, we provide students with a definition of each term

in both English and Japanese. In the critical literature, there is some disagreement about

symbols and irony, so although our definitions are simplified, we hope that you can work

with them.

2. Pre-tests and Post-tests: We can all teach the literary terms more effectively by

determining which terms are the most difficult for students to comprehend. This is

particularly helpful for IE II and IE III Core teachers whose students have already been

introduced to them in earlier IE Core courses. Our pre-tests and post-tests consist of

Aesop’s fables which were often already familiar to students in Japanese.

3. Introductory/Remedial Exercises: We have a series of activities for each level to teach

point of view, irony, and theme in the student booklet so that there would be materials for

each level of IE Core.

4. Overview of the Lessons: Generally speaking, teachers followed a practice of pre-testing

the students, then introducing the literary terms to them. Following that, teachers would

give them short stories to analyze, and first in small groups, then as a large class, students

would check their notes.

SCOPE AND SEQUENCE

5. Further Resources: We have identified a number of websites that teachers may wish to

use to supplement their materials for teaching the literary terms.

Glossary of literary terms

https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/writingareahandoutrevision/literature/Glossary-

of-Literary-Terms.pdf

Fables online

https://read.gov/aesop/001.html

Online Lesson Plans To Teach Literary Terms

Access these useful materials for the teaching of literary terms at: https://aogaku-daku.org/ie-core-related-docs/ .

Selective useful sites and suggestions

Writing about theme: http://www.schoollink.org/csd/pages/engl/lesson5.html

Irony: Use the Alanis Morissette song Ironic. https://www.songlyrics.com/alanis-morissette/ironic-lyrics/

Point of View: Use the film Father of the Bride and discuss from multiple points of view.

Symbols: Use real objects that have symbolic meanings such as a wedding ring or a flag and institutions that have

symbols attached such as religion, the royal family, schools, and certain professions.

SCOPE AND SEQUENCE

1) Setting (

背景

haikei) is the time and location of a story or novel.

2) Point of View (

観点・視点

kannten/shiten) is the perspective

(

観点

視点

kannten/shiten) of the narrator (

語り手

katarite) telling the story.

(a) First Person (

第一人称

daiichi ninshou): sympathetic, unreliable, uses the pronoun “I”

(b) Third Person (

第三人称

daisan ninshou): Through the eyes of a character

shiten) tells the story with insight into the minds and emotions of a number of characters.

3) Conflict (

対立

tairitsu) a character is in conflict with him/herself or with another

being/force.

(a) Person vs. him/herself

(b) Person vs. person

(d) A group of people vs. another group/one person

4) Climax (

クライマックス

kuraimakkusu) The tension between the two sides in a

conflict builds up to a climax when one side or the other wins the struggle.

1) Symbol (

象徴

shouchou) is usually an object, but sometimes a person or event in the story

which suggests another thing, a person, or an idea.

6) Irony is when something unexpected is presented to the reader, either

(a) an unexpected event/outcome in a story that somehow is fitting;

or (b) a use of words in an opposite way to their usual meaning (

皮肉

hiniku).

7) Theme (

主題

shudai) is a central or reoccurring idea in a story, its moral

(道徳・倫理 doutoku/rinri) or a lesson (

教訓

kyokun).

Fig 30: Bilingual list of the Literary Terms (reprinted from the IE Core and Writing booklet)

X.(a) REPORTING ON 2 BOOKS

Book report forms are included in the student guide book. The literary terms used to talk about

books and analyze their structure are described there as well. In their written reports, students

should note the bibliographic information about the book such as its author, title, publisher, and

place and date of publication.

SCOPE AND SEQUENCE

You should emphasize literary analysis with your students and see that they avoid plagiarism by

copying from the book jacket, or from Cliffs Notes which has plot summaries and character

notes or other internet sites such as Spark Notes. These sites have all of the classics up on them,

from Tom Sawyer to newer books like The Color Purple, and the latter site even includes notes

on characters, themes, and symbols.

Early in the term, class time should be spent going over the literary terms setting, point of view,

conflict, climax, plot, symbol, irony, and theme. A list of these terms and their definitions is

included in the IE Core and Writing Guide.

This knowledge will help them if they elect to go into the English or American literature streams

in the English Department. Using the terms when discussing books and writing about them also

helps students to think about books analytically, in terms of their structure. There are many

possible activities for introducing the terms. In your first class, you might introduce them (or

review them for students who have taken an IE course before).

Second class, give the students a list of terms to study for a quiz the following week. You might

give them a simple matching quiz (See the student IE Core and Writing Guide). In this same

class, ask the students to analyze a very short story using the terms. Then discuss their results.

Setting could be introduced through showing students 1 or 2-minute video clips of such films as

City of Joy, Back to the Future, or Iron and Silk. Afterward, ask the students to note details of the

setting such as country, time period, and environment.

Point of view is a complex literary term. You might introduce it in a class by a jigsaw reading

giving groups a short passage illustrating three literary points of view: first person, third

person, and omniscient; and having them identify the respective points of view [See the IE Core

and Writing student booklet]. Each group is given a different point of view to identify: groups 1

and 4 might have "first person," groups 2 and 5 might have "third person," and groups 3 and 6

might have omniscient. Then you make new groups made up of 1,2,3 and 4,5,6. Each student in

the new group reads the story with its point of view and the other students try to guess it.

The next stage of this activity would involve some writing. Students in their new groups would

work together to produce a first person, third person, or omniscient narrative using a film as the

basis for their writing. For IE III students, Unit 1, "Relationships" you might show the wedding

scene in Father of the Bride and ask one group to write a first person narrative from the father's

point of view, another from the bride's perspective. Possibly, for a large class with seven groups,

you might include another first person point of view, that of the groom. Then you ask two groups

to write third person narratives, and two groups to write omniscient narratives.

SCOPE AND SEQUENCE

After they have finished writing, you ask them to return to their original groups. They read their

new narratives and encourage the other students to guess the point of view.

A good way to familiarize students with the use of symbols is to bring in some objects to class.

Then ask each student to choose one and to write a description. The description should be of how

the object could be used as a literary symbol. Afterward, students in groups explain their

symbols to each other. For example, a pen could represent an idea, or a message; a padlock, a

secret. Another activity to introduce literary terms is to give students short summaries of popular

films or famous stories to find the irony and themes. Samples are in the student guide book.

X.(b) SIGNING UP FOR BOOK REPORTS

After reading a book, we ask each student to do an oral report on his/her book. This is to create

more of a reading culture in the classroom as students talk about books that interested them. It is

also a way of having their peers reinforce the fundamentals of literary analysis.

In the first class, you should circulate a sign-up list for book reports with dates set so that

students can plan for these. A sign-up list created using Excel might also include space for self-

assessment, so that by the third and fourth week of class, students will see that they should have

read a certain amount. If you are incorporating some Sustatined Silent Reading (SSR) in class,

immediately after the 10-minute SSR session would be a good time for students to assess their

progress in reading their books.

Fig 31: Book Report Sign-up

SCOPE AND SEQUENCE

The paper could be circulated in class and provide you and your students with an assessment of

their progress in reading their books. Columns 2, 3, 4, 5 could be used for students to record how

many pages they have read. Again, this is an effective way to modify student reading behaviour.

Encourage them to read steadily over class time, and of course in their own time in order to

finish their book within a few weeks.

X. (c) BOOK REPORT FORMS

In the past we had a problem with students plagiarizing book reports from the internet as so

many book reviews can be found there. So, we developed very specific questions for students.

BOOK REPORT NAME _________________

1) APA CITATION

Author (family name, given name)

Book Title:

City of Publication:

Publisher: Date: Number of Pages:

2) RESPONDING TO THE PLOT: (2 paragraphs: Answer one of these questions)

a) If you were a character in the story, what would you have done differently?

b) If you were the author, what would you change in the book?

c) Was there a character especially inspiring, depressing or even frightening? Explain why.

d) Choose a quotation from a character in the book, include the page number, and

describe the situation in which the character makes the remark. Explain why you chose it.

e) Which incidents in the novel did you find wonderful, surprising, comical, or even shocking?

f) Were there any parts of the plot that you found too predictable or unbelievable? Why?

g) How did what you expected to happen in the book compare with what actually happened?

3) ANALYZING 7 LITERARY TERMS: (Describe each term except plot in 2-3 sentences)

4) REFLECTING ON THE STORY: (2 Paragraphs: Answer one of these questions)

a) How does the character’s life compare to your own?

b) How does the environment in the story compare to that in your own country?

c) If the book has been made into a film, how would you compare the film with the book?

d) If you have read another of the author’s books, how does this one compare?

e) How does this book compare to books with a similar theme?

f) Try to find out something about the author’s life. What do you think might have inspired him

or her to write the book?

g) Do you agree or disagree with the author’s view of people and life? Support your opinion.

h) What is something you learned from the story?

i) Have you changed your ideas about anything after reading this book?

Fig 32: Book Report Form

SCOPE AND SEQUENCE

The idea with the questions in Fig 32 is that in your class you ask each student to do a different

pair of questions so that students cannot share their answers. As the questions ask students for

their individual responses to a story and are chosen randomly, it is much more difficult for them

to plagiarize these from the Internet, although they are not all ChatGPT-proof.

These questions are found are in the student booklet so you can easily refer students to them. In

addition, some teachers ask their IE III Core students to provide quotations from the story and

page references. This is an excellent idea because in addition to minimizing plagiarism, it helps

students to build up skills that they will need in IE III Writing and later in Academic Writing.

XI. LEADING A DISCUSSION

Teaching discussion skills begins in IE I Core. These same skills will be used in IE II and in IE

III but you should expect the students to read and summarize and comment upon longer, more

difficult articles, and to write at greater length than in IE I Core.

You also need to teach students the fundamentals of leading an effective group discussion.

These include using names when addressing other group members, incorporating appropriate

turn-taking language and questioning, including follow-up questions, and integrating such non-

verbal communication into the discussion as making eye contact while speaking, and using

gestures. In addition, students need to acquire certain idiomatic phrases to solicit opinions, to

take turns while speaking, to agree and disagree with one another, to ask for clarification and to

make additional points.

At all three levels, students are to summarize news and use a proper APA citation for their

summaries. These summaries then become the focus for the discussions in class. The summary

writing is very important because it will accustom students to using the APA style, which they

will be using later in their studies, particularly in Academic Writing. The summary writing is

also a good opportunity to teach the students how to avoid plagiarism. The students may submit

Japanese articles; however, if they are writing about an English newspaper article, then they must

attach the original newspaper to their summaries. A quick scan of an article after reading the

summary will indicate to you any portions that have been plagiarized.

XI.(a) INTRODUCING THE TASK

In the first class, give the students a short high-interest newspaper article with a captioned

photograph, (the photograph and the caption are features that make it easier to comprehend). The

students read it individually, find the key information, and compare this information with a

partner. Individually, students prepare written summaries of about 10 sentences, and compare

these in a small group, choosing the best one.

SCOPE AND SEQUENCE

These are shared with the class and evaluated by the teacher. In groups, students discuss their

opinions and generate questions. This is the outline of the small group task.

After students understand the task, you should ask each student to sign up as a discussion leader

for three times over the term. Use this list, circulated in class, as both a student contract, and as a

basis for rotating the group leaders.

One important difference between the newspaper discussion in the first class and in subsequent

classes is that each discussion group leader will circulate to three or four different groups. This is

an essential part of the task. The repetitions make it easier for the discussion leaders to describe

their articles without reading from notes.

One final aspect of the task is that the discussion group leader should be recording some new

vocabulary from the article and teaching it to his/her group. The leaders should be encouraged to

choose about 10 key vocabulary words. These should be recorded on the paper handed in to the

teacher and also maintained in a vocabulary journal, to be assessed at the end of the course.

For the newspaper discussion, students are supposed to use English newspapers and to

summarize them. But they may also paraphrase a Japanese news source and translate and

summarize it. You should insist that students attach a photocopy of the original article, or a print-

out of online news with their summary. In this way, you can evaluate whether or not they

plagiarized any part of it. Gradually, we hope to improve student awareness of the proper use of

references and their ability to effectively summarize primary sources, a skill that they will use in

IE Writing II, III, and Academic Writing.

XI.(b) TEACHER AS CHEER LEADER

In preparing students to participate in a discussion and to serve as discussion group leaders, there

are a number of steps to take. You must pre-teach the turn-taking and questioning language, and

you need to show the students the sample discussions on DVD, and to get them to rate the

discussion leaders that they see, so that they can internalize the performance standards.

During the discussion activity, you should circulate among the discussion groups correcting their

language use. While encouraging students to speak, you should also correct their language use

through recasts in which you correct the word or phrase and say it to them correctly, use prompts

in which you draw their attention to a mistake and they try to correct it, or in which you make

explicit corrections of their grammar. You might comment on some of the things they say,

modeling the kind of contributions you would like other students in the discussion group to make,

and also showing that you can understand their points well enough to discuss them.

SCOPE AND SEQUENCE

Fig 33: Stills from the IE Core Discussion DVD

XI.(c) INTERRUPTING, CLARIFYING

Numerous classroom activities can be undertaken. An example of one of them is a game to

practice interrupting and asking for clarification:

1. The teacher or a student volunteer starts talking on any subject.

2. Anyone in the class can interrupt and disagree with the speaker or ask for

clarification if they use the right expressions.

3. The speaker quickly answers the person who interrupted or provides

clarification and resumes talking about the subject.

4. Everyone else keeps trying to interrupt or ask for clarification as often as

possible and in as many ways as possible to sidetrack the speaker.

XI.(d) GIVING A REASON

Another is to practice adding reasons:

1. Get a small group of students to write down the names of different jobs on

pieces of paper and then fold over their papers so they remain unseen.

2. A group member draws a paper and reads it as if it were about the student

sitting on the right: "I think you would be a great singer because..."

3. The first group member passes the paper to the left and that person adds

a different reason: "Furthermore..."

4. Humorous or arbitrary reasons are acceptable, too.

SCOPE AND SEQUENCE

5. When the paper has gone around, a new group member draws a second paper.

ASKING OPINIONS

AGREEING

DISAGREEING

What do you think?

What’s your opinion?

What’s your idea?

What do you have to say?

How do you feel about it?

Could you tell me...?

I’d like to ask...

I’d like to know...

I’m interested in...

I agree.

I have the same opinion.

I feel the same way.

Yes, this is what I think.

Likewise for me.

Certainly, that’s true.

Me too.

Likewise.

I disagree.

I can’t believe that.

I have a different opinion.

I have another idea.

I feel differently.

I don’t think so.

I can’t agree.

Fig 34: Turn-taking Language Part 1

Once in groups, students brainstorm topics and determine the order in which each group member

will serve as a discussion leader. The discussion leader is responsible for making some points

about the subject of the discussion, asking other group members questions, and promoting

discussion.

Fig 35: Turn-taking Language Part 2

XI.(e) ROUND ROBIN

In this exercise, a topic goes around the circle or small group and students either agree or

disagree and offer a reason. Their reasons can be outrageous ones.

INTERRUPTING

CLARIFICATION

GIVING REASONS

Excuse me for interrupting,

but...

May I say something?

Pardon me.

Sorry, but...

Wait a minute!

I might add here...

I’d like to say something…

Would you mind repeating that?

I didn’t catch the last part.

Sorry, I don’t follow you.

What was that?

I didn’t get that.

The main reason is...

Because...

Seeing as how...

This is the reason why...

That’s why...

Furthermore...

And another thing...

SCOPE AND SEQUENCE

1. The world is really flat.

2. Santa Claus is a real person.

3. In fact, there is a rabbit making mochi on the moon.

4. The number four is unlucky.

5. All married men should stay at home and become homemakers.

6. Your entire life has been a dream.

Fig 36: List of Outrageous Propositions

XI.(f) THE SMALL GROUP DISCUSSION TASK

Introduce the weekly task of the small group discussion task in the first class of the semester

(See Introducing the Task, IXa). Begin with (1) an explanation of the task parts, (2) showing

your students the DVD samples of student discussions, (3) rating and discussing the samples

with students, (4) doing a sample newspaper discussion in class.

Parts of the Discussion Task

1. Students find articles in the library from English newspapers like The Japan Times,

or magazines such as Time or Newsweek, or use online sources which particularly in IE I, OE I,

II, and CE classes offer even the potential for multi-media.

2. Students submit a photocopy or print-out (for online newspapers) with their summary.

3. Teach them how to note their source of information as completely as possible (writer,

title of the article, name of the newspaper or magazine, and date) according to the

APA Style as in these examples:

a) articles in a magazine or newspaper:

Right, Peter. (Sept. 2004). Portents for future learning." Time 51: 42.

b) programs on radio or TV:

Native americans. (1 Mar 2003). Narr. Hugh Morning. Writ. and prod. Archie Crag.

NBC News Special. KNBC, Los Angeles.

c) article from an online newspaper:

Divine, Lisa. (2012). Surfing at enoshima.” Big Wave Magazine. 28 August 2016. Retrieved

from <http://www.Bigwavemagazine.com/2001/gettingthe big one/surfing>.

(*More examples of the APA Style are in the IE Core and Writing, student guide.)

SCOPE AND SEQUENCE

4. In point form, have students indicate who, what, where, when, why, how.

5. They should also record difficult vocabulary on the paper and later explain the words to the

students in their groups. These words should also be recorded in a personal vocabulary book.

6. Each student should express an opinion ("I thought that..." or "I felt that..."). Particularly at

the advanced levels, IE II, and IE III, these opinions should be at least a paragraph of about

10 sentences.

7. Next, the students should prepare three questions for their group discussion.

Fig 37: Parts of the Discussion Task

From the 2nd week, you should have your students practice turn-taking phrases in groups of

three and four. When the class starts, you should have your students form into their groups and

discuss their topics. Afterward, the discussion leader of each group briefly summarizes the topic

and the opinions of his/her group for the class, taking about 5 minutes.

Fig 38: Still Photos on Turn-taking Language from the IE Core DVD

SCOPE AND SEQUENCE

Table 2: Discussion Teaching Activities

Discussion Teaching Activities

1. As a class, students form a circle and play

“wink murder.”

2. Students learn how to use gestures by

saying a word and doing the gesture.

3. Using a check sheet, students count how

many times they use a particular speech act.

4. While engaged in small group discussion,

students are rewarded with a counter or

poker chip each time they take a turn. The

winner has the most chips at the end.

5. To sensitize themselves to eye contact,

students participating in a discussion draw

slips of paper identifying them as high or

low eye contact. Afterward, students have

to guess who drew which slip.

6. In a similarly-designed activity, students

find themselves designated as a high or low

user of gestures, or a non-user. Also, a

designated student could count the number

of times that the discussion leader makes

eye contact, or uses gestures, or follow-up

questions.

7. Another activity might be for students to

prepare record the discussion and then

transcribe it at home. By reading and

making comments, students will focus on

the grammatical forms.

8. As they improve their abilities in

subsequent classes, ask students in the

discussion groups to take turns

shadowing the discussion leader. The

leader speaks for a few minutes, then a

student has to paraphrase what he or she

just said.

9. Another useful variation is to have the

discussion group leader paraphrase his or

her partners’ responses to the questions.

After the discussion, the leader summarizes

these in front of the class.

SCOPE AND SEQUENCE

Fig 39: A follow-up question from the Group Leader

The instructor should comment on the groups’ discussions by pointing out whether they dealt

with debatable topics, focused on only one point, involved a significant issue, etc. Each student

evaluates his/her own performance using a self-evaluation form (See IE Core and Writing

student guide). The teacher collects the self-evaluation forms, comments on them, and returns

them in the next class.

Teaching discussion skills should be an ongoing activity in class. Each week, you should focus

on a different aspect of it. Table 2 shows different game-like activities that emphasize effective

discussion behaviours such as eye contact, participation, and the use of gestures. It also includes

extensions to the task to increase its complexity once students become accustomed to

participating in small group discussions.

XI.(g) ONLINE RESOURCES

As we all become more accustomed to browsing the internet for our news and using podcasts in

class, we will be asking our students to access an increasing number of news websites. The

following websites are unique in that they offer news that can be read online, but also have a

multi-media component so that students can hear the same news article read to them, and in

some cases, watch a video as well, making the task an even richer one. This makes them

especially suitable for IE I classes or for Oral English I and II.

SCOPE AND SEQUENCE

(1) BBC Learning English

This site includes video files, questions, a vocabulary list, and pronunciation practice. You can

hear the story being read and also watch video content on it as well. The website has different

levels of ability as well.

http://www.bbc.co.uk/learningenglish/english/course/towards-advanced

Fig 40: Screenshot of BBC Learning English

(2) NHK

NHK offers a section on their website (https://www3.nhk.or.jp/nhkworld/)

which provides students with a short video and text. In this case, students could watch the video,

read the script, and copy the script and hand this in with their newspaper discussion materials.

The news is up to date, and on video, making it very high interest, and yet has a written text.

SCOPE AND SEQUENCE

Fig 41: Screenshot of NHK World, English website

(3) The New York Times

This online version offers current news and links for the back story and sometimes, transcripts of

their news videos. https://www.nytimes.com/.

Access many other news websites here:

http://www.cl.aoyama.ac.jp/~dias/EsllinksNewspapers.html .

SCOPE AND SEQUENCE

Fig 42: Screenshot of The New York Times website

(4) The Voice of America: Special English

The Voice of America provides news articles on the World, Technology, Science & Health, U.S.

Politics, and the South China Sea. Students can also listen to news broadcasts on the site.

https://www.voanews.com/

SCOPE AND SEQUENCE

Fig 43: Special English Archive VOA News

(5) Other Newspaper Resources

There are many online versions of well known newspapers, which can be accessed through

Online Newspapers Dot Com at (https://onlinenewspapers.com/index.shtml). Here is a list of

major English newspapers from around the world. You might challenge a student who has lived

in another country, or wishes to visit it, to find an article in one of the following newspapers.

Here is a link to a map of the map of the world:

http://www.mapsofworld.com/world-political-map-2000px.jpg

Argentina

Buenos Aires http://www. BuenosAiresHerald.com/

Australia

The Sydney Morning Herald http://www.smh.com.au/

Bangladesh

The Daily Star http://www.thedailystar.net/

Bhutan

Kuensel Online http://www.kuenselonline.com/

Canada

Globe & Mail http://www.theglobeandmail.com/

Canada

National Post http://www.nationalpost.com/index.html

China

China Daily http://www.chinadaily.com.cn/

Germany

Der Spiegel (“The Mirror”) http://www.spiegel.de/international/

Indonesia

The Jakarta Post http://www.thejakartapost.com/

Ireland

The Irish Times http://www.irishtimes.com/

Israel

Jerusalem Post http://www.jpost.com

Laos

Vientiane Times http://www.vientianetimes.org.la/

Malaysia

New Straits Times http://www.nst.com.my/

Malaysia

The Star Online http://www.thestar.com.my/

Mexico

The News http:/www.thenews.com.mx

SCOPE AND SEQUENCE

Mongolia

The UB Post http://ubpost.mongolnews.mn/

Myanmar

Eleven Myanmar http://elevenmyanmar.com/

New Zealand

New Zealand Herald http://www.nzherald.co.nz/

Papua New Guinea

Papua New Guinea http://www.thenational.com.pg/

Russia

The Moscow Times http://www.themoscowtimes.com/news/

Papua New Guinea

Post-Courier http://www.postcourier.com.pg/

Philippines

The Manila Times http://www.manilatimes.net/

Singapore

The Straits Times http://www.straitstimes.com/global

South Africa

Mail & Guardian http://www.mg.co.za/

South Korea

Korea Joongang Daily http://koreajoongangdaily.joins.com/

South Korea

Korea Post http://www.koreapost.com/

South Korea

The Korea Times http://www.koreatimes.co.kr/

Sri Lanka

Daily News http://www.dailynews.lk/

Taiwan

The China Post http://www.chinapost.com.tw/

Taiwan

Taipei Times http://www.taipeitimes.com/

Thailand

Bangkok Post http://www.bangkokpost.com/

Thailand

The Nation http://www.nationmultimedia.com/

U.K.

The Guardian http://www.guardian.co.uk/

U.S.

The Washington Post http://www.washingtonpost.com/

Vietnam

Vietnam Plus http://en.vietnamplus.vn

Fig. 44: Some English Language Newspapers Around the World

XI.(h) WRITTEN SUMMARIES

The student discussion leader is also required to do a written summary of the book report. This is

shown in extensive detail with a student example in the Students IE Core and Writing guidebook.

This part of the task was also described earlier. If you are teaching freshmen in an IE Core I or II,

then you should set aside class time in the very first class to take students through a complete

analysis of an article, including making a summary, and developing questions for partners in a

small group discussion.

XI.(i) DISCUSSION SHEET SIGN-UP

It is very important to schedule the discussions well in advance. This can be done by circulating

a sign-up sheet among the students in your class. However, you must limit the number of people

who are allowed to sign up for a particular date.

SCOPE AND SEQUENCE

Otherwise, none of the students will want to sign up for the first discussion. A good sign-up

sheet can be produced using Excel as in the example that follows, Fig 41.

Fig 45: Discussion Leader Sign-up

XI.(i) DISCUSSIONS AT THE CHATROOM

The Aoyama Gakuin Chat Room is a place where students can practice speaking English with young

people from around the world on Mondays to Fridays, 11AM – 5PM. We are asking you to offer

students who attend three Chat Room sessions in the Spring and Fall terms, a 1% bonus to the

participation part of their grades in IE Core I, II, III. Students who have missed classes for legitimate

reasons (illnesses, attending a funeral, etc.) can use Chat Room sessions to make-up class time.

Here is an introduction to the Chat Room for you and your students:

https://www.youtube.com/watch?v=0YkFBMy26M0

SCOPE AND SEQUENCE

(The following directions are in the IE Core and Writing student booklet, pp.13-16). To join a 40-minute

session, students need to make a reservation on the student portal. Please explain this encourage your

students to avoid trying to reserve at lunch time. The Chat Room is often full.

Fig. 46: Chat Room from the Student Portal

They need to find the link on the student portal website and make a reservation to join a chat.

Fig. 47: Chat Room reservation

After attending a Chat Room session, students get a stamped card showing their participation.

Collect these for the 1% bonus for their grades.

SCOPE AND SEQUENCE

Fig. 48: Chat Room Stamp

The Chatroom has several special events such as a Halloween party and a Christmas party.

SCOPE AND SEQUENCE

Fig. 49: Parties at the Chat Room

XII. VOCABULARY

The Oxford Dictionary contains some 350,000 words, of which a minimum of 5,000 words are

needed for independent learning. On average, a five-year old in L1 knows between 4,000 to

5,000 word families or “head words,” and a university graduate, about 25,000 words.

Unfortunately, many words taught to Japanese high school students (while suitable for writing

entrance exams) are not necessarily high frequency words. Therefore, vocabulary instruction at

university should focus on teaching high frequency academic vocabulary words that will be of

most use to students.

Averil Coxhead developed and evaluated The Academic Word List (AWL) of 570 words for her

MA thesis at the University of Wellington, New Zealand. This list, a very useful resource for

English for Academic Purposes teachers and learners, contains 570 word families which were

selected from a corpus of 3.5 million words from a database or corpus of over 400 academic

texts (journal articles, online articles, and university textbooks) covering 28 different subjects in

commerce, law, science, and the arts.

Building on that concept, Charles Browne, formerly a professor at AGU, Brent Culligan, and

Joseph Phillips of the former Women’s Junior College at Aoyama Gakuin spent more than four

years working with the 2 billion-word Cambridge English Corpus to create the New General

Service List (NGSL) of core vocabulary for second language learners and the New Academic

Word List (NAWL) of special purpose academic vocabulary.

We are using Xreading for IE I Core and IE II Core classes in part to develop students’

vocabulary through extensive reading. At minimum, students need a solid working knowledge of

the first 200 word families.

SCOPE AND SEQUENCE

Vocabulary Check

Students can check their vocabulary levels for TOEIC, Business English, and

EIKEN at… http://www.wordengine.jp/vcheck

XII.(a) 5 PRINCIPLES TO TEACH VOCABULARY

To start with, select the vocabulary for instruction (consult the Academic Word List and your

texts). Preview the text with your students, highlighting the words in their contexts on a visual

aid such as the OHC. Circulate a list of these words to your students (a sentence context will

make them much easier to recall; collocations are words that are used together such as “strong

coffee”) and regularly review them, and quiz the students on them.

Please refer to the 2012 New Approaches in Teaching Reading DVD by Joseph

Dias, Todd Rucynski, and Gregory Strong for explanations, demonstrations,

and references to teaching vocabulary and other reading skills.

Here are five general principles for teaching new vocabulary words to students. It is important to

teach them how to use these principles themselves. Also, when using these principles in class,

identify them to students.

(1) Frequency of Use

Learners need to spend time both directly reviewing the words and also using them in creating

sentences, and in spoken use with others. Use these words in classroom activities and

assignments (recycle them in a variety of tasks). Put the words on the board and check off

each word when you use it in class. Try to expose the students to the word seven or eight times

over the semester.

(2) Repetition

Learners need to see the new vocabulary in a variety of contexts. The repetitions need to be

spaced over time.

(3) Spaced Retrieval

Many repetitions of a word are necessary when students first encounter it. Otherwise, they will

not remember it. One of the easiest ways and most time-efficient ways of doing this is making

flashcards or getting students to make flashcards as part of a newspaper article discussion.

SCOPE AND SEQUENCE

You might collect the cards that they make and keep all the student cards together and then

review them briefly at the beginning of class.

(4) Avoid Interference

If two words are similar in sound or appearance with each other, avoid teaching them at the same

time. Counsel students to avoid learning words from alphabetical lists. Only teach one word of a

word family; teach migrate, do not teach immigrate, and emigrate at the same time.

(5) The Generative Principle

Transfer vocabulary words across several different tasks. Have students use words that they have

read in writing their journals, their book reports, or in an IE Writing assignment. Try to use these

words in directions to your students so that they hear the words from you. The more generatively

a vocabulary item is used (ie. noticing it, receptive retrieval, productive retrieval, receptive

generative use, productive generative use), the greater the chance of learning it. Guide students

in collecting words and owning them (vocabulary notebooks, flashcards, personal wordlists,

blogs, etc.).

XII.(b) VOCABULARY FROM DISCUSSIONS

Introducing vocabulary is an important part of the small group discussion task. One approach to

using it with the newspaper discussion is to have each student leader make his/her own flashcard

set and a vocabulary quiz for the articles that they present to their discussion groups.

Students decide which words they think are the most important ones that their classmates should

remember, for example, five to seven words per article. They then prepare flashcards (of a

standard size and appearance so that you can keep them and show them in subsequent classes).

Afterward, the discussion leader prepares an oral or written quiz based on multiple choice,

synonym, antonym, or matching and has their group do it. Emphasize to students that their

vocabulary words should be common, more frequently used ones than long and obscure ones.

You might even suggest that they look for the words on the academic word list mentioned earlier.

The second technique, sometimes called “word web” or “vocabulary brainstorming,” is a whole-

group activity led by the teacher and noted on the OHC or chalkboard. The teacher elicits words

from the students and draws a mind map of related terms.

These may or may not have appeared in the article. For example, the word “election” can be

associated with “elect, vote, voter, candidate, dark horse, front runner, ballot, political party” and

other terms. These words can be used to make original sentences, to stimulate conversation on

the topic, and even quiz material.

SCOPE AND SEQUENCE

One vocabulary game to review vocabulary words in class is the “stand-up-sit down” one. The

teacher calls on a student and asks them to think of sentence using the word. If the student gets

the sentence right, they can sit down and rest. Otherwise, they must remain standing.

A second vocabulary game is to divide students into teams. Each team makes a list of six or

more words from the vocabulary being studied in the class. Each team challenges another team

to define the words and use them in a grammatically correct sentence. The team that gets the

most right progresses through the competition until there is a final winner. By one teacher’s

account, students in his class stayed up late studying so that could win!

Useful Expressions For Teaching Vocabulary

Do you know the word _____?

Do you know what _____ means?

Have you ever heard of the word _____?

Are you familiar with the word_____?

The first word in my vocabulary list is _____.

The second / next third / fourth / last

_____ is a noun.

It is a person who _____.

--thing which

--place where

_____ is a verb that means to _____.

_____ is an adjective/ adverb

that describes _____.

It's how you feel when _____.

_____ is like _____(, but it means _____.)

--similar to

--a synonym of

_____ is the opposite of _____.

--an antonym

For example, _____.

Fig 50: Useful Expressions for Teaching Vocabulary

XII.(c) VOCABULARY NOTEBOOKS

Students should also maintain lists of words in a vocabulary notebook that they keep for the class.

These words could be assessed through a vocabulary test at the end of the term, or by the teacher

taking in the books and assessing them as a type of portfolio assignment.

SCOPE AND SEQUENCE

Fig 51: Sample Vocabulary Notebook

Fig 51 shows the type of information that would be included in a vocabulary notebook. This

form was made using an Excel spreadsheet. This type of student assignment should be assessed

frequently. When it is first introduced to the class, you should show past examples of student

notebooks to explain what you expect. After the first week, it would be a very good idea to

collect all the notebooks and to grade them and later to display some of the better ones.

XII.(d) VOCABULARY ACTIVITIES

16 VOCABULARY BUILDING ACTIVITIES

1. Brainstorming and Mapping

Assist students in listing related words.

SCOPE AND SEQUENCE

2. Classification

Students classify words into logical categories (air pollution, water pollution, etc.), or

structural categories (nouns, verbs, adjectives)

3. Comparison

Prepare a list of synonyms that students know and ask them to find corresponding words in

the text that carry the same meaning. Alternately, the students could look for contrasting

words and meanings.

4. Context

Get the students to look for context clues that use description, explanation, contrast, or

cause-effect to explain the meaning of words.

5. Definition

Underline the words you think students should know and they look them up in a dictionary.

6. Feeling

Get the students to infer the meanings of the words from the mood of the reading, write own

their definitions of the words and share them with their peers.

7. Matching

Give students a list of words and their definitions in a random order and they match them up.

8. Modified Cloze

Students find the missing words in a section of the text where you have cloze key

vocabulary.

9. Realia

Use the actual object or a board diagram to explain a word.

10. Synonym

Look for synonyms the writer uses to convey the same meaning.

11. Roots and Affixes

Students identify root words and their affixes (prefix or suffix) in the text. Discuss their

meanings (educate; education; educable).

12. Modified Cloze

Students find the missing words in a section of the text where you have deleted key

technical or conceptual words.

SCOPE AND SEQUENCE

13. Vocabulary Mime

Choose different vocabulary words from the text and put them into a box. Have students

(or one student from each group) come to the front of the class to pick one up.

The students at the front mime them for the rest of class or their group.

14. Retelling

Summarize a passage using key vocabulary.

15. Roots and Affixes

Students identify root words and their affixes (prefix or suffix) in the text. Discuss their

meanings (educate; education, educable).

16. Skimming and Peer Tutorial

Students skim the passage to find unfamiliar words, then ask another student for their help.

Fig 52: Vocabulary Activities

XII.(e) VOCABULARY LISTS

One vocabulary list that we are trying to promote in the IEP are the words that students

encounter in their readings in Interactions 2 and in Interchange 2 (4

ed.) These words can be

found at the end of this booklet. The words also are printed in the students’ booklets at the end of

the Core section of the IE Core and Writing booklet.

XIII. NEWSPAPER MINDMAPS

You may need to introduce students to the practice of mindmapping to assist them with writing

their newspaper summaries. This is particularly true for Spring semester IE I, IE II classes. The

activity begins with the use of short newspaper articles. Then ask students in small groups to

read an article quickly. Everyone in a group has the same article. Tell them to skim the article for

general ideas and mention that they will find out what they don’t know afterward by asking

questions of the other members of their group. After a short period of time, ask the students to

turn over their papers and tell each other what they can remember.

In their groups, students write down the key words and phrases about the article that came out in

their discussion. Then they transfer the information to a “mindmap” of the article, placing the

topic in the centre and connecting the main ideas.

The main ideas should have supporting details by them. After each group has finished a

mindmap, the group members copy it, the teacher collects it, and then each group member joins a

new group to explain the mindmap and the article.

SCOPE AND SEQUENCE

Explanations should be detailed enough, so that their partners can accurately summarize what

they have heard. Then the students can offer opinions about the articles. Time permitting,

students who have heard about the articles but not read them, can confirm what they understood.

You might also have students create role plays based on events from their articles and invent

what will happen next. Students can write a summary of the news article, too.

XIV. ASSESSING DISCUSSIONS

Early in the class, you must show students the sample DVD and ask them to watch and rate the

discussion groups. First, show the explanation of the discussion leader’s task, then depending on

whether or not the class is an IE Core I, II, or III, show the part of the DVD that needs to be rated.

Explaining

Questioning

Non-verbally

Communicating

a) Described the main

points of the article

without reading

b) Explained vocabulary

when needed, using

only English

c) Paraphrased partners’

comments accurately

1) Asked partners questions,

used their names, and

encouraged their

participation.

b) Used follow-up questions

and rephrased them as

necessary.

c) Employed questioning to

direct the discussion and to

clarify points.

a) Frequent, natural eye contact.

b) Appropriate, helpful gestures.

c) Good posture and sensitivity

to the body language of other

group members.

Any combination of 2

descriptors from a, b, c.

Any combination of 2

descriptors from a, b, c.

Any combination of 2 descriptors

from a, b, c.

1 descriptor from a, b, or c.

Read the article aloud.

Read the questions aloud.

No eye contact or gestures.

Fig 53: Assessment Scale for Discussion Leaders

The students should then check each group on the following scale which classifies the discussion

leader’s efforts in terms of an explanation, questioning, and non-verbal communication. After the

students have made their choices, please let them know your score for the groups. (A copy of the

checklist may be found in the IE Core and Writing guide.)

SCOPE AND SEQUENCE

XIV.(a) STUDENT SELF-EVALUATIONS

A simple form for students to evaluate their own discussion performance is included in the IE

Core and Writing Guide and reproduced below. It contains the same three headings as the

Assessment scale but the form is a simple checklist.

Explanation

Questioning

Non-verbal

Communication

a) described

c) asked questions

e) eye contact

b) summarized

d) used follow-up

f) gestures

Fig 54: Discussion Leader Checklist

Its purpose is as a reminder to the discussion leaders of who they should perform while doing a

discussion. Self-evaluation should be a regular feature of the small group discussion task.

XV. IE II POSTER PRESENTATION

Posters are an excellent way to create a speaking activity. The teacher provides students with a

theme based on the readings or discussions in class. Each student, or each pair of students if the

topic is a challenging one, prepares an attractive and well-designed poster on A-3 size paper.

Ingredients of Good Posters

● Attractive visuals

(charts, diagrams, drawings, maps,

photographs, or graphs)

● Use of lettering

(font, text size)

● Written text

(choice of words)

● Use of colour

● Quality of Content

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Fig 55: Posters for Part-time Jobs

“Ingredients of Good Posters” show a list of the criteria for making an effective poster. The same

two figures are also in the IE Core and Writing guide for student reference. These student posters

are on the theme of work and show the work schedule for the AGU Cafeteria, and two different

student part-time jobs.

The subject of the posters should fit one of the IE II themes: therefore, potential topics could

include new energy saving technology, part-time jobs, dream jobs, different cultures, remarkable

places to visit in Japan or the world, summer vacations, heroes, inspirational stories.

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XV.(a) THE POSTER CAROUSEL

When the assignment is due, the posters go on display in a “poster carousel.” Half the class

hangs their posters on the walls with masking tape, (a special tape that won’t damage paint!) and

stands by the posters answering questions. The rest of the class views the posters and asks

questions. Then you switch the two groups of students. While students are viewing the posters,

ask them to choose their favourite three posters, and their favourite three explanations of posters.

This can be taken up with the class.

These student comments can also aid you in rating the posters. Besides being good speaking

practice, poster presentations help students understand how to organize a speech. From an

organizational perspective, they have an introduction, main points, and a conclusion.

In addition, the carousel helps students to get to know one another better and builds a sense of

community in the class.

Fig 56: A Poster Carousel

You can provide students with a sign-up list of topics related to the themes in your course, or,

preferably, help them generate their own topics related to the course themes in IE II. One of the

most interesting for students is to develop one on their part-time jobs. This could begin with a

“pair share,” with one student asking another about the details of their job, including pay, layout

of the workplace, and hierarchy.

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The key to effective student presentations is to give the students a clear idea of the form and your

standards for the activity. You should give them a little class time in which to prepare.

Next, break the assignment into components, each with a deadline, and each graded separately.

In one class, the students might be required to hand in an outline of their poster.

XVI. IE III PROJECTS

There are three different projects at this level: presentations based on interviews or surveys,

mini-debates, and commercials. Students will be doing presentations based on websites and

listening materials in Active Listening, so we want them to do a presentation based on other

original research such as an in-depth interview, or a community survey. Whether an interview or

a survey, the topic should relate to one of the IE III themes: relationships, psychology, marriage,

cross-cultural values, the environment, or the media.

XVI.(a) IN-CLASS INTERVIEWS

The following interview task, developed by Deborah Bollinger, provides opportunities for

students to develop their listening and speaking abilities.

In addition, if students in your class interview returnees, guests, or native speakers, there will be

opportunities to increase their intercultural awareness. The interview should relate to one of the

IE III themes: relationships, psychology, marriage, cross-cultural values, the environment, or the

media. Please avoid harassing other teachers with your students’ interviews.

Alternately, the interview project could involve students interviewing a grandparent about their

experiences growing up or in wartime Japan. In this case, the students should write their

questions in both English and Japanese. The questioning will be done in Japanese, but the results

translated and reported in English to another pair or to a small group in a subsequent class.

Written summaries should also be collected by the teacher.

The task proceeds in the following manner.

1. Learner Profiles

2. Teacher Interview

3. Peer Interviews

4. Interview Planning Questionnaire

5. Student Sign-up Sheet

6. Ethnographic Interview Questions

7. Role Playing Questions

8. Guest Speaker Interview

9. Options for Recording Interviews: Skype, audio, and e-mail

10. Questions for Reflection

Fig 57: Interview Task

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Learner profiles provide information that can be used for peer interviews in class. Each student

fills out a form with information about his/her background, interests, experiences learning

English, experiences abroad, if any, and two questions to ask the teacher. These last two

questions are compiled for a teacher interview.

Alternately, students can brainstorm some questions to ask in the teacher interview. These

might include such questions as “Where is your hometown? Where do you live now? How long

have you lived in Japan? How well do you speak Japanese? What other language(s) can you

speak? What subjects did you study at university? Why did you decide to become an English

teacher? Which countries have you visited?”

Based on information from the Learner Profiles, the teacher asks several students to share some

of their experiences living, studying, and/or doing homestays abroad. Other students in the class

prepare questions for peer interviews. Then, in small groups, the students take turns

interviewing their peers about the countries that they have visited.

In preparation for doing off-campus interviews, described in Section VI. (b), each student should

complete an Interview Planning Questionnaire, which includes the name of their interviewee,

pertinent details about the time and location of the interview, etc. In addition to helping students

organize their project, the questionnaire is useful in terms of trouble shooting potential problems.

This is an appropriate time to discuss the safety precautions listed in the interview protocol in

Section XVI.(b.)

Next, the teacher circulates a student sign-up sheet with each student’s name, his/her partner’s

name (if any), the interviewee’s name, date of the interview, and interview format (e.g. in person,

skype, email). (To address potential concerns about privacy, students should be asked to create a

new email address or Skype address for this project.)

Ethnographic Interview Questions developed from Spradley’s 1979 work, The ethnographic

interview (New York: Harcourt Brace Jovanovich College Publishers) are practiced in class.

These questions form the basis of students’ interviews conducted off campus and can be used for

peer interviews or for guest speaker interviews in class, too. The question types and sample

questions could also be adapted by students for peer interviews about part-time jobs or club

activities. Alternately, these questions could be adapted. Students could use them for an oral

history project with a family member.

In brief, there are four types of questions for students and to facilitate their finding out more

detailed information and explanations during their interviews. Students use these to help them

generate additional questions of their own.

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1. Grand Tour Questions – general questions

a) Could you describe a typical day at your job?

b) Could you describe a typical day on your holiday?

c) Could you describe a typical day in your life?

d) Could you draw me a map showing the layout of your home/workplace/

neighborhood and tell me about some interesting places?

2. Details through Questions – asking follow-up questions

a) Could you tell me what happened on a recent day at work, from the moment you

arrived until the moment you left?

b) Could you tell me what happened on the first day of your trip/homestay/

university studies, etc.?

c) Could you describe your work/holiday/school schedule to me?

3. Experience Questions

a) Could you tell me how you made friends at work/during your trip/during your

homestay, etc.?

b) Could you describe some places you visited while on your trip/your homestay,

etc.?

c) Could you describe the transportation system/food/currency/leisure activities?

d) Could you describe your favorite/worst/funniest experience?

e) Could you describe a challenging situation and how you dealt with it?

4. Native-like Questions – asking the interviewee or guest to use his/her own words

a) Could you tell me what you called your host parents/teacher?

b) Could you tell us some of the special names for things at your job/in the language

of the country you visited/had your homestay?

Fig 58: Basic Interview Questions

Role Playing Questions is the next step. Students practise interviewing one another. One student

role plays the guest or interviewee and two or three other students practice questioning that

student. Then students change roles.

The Guest Speaker Interview begins with careful teacher preparation for the event.

Preparations include contacting the guest by phone and/or email, a preliminary teacher interview

letting him/her know your students’ level of comprehension and impressing upon the guest the

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need for visual aids), visiting the guest’s place of work, and/or accessing relevant websites,

posting articles for students to read on the teacher’s website or handing these out in class.

There may also be video resources for the visit as well. Then students role play their questioning

before the guest’s visit.

Skype, Zoom, and e-mail are all different means of recording interviews. The recording can

then be analyzed by students, or form part of a presentation. Language partners for the activity

can be found on “Skype community,” which offers a chance for prospective language partners to

meet through http://community.skype.com/ .

Fig 59: Guest Speaker using Blackboard and Skype Digital Recording

Questions for Reflection after the interview project is finished are a good way to engage

students in larger questions about their ideas and about language learning. Ideally, students

should develop these by themselves. That way, they will have more invested in their answers.

Questions for Reflection:

1) Did you agree or disagree with any points made by the interviewee?

2) Which experiences could you relate to?

3) What did you learn about another culture?

4) What insights did you gain about Japanese culture?

5) What did you learn from doing the interview?

6) If you had to do the interview over again, what other questions might you ask?

Fig 60: Self-Reflection

XVI.(b) LIVE INTERVIEWS OFF-CAMPUS

These interviews offer students the opportunity to use English in public in a real-life situation.

However, care should be taken so that students can work safely.

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First, students must do any interviews like this working in pairs. Ideally, these interviews could

form part of an official class fieldtrip to a museum or to a theatre. Alternately, students could

conduct interviews at a public event such as Earth Day in Yoyogi Park, or a fair at an

international school (ie. ASIJ, Seisen, Sacred Heart, St. Mary’s, St. Maur’s, etc.).

In addition, the following protocol should be reviewed with students. Again, doing the interviews

on a class trip is a safe and supervised way of doing this task.

The Interview Protocol

This protocol should be reviewed in class and role played so that students know how to handle

themselves:

a) Remind students never to accept any invitations to someone’s home

b) Students should never give out personal information such as telephone numbers; only e-mail

addresses created for the assignment

c) Tell women students that it is better for them to approach couples or other females to ask

interview questions

d) Student may feel uncomfortable with an interviewee and should know how to make excuses

and to leave

Fig 61: Interview Protocol

Finally, students present what they have learned to their classmates. This presentation should be

assessed according to criteria found in section XIV (f).

XVI.(c) PRESENTATIONS FROM INTERVIEWS

AND COMMUNITY SURVEYS

This task involves preparing an outline, an introduction, main points, and a conclusion. It also

includes developing visuals for use in a presentation, conducting community interviews,

collating the findings and generalizing from them.

This task fits very well with the themes of the Environment, and the Media in IE III. A class

developing surveys for the Environment could have groups working on recycling, use of public

transportation, energy consumption, and appreciation of nature. One class working on the Media

could have groups working on TV news, radio, TV drama, movies, and newspapers.

A group could ask questions such as "How many hours of TV do you watch each day?" How

many TVs have you got?" Who's your favourite news anchor?" You can prepare students for

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surveys by conducting practice surveys in your class. The kinds of problems students encounter

are in formulating appropriate questions and overcoming their shyness about asking questions.

Students should be encouraged to create survey items which elicit a wide variety of response

types: 1) those that ask for numbers [i.e., How many newspapers does your family subscribe to?

(a)none, (b)one, (c)two, (d)three, (e)four or more], 2) those asking respondents to make a choice

from a limited number of possibilities

[i.e., “Which type of movie do you prefer? (a)Romance, (b)Adventure, (c)Comedy, (d)Horror,

(e)Science Fiction, (f)Other], and 3) ones requiring open-ended responses [Tell about the scariest

experience in your life?]. Students should find ways of picturing their data using bar graphs and

pie charts, etc. (Excel can be helpful in this regard).

As for dealing with student shyness, practice in formulating questions and asking them in role

plays is an excellent way to build student confidence. A grading form for the survey activity is in

the IE Core and Writing booklet.

Teachers using computer rooms can have students generate their surveys at

surveymonkey.com—a service for generating online surveys; the free mode is more than

sufficient for the small-scale surveys our students will be creating.

Classroom Practice

1. Hand out slips of paper to your students. Ask them to write down an answer:

(a) Have you been abroad?

(b) How long does it take you to travel to the Sagamihara campus?

(d) Are you the eldest child in your family? the middle? or the youngest?

2. Collect the papers.

3. Ask for several student volunteers to help you record the answers on the board.

4. Once all the data has been collected, show the students how you could

represent it using different kinds of visuals:

(a) pie graph for the percentages of those who have been abroad, etc.

(b) bar graph for the travel time

(d) proportional figures for birth order

Fig 62: Practice in Making a Survey

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XVI.(d) COMMUNITY SURVEYS

Community surveys where students survey each other, family members, people in the

community, or native speakers are an excellent way to teach students about rudimentary

ethnographic research and to interest them in the activity. There are many possible topics. These

could be brainstormed in class and include such issues as tuition and entrance exams.

The students should meet again after gathering their data so that they can interpret it. You may

suggest some methods of categorizing the data, such as by correlating certain responses with sex

and age. Afterward, each group makes a presentation to the class, taking questions from the class.

Students should be encouraged to use visuals instead of reading from their notes.

Follow-up activities after the presentations could include summary writing. Differences in

opinion about the data could even generate topics for a class debate.

XVI.(e) EMAIL AND COMMUNITY SURVEYS

Several IE teachers do computer survey exchange projects in class. This is an excellent way to

encourage students to become more familiar with computers. It is also a good way for them to

learn English because they will be making contact with other students through English.

1. For both email and online surveys, the next step is the same.

2. Students generate survey questions, perhaps 10 different questions for each group of four.

3. Class time should be set aside for group meetings and data collation.

4. Data can be presented graphically using Powerpoint presentations.

5. Evaluation might include peer assessment. Participating in this way puts students in the

position of being more active listeners.

6. Additional follow-up activities could include having students write summaries of what

they have heard, a kind of simple comprehension check. Other activities might be a class

debate on controversial issues raised by the survey.

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XVI.(f) RATING PRESENTATIONS

For your students’ presentations, you should require detailed notes and visual aids such as OHCs,

handouts, or Powerpoint slides. However, it is also very important for them to practice delivering

their presentation and avoid reading at all times. This is something that could be scheduled in

class time. In general, your students will need prompting and structure to do this well.

A presentation is a performance. Your students need to think of the physical aspects of it as well

as the visuals that they will show to the class and how they will present the information.

The 3 parts of a presentation to consider are the Physical Aspects, Visual Aids, and Speech

Organization. The physical aspects include nonverbal communication as in an IE Discussion, but

also your tone of voice, delivery, and your poster. Visual aids include handouts, OHCs, and

Powerpoint slides. Finally, a good speech should be organized in the same way as a paragraph or

an essay.

This means that your speech organization should have an (a) introduction, (b) a body (consisting

of several points that you wish to make), (c) transitions (to move from one point to another), and

(d) a conclusion. An excellent resource, available in the Teachers Resource Center is Harrington,

D. and LeBeau, C. (2009) Speaking of Speech. (rev. ed.) Macmillan Language House: Tokyo. It

includes a DVD of sample student presentations and can be signed out on 1-week loan.

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Fig. 63: Criteria for Marking Presentations

Fig 64: The Aspects of a Presentation and Speech Transitions

Physical Aspects

Visual Aids

Speech Organization

● Avoided reading from

papers or notes as much as

possible

● Made eye contact with the

audience

● Used gestures

● Spoke clearly and with

an attractive tone of voice

● Spoke loudly enough

● Used attractive visuals that

might include

photographs,

board notes or sketches,

models, powerpoint slides,

or web sites

● Explained them carefully

● Operated a-v equipment

smoothly and effectively

● Introduction

- Greeting

- Overview of main points

● Body of the talk

- 1

point

examples

- Transition

- 2

point

Examples

- Transition

- 3

point

examples

- Conclusion

- Reminder of the 3 points

- Thanking the audience

Introducing

Moving Along

Concluding

- Let me begin with…

- First of all…

- In the first place…

- To start off…

- In the beginning…

- It started with…

- Next…

- Now, I’d like to go to…

- Now, I’ll move to…

- Concerning…

- To conclude…

- In conclusion…

- In summary…

- To sum up…

- Finally/ in the end…

- All in all…

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The following scale is one that is used by teachers to rate student presentations in Active

Listening. It includes parts of Physical Aspects, Visual Aids, and Speech Organization.

IE 3: A Simple Rating Scale for the Presentation

GROUP PRESENTATION (10 points)

Students:

Date

Topic:

Non-Verbal

/2 points

1. Good posture, appropriate eye contact with

audience. Gestures such as pointing to the slides or

visuals.

Fluency

/2 points

2. Spoke fluently, and confidently, referring to note

cards only occasionally. Used a clear and attractive

tone of voice with few pronunciation errors.

Materials

/2 points

3. Chose pictures, slides, and other visual aids well.

Content

/2 points

4. Examples included details such as names, numbers, and

other descriptive details were provided. Used several

transitions, such as “first of all,” “another,” “next,” or “in

comparison,” “for example,” etc.

Framework

/2 points

5. Had a self-introduction providing the student’s

name and topic, and the student’s partners. The

conclusion had a short summary and a closing

remark about the topic.

Comments: (Possible Group score) /10

Final Scores

/10

Fig 65: Presentation Scale

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The following two scales are for students’ classmates to rate the presentations. Having your

students rate one another’s work is a good way to get them to pay more attention to one another.

It also increases their motivation to do a good job while presenting.

Peer Review for Presentation

Reviewers

Date

Group No.

Title

Good Points

Constructive

advice

What have

you learned?

Fig 66: Peer Review form for the Presentation

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Peer Outlines and Rankings for the Presentation

Presentation Outlines (IE) Name _____________________________

name/ group

Outline and Note-taking

☆_______________ is the best because _______________________________________

Fig 67: Peer Outline and Ranking of Presentations

XVI.(g) MINI-DEBATES

Debates can be a very motivating way for students to develop their language skills. They also

introduce transitional phrases that can transfer to writing. To introduce debates in class, you will

need to explain the idea of the two teams, the affirmative and negative sides. These two sides

will argue for or against a proposition or idea, for example, in the formal language of debate:

“Be it resolved that university entrance exams should be eliminated.”

Outlined in Fig 68 is a simple format. Because the Affirmative side speaks first, the first round

will finish with the negative side speaking last. The order is reversed during the rebuttal period

with the Negative side speaking first. After that, Speaker #1 rebuts the points that Speaker #2

made. On his or her turn, Speaker #3 rebuts the points that Speaker #4 made.

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AFFIRMATIVE

Speaker

…That university entrance exams should be

eliminated because they are expensive…

Speaker

…because they are stressful for students

and sometimes inaccurate.

NEGATIVE

Speaker

…University entrance exams should not be

eliminated because they provide universities

with much needed funds…

Speaker

…because there is no fairer way of deciding

how can attend a particular university.

ROUND 2: REBUTTAL PERIOD: Speakers Order: 2

, 1

, 4

, 3rd

Fig 68: A Debate in 2 Rounds

In terms of time and our students’ abilities, a simple debate might take the following form. Each

person in the debate will get 3 minutes to make his or her argument. During the rebuttal period,

each person will only get 1.5 minutes. You will need to get your students to practice aloud with

one another, the repetition being an important part of their language learning. As well, students

will tend to read their arguments unless they do a lot of practice.

Everyone in the class should participate in a debate, so in a class of 24 students, you might six

different teams, and three debates. To manage each of the three debates and to increase student

interest and involvement, you should ask the students in the class who are waiting for their turns

to debate to serve in other roles.

These might include (a) the three judges (to judge the winning side), (b) an emcee (to introduce

the proposition and to write it on the blackboard, then to introduce each group and its members),

judges should meet outside the classroom and compare their scores to determine the winning side.

While they are outside the room, you might also ask the rest of the class to vote on which side

that they thought won, and who the best single debater was.

The form in Fig 69 can be used to judge individual debaters. By adding up the total for each team,

the judges can determine the winning side.

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DEBATER:

RARELY

SOMETIMES

OFTEN

ALWAYS

Eye Contact with the Judges

Spoke with emotion and enthusiasm

Used several types of arguments:

(ie. examples, authorities, etc.)

Organization (used transitions)

Fig 69: Rating Form for Debaters

Because a debate is a formal argument, there are a number of common phrases that can be used

in a debate and it is worth teaching these to students. Phrases like those in Fig 70 can be used

here.

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DEBATING PHRASES

Fig 70: Debating Phrases

IN CONCLUSION

• All in all…

• In conclusion…

• In summary…

• To conclude…

DISAGREEING

• Are you saying…? • There is no point…

• Even if/what if … • They fail to prove/explain…

• How/Can you prove it? • They have not proven…

• How do you explain…? • This does not prove…

• I disagree with… • They are exaggerating…

• If we allow this… • This is unbelievable…

• I’m against this… • Unless…

• Evidence is insufficient... • Why do you say…?

• There is no justification…

AGREEING

• I agree…

• I agree with you, but…

• I’m in favour…

• I see the point…

PROVING A POINT

• According to (an authority)…

• As the data shows…

• I’d like to draw your attention to…

• I’d like to quote…

• In this way...

• Let me prove this point…

• Quoting…

PROPOSING

• First of all... • It started with…

• I’d like to propose • Let me begin with...

• Initially... • The problem we face is…

• In the beginning…• The best way…

• In the first place… • To start with...

• It’s a choice… • We have to decide…

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Classical argument or rhetoric was an art developed by the Greeks who categorized the main

argument types. These later influenced the development of the essay as a genre of written

communication. The most common argument types are as follows.

TYPES OF ARGUMENTS

1. Argument by analogy (for example, Women are in the same position as slaves in the

Civil War. As slaves were given their rights, so women should be given their rights, too.

2. Argument by appeal to authority (for example, Dr. Morton Tingbolt's extensive

research into the area has indicated that as women's rights increase, so does the rate of

divorce. Liberated women have higher expectations of their husbands. Tingbolt

concluded that women should not be given equal rights.

3. Argument by example (for example, Societies such as Sweden or Denmark where

women have equal rights are the most stable, productive, and peaceful on earth. Societies

such as Iran or Afghanistan in which women have the fewest rights are the most warlike.

Therefore, give women equal rights.

4. Argument by consequence (for example, If women get equal rights, they will leave their

homes and work instead. Unemployment will rise, and families collapse. Therefore,

women should not get equal rights.

5. Argument by definition (for example, Women are human beings. All human beings are

equal and should have equal rights. Therefore, women should have equal rights.).

6. Appeal to common experience or beliefs (for example, As we all know, women are

meant to care for men and children. This is what they do best. There is no reason for them

to be given equal rights. They already have the right to run a family, the only right they

need, the only right they really want.).

7. Appeal to emotions (for example, It is unfair to do the same job as a man and to receive

less money for it, just because you are a woman. It is unfair to work for twenty years and

be passed up for promotion, time and again, just because you are a women, to go to a

bank and be refused a loan, to be laughed at, not listened to, treated as an object, just

because you are a women. Women need equal rights.).

8. Appeal to morality (for example, It is morally wrong to treat anyone as inferior, to place

the control of competent adults' lives into others' hands. People, all people, should be

given the freedom, the right to make their own decisions, to choose.

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Giving women equal rights would only be granting them what should already be theirs).

9. Argument from ignorance (for example, No one knows that anything bad would happen

if women were given equal rights; therefore, these things should be given.).

10. "A Fiorti" (Strength) Argument---arguing from a strength such that if someone can do

a hard thing then it stands to reason that they can do an easier thing. If Joe can give up

smoking, for example, then he certainly has the self-discipline to exercise three or four

times a week. In another example, the same argument is applied---if the government can

spend $600 million on new atomic submarines, then they can certainly afford to spend

$20 million on daycare facilities for working mothers.

11. Argument ad hominem---abusive (for example, Those who say women should be given

equal rights are stupid and should not be listened to.).

12. Begging the question (for example, Women are equal because they are the same as men.

Women are the same as men because they are equal.).

Fig 71: Types of Arguments

There are many potential propositions to debate. The ones you should select should be

controversial, of course, but also have a number of arguments that can be made for and against

them. Even better topics, or at least topics of greater interest to your students might be found by

asking them to brainstorm some. However, a list of potential topics follows

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Fig 72: Debate Topics

Sample Propositions For Debate

1) That there is life on other planets.

2) That flying saucers really exist.

3) That ghosts or spirits exist.

4) That God exists.

5) That watching sports is better than doing them.

6) That women of any age have the right to bear children.

7) That women of any age have the right to abortion.

8) That beauty is only skin deep.

9) That ‘Love Means Never Having to Say You're Sorry.’

10) That ‘When in Rome do as the Romans do.’

11) That could unmarried women should not be allowed to bear children.

10) That women with children should not work.

11) That men and women should share childcare responsibilities.

12) That money can't buy happiness.

13) That capital punishment should be abolished in Japan.

14) That smoking should not be allowed in public places in Japan.

15) That zoos should be abolished in Japan.

16) That people should stop eating meat.

17) That Japan should develop nuclear weapons.

18) That euthanasia should be considered murder.

19) That all cyclists should wear helmets.

20) That letters are better than telephone calls.

21) That life in Japan is better than it was 25 years ago.

22) That it is better to live in the city than the country.

23) That there is life on other planets.

24) That English should be taught in elementary school.

25) That watching TV is a waste of time.

26) That young couples should live together before marriage.

27) That Japan should send troops to Afghanistan.

28) That high school uniforms should not be compulsory.

29) That it is better for couples with children to avoid divorce at all costs.

30) That suicide should be made illegal.

31) That Japan should do more to fight discrimination.

32) That surrogate motherhood is wrong.

33) That honesty is always the best policy.

34) That pet cats and dogs in Tokyo should all be neutered.

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XVI.(h) PSAs AND COMMERCIALS

Making a PSA (Public Service Announcement) or a commercial can be a highly motivating task.

However, it will need a great deal of teacher preparation and scaffolding to make sure that

students do a good job. Only older commercials are available on video or DVDs in our teacher

resource library in the English Department. More recent ones can be viewed on YouTube. In

addition, the English Department Library at Sagamihara (B-520) has an extensive collection of

commercials from around the world. Viewing these may help get your students get started.

Among the aspects of this task are that students should learn the use of persuasive language and

other forms of rhetoric such as appeals to logic, to a medical or scientific authority. The most

common technique in a commercial is that of an emotional appeal.

An example might be a commercial of a new car streaking down an open road, the narrator’s

voice declaiming its ease, freedom, and power. These could be taught in class and students in

groups could improvise short sketches using persuasive language and based on objects that the

teacher has brought to class.

Perhaps a bag of objects (therefore hidden from view) could be circulated among the groups.

Then a person from each group could select the object, for example, a hair brush, or a watch.

Students in groups could then create commercials around these objects. Using an “applause-o-

meter” (the amount of applause from the group), the rest of the class could decide upon the group

with the funniest commercial.

ADVERTISING TECHNIQUES

Advertising may be of two different types: that which is more informative and often found

in PSAs; or commercial advertising which relies on emotional appeals. Any number of the

following advertising appeals may be used in a single advertisement. (Have students

create their own advertisements in the blank spaces.)

1. Exagerated claims - These are the most common of advertising strategies. Exaggerated

claims are made for the use of the product.

ie. "This wonderful new breakfast drink will make a difference

to your day."

2. Unfinished comparisons - Unfinished comparisons are made when an advertiser

appears to be making a comparison but does not make one.

ie. "Ford LTD---700% quieter."

ie.

3. Weasels or Modifiers - These occur whenever an advertiser modifies a claim.

ie. "Crest toothpaste helps prevent decay."

ie.

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4. Preemptive claims - Because they use patented brand names, advertisers can claim

their product is unique.

e.g. "If the tire doesn't say Goodyear, it can't be polyglas."

e.g.

5. "So What?" Claims - In contrast to preemptive claims are claims that are true of all

products of a certain type.

e.g. "Mobile: the detergent gasoline." (all gasolines are detergents)

e.g.

5. Scientific Claims - By using scientific names, the advertisers suggest that the product

has been developed by scientists in laboratory conditions.

e.g. "Wonder Bread helps build bodies 12 ways."

e.g. "Swedish formula hair replacement."

e.g.

7. Vague claims - These are claims that often use metaphors, or other poetic devices to

create an emotional appeal.

e.g. "A Saab 900 Turbo drives like nothing on earth."

e.g. "No one ever promised you a rose garden so you grew your own---American

Express

e.g.

8. Flattery - Any claims that users of a certain product are better people than

others is an appeal to flattery.

e.g. "For those with discriminating taste---Chivas Regal."

e.g.

9. Rhetorical Questions - These occur when the advertiser asks the reader a question.

e.g."Are you tough enough to be in the U.S. Marine Corps?"

Fig 73: Advertising Techniques

Making commercials can take several different forms. It is not necessary that students actually

make a film. In fact, there are several worthwhile and less time-consuming alternatives. The first,

mentioned previously, is simply to have students act out their commercials in class.

The entire process could be done within a single class. A second approach, that of improvising

commercials in class, could be a step toward writing and photographing one, or recording one.

Another approach is that of making a “parody” of a commercial about a ridiculous product such

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as a spray that you can use on your car to make it smell new, or a vitamin drink that gives people

superhuman powers.

Refer to these websites for inspiration:

Fig 74: Sample Commercials

Storyboards

To plan their shoots efficiently, film directors and film crews employ storyboards showing the

action, dialogue and setting in a film. Underneath each of the drawings in a storyboard are

commentary, dialogue, and production notes. In much the same way, making a commercial in

class should be a process with a number of steps rather than simply letting students wander about

with a video camera.

STORY BOARD FORM

Speaker

Dialogue

Visuals / Props

Sound Effects

Fig 75: Storyboard Form

Adbusters — Spoof Ads.

https://www.adbusters.org/spoof-ads

Ad Council — View PSAs (public service announcements)

http://www.adcouncil.org

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100

Artist Josh Shephard’s website showcases storyboards for different genres of film

(https://www.thestoryboardartist.com/). Showing these materials in class can explain storyboards

to students as well as provide a framework in which to build their own. Storyboards can also help

students to analyze how the plot, conflict, and camera angles of a film contribute to the story.

The Photo Strip

Another script-based task series is for students to prepare a storyboard for a commercial with

photographs and make it into a poster. This would be a time-saving yet fun approach to making a

commercial. Most new laptops have built-in cameras, or the cameras are relatively inexpensive to

purchase as an add-on. Shooting snapshots and altering them with such special effects as distorted

images, negatives images, sepia tones, or high contrast shots is easy to do.

Fig 76: The Birth of the Elephant Man

The comic strip in Fig 83 was created with Comic Life which is available as a cell phone app

allows users to caption photographs with cartoon-style printing, and speech balloons for dialogue

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101

and character thoughts. Students were inspired by their fieldtrip to see an amateur theatre

production (directed by an AGU teacher, Hamilton Armstrong) of Bernard Pomerance’s 1979

play, The Elephant Man, a man whose hideous deformities led to his nickname. Students created

scenes from the back story to the play, his early life.

Comic Life is an inexpensive download for other Mac users and for other platforms such as PC

(http://plasq.com/downloads/comic-life-desktop/). It also is available for a free 1-month trial

which means that you can ask your students to download it onto their home computers, and create

a poster. Another app which enables the user to manipulate the photos and create imaginary

backgrounds is Pics Art.

Fig 77 shows how one student group created a folktale about maple syrup with Pics Art.

Fig. 78: A Folktale about Maple Syrup

Audio Commercials

Again, teachers need to consider whether or not to record at all, then choose the appropriate

medium for it. A very low-tech audio recording of a scene can be done with a minimum of

equipment and student training on a cell phone.

Furthermore, in an audio recording, students can read from their scripts rather than try to

memorize their parts. Sound effects can be added to enhance the imagination of both listener and

producers.

Alternatively, students can film their commercials with their smart phones and use the video

editing software that the device is likely to have installed.

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102

Here are the steps in filming a commercial:

1. After showing commercials to your group, brainstorm as many products and services as they

can think of within 5 minutes.

2. Following this, groups of students try to develop advertising slogans for a few products, or

services.

3. Each group creates a commercial storyboard for homework.

4. Group members revise these storyboards.

5. Rehearsals are conducted before the actual filming.

6. Filming should be done outside of class with the use of equipment borrowed from the Media

Library (the 6

F, Goucher). If time permits, filming may be done during class time.

Fig 79: How to Film a Commercial

The British Columbia Ministry of Education offers teachers the online curriculum guide for a

Fine Arts course in film and drama with very useful learning outcomes, resources, suggested

projects, and student assessment scales at

http://www.bced.gov.bc.ca/irp//pdfs/arts_education/1998drama1112_filmtv.pdf

Class discussion of the commercials afterward should focus on 1) how each commercial tried to

get the audience’s attention with language, visuals, and rhetorical persuasion, 2) how the

characters and the product or service appeared in the commercial, and 3) how likely other

students might be to purchase the product.