INTEGRATED ENGLISH PROGRAM

2007 SCOPE AND SEQUENCE

Members of the Integrated English Program committee at present, or in the past: Professors Erica Aso, Naoyuki Date, Joseph Dias (IE Program Coordinator), James Ellis (past IE Program Coordinator), Matsuo Kimura, Asuza Nishimoto, Wayne Pounds, Peter Robinson, Hiroko Sano, Don Smith, Minako Tanni, Naomi Tanooka, Jennifer Whittle, Teruo Yokotani, Hiroshi Yoshiba, Michiko Yoshida, and Gregory Strong, NIBU Coordinator, and course writer.

The curriculum guide, scope and sequence, and resource book have been augmented with many suggestions from teachers at the Sagamihara (formerly, Atsugi) Campus of Aoyama Gakuin University. The IE Program integrates the teaching of speaking, listening, reading, and writing in a task-based syllabus organized by themes.

Copyright, Aoyama Gakuin UniversityGregory Strong, March, 2007

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I. PROGRAM ORGANIZATIONThe IE Program is organized into 4 semester-length integrated English courses: IE Levels I, II, III, and in the final semester of the IE Program, an IE Seminar on a specialized area of content. The courses are integrated in the sense that the IE Core course integrates the four skills and the themes at each level of the program link the IE Core, IE Writing, and IE Listening courses. There are about 380 freshmen and an almost equal number of sophomores in the program. Students are placed in classes according to their performance on the ITP, or Institutional Testing Program, a simplified version of the TOEFL test available the Educational Testing Service.

At IE Levels I, II, and III there is a Core Section of integrated skills taught in a weekly 180-minute class. At each level, there is also a 90-minute Listening Section and a 90-minute Writing Section. The grade for each student at the end of the term is based on the following formula: 40% for IE Core; 30% for IE Listening, and 30% for IE Writing.

IE Core (180 min)

IE Writing (90 min)

IE Listening (90 min)

IE I* Childhood* Urban Life* Food* Travel

IE II* Changing Times* The Workplace * Geography * Biography

IE III* Relationships * Cross-cultural Values* Environment* The Media

IE Seminar*Communications* Linguistics* Literature

Fig.1 The IE Courses and their themes at each level.

The courses are taught by approximately 2 full-time faculty, 33 part-time native speakers, and 18 part-time Japanese teachers, some of whom are recent English Department graduates. At the end of each term, students evaluate the courses.

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II. A PROGRAM SNAPSHOT A student who enters at level I and completes the IE Program will participate in some 36 small group discussions and lead about 12 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.

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 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.

III. PROFESSIONAL RESOURCESA teacher resource area in the English Department office, Room B-520 on the Sagamihara Campus, offers secretarial assistance, photocopying, a library of professional texts, language teaching journals, student workbooks, computers with Internet access, video and DVD players for teacher and student use, a portable DVD region-free player, a video and DVD library, grading software, and teacher mailboxes and lockers.

Also available at the English Department office are the IE Core textbooks, Mosaic 1 and Interchange 2, along with accompanying audio CDs and videotapes, and student guidebooks with sample discussion and writing activities for IE Core, IE Writing, IE Listening, Academic Skills, and Academic Writing, supplementary videos and DVDs, as well as a professional teaching library with academic journals. These are for use in the office. Computers there offer e-mail access and printing. Additional DVDs for IE Listening and Academic Skills can also be found there as well as a wireless internet connection for your laptop, a Sony wireless mic for recording with a video camera and a portable Sony DVD region-free player.

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There is an annual teacher orientation in April, as well as lunchtime meetings at the end of each semester and as required. Teachers are asked to join an electronic ‘mailing list’ used for disseminating information about the program and on upcoming teacher vacancies.

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 in Building B on the Sagamihara Campus.

Teachers are issued two different cards: a library card and a PC access card. Web hosting for course-related content is offered. Teachers may also publish in the department journal. Parking space for cars and bicycles is available on the Sagamihara Campus.

IV. GRADING STUDENTSBecause students receive a final IE grade comprised of their scores from the IE Core, IE Listening, and IE Writing sections, the instructor for each section must provide a numerical score rather than a letter grade for each student. Because of the importance of the score, it should be as precisely recorded as possible. For example, it would be preferable to assign a score of 73% rather than rounding the figure to 70%. The weight for each of the IE courses is as follows: 40% for IE Core; 30% for IE Listening, and 30% for IE Writing. We owe our students as efficient and as an accurate grading as possible, so please use the grading software that we provide.

It should be possible for students to achieve a score of 90% or higher in any of the I.E. sections. 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 those of most students in the class. Conversely, you should have a few students that achieve an AA score of 90% or higher, even in an IE I Core or IE I Writing section.

IV.(a) MARKING FOR ATTENDANCESince 1996, we have had the following attendance policy. In the first class, students should be warned about regularly attending classes. Please take a pro-active role. Obtain contact telephone numbers and email addresses from your students. Warn students early if they start missing classes. Instructors must use their discretion when presented with student excuses. Serious illness with a doctor’s note, or a family-related matter such as a funeral, are acceptable reasons for absence. Otherwise, students should forfeit points from their final grade.

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IV.(b) STUDENT PLAGIARISM Student plagiarism, particularly of IE Core book reports has become a problem. Some students wait until the last moment to read a book and faced with an impossible deadline, are tempted to copy another student’s work or even plagiarize a book report that they have written for another IE class.

We would like to minimize the problem while keeping our demands on teacher time as little as possible through a new policy of (a)stiffer penalties, (b)better teacher administration, (c)computerized record-keeping.

At the beginning of each term, explain the matter to students, and how will we be setting up a new database, and warn them that plagiarism of an assignment will lead to a fail on that assignment (no rewrites), and that if they are caught with a second plagiarism, they will fail the entire IE Core class.

In terms of teacher administration, please try to get your students to choose a book by the 3rd IE Core class in the semester at the very latest. Ask them to choose their 2nd book and bring it class when you are collecting their first reports. When your students bring their books to class, have them write down their choices on a paper that you circulate in class. Please file the paper.

Any students who unable to produce the book that they are going to read, or suddenly switching books for the written report will be a red flag for plagiarism. As well, this “book check" will start students reading their books earlier, so there will be less temptation to cheat. Finally, we will ask you to have your students e-mail you a copy of their two book reports. We hope to be setting up a pass-protected website to receive these at some point in the term. Later, teachers will be able to check a book reports’ database.

Absences Maximum Grade1 952 903 804 60

5 or more Fail

Fig. 2 Absences and Grades

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V. LANGUAGE LEARNING TASKSResearchers in Second Language Acquisition have proposed transforming grammatical or functional language teaching syllabuses to those that are more task-based. We have identified key language learning tasks at each level of the IE Program: (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. Additional tasks are found at the IE II and IE III levels.

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COMBINED IE I, II, III TASKS Small Group Work1. 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.

Write a Journal3. Maintain a weekly journal in a notebook, blog, or message board.4. Communicate with (a) partner(s).5. Describe feelings, explain ideas and narrate events to another person.

Read 2 Novels 6. Learn to read fluently.7. Acquire new vocabulary.8. Develop analytical skills through applying literary terms.

Report on the 2 Novels9. Using the MLA style, note the author, title, place of publication, publisher, and the year.10. Describe the book using the literary terms: setting, point of view, conflict, climax, symbol, irony, theme.11. Summarize the events.12. Express an opinion about the book.13. Give an oral report to classmates.

IE I Participate in a Discussion1. Brainstorm discussion topics.2. Introduce self; learn and use the names of classmates.3. Make eye contact.4. Use gestures to communicate.5. Solicit opinions.5. (Dis)agree and give reasons.6. Interrupt someone politely.7. Ask for clarification.

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IE II Join a Media Discussion Use a news item from Japanese radio, TV, newspapers, or magazines. Note the author, and publisher. Do some note-taking on it: an analysis of it, noting what, when, where, who, why, and how

Discussion Leader1. Note the main idea of the news item2. Record the source using the MLA style3. Paraphrase the news item in a written paragraph 4. Explain it to partners5. Introduce self; learn/ use the names of others 6. Make eye contact7. Use gestures to communicate8. Solicit opinions9. (Dis)agree and give reasons10. Interrupt someone politely11. Ask clarification, provide follow-up questions

Group Presentation Use one of the themes in the course to develop a topic.

1. Brainstorm topics 2. Use English to negotiate duties in the presentation3. Select the main points 4. Outline the presentation5. Develop a conclusion.

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IE III Join a Newspaper Discussion Copy an article from an English newspaper or Online news and attach it to your written work. Note the author, and publisher. Do your analysis of it, noting what, when, where, who, why, and how

1. Note the source using the MLA style2. Summarize the article 3. Write down an opinion about it.4. Explain it to partners5. Introduce self; learn/ use the names of others6. Make eye contact7. Use gestures to communicate8. Solicit opinions9. (Dis)agree and give reasons10. Interrupt someone politely11. Ask for clarification

Survey Project Use one of themes to develop a survey.

1. Brainstorm survey items2. Determine subjects3. Ask survey questions 4. Collate the answers5. Negotiate duties of group members 6. Prepare an outline and create graphs and charts.

Make a CommercialUse one of the themes in the course to develop a topic for a commercial.

1. List potential products and services 2. Choose the product3. Use English to negotiate duties in the presentation4. Plan the commercial using storyboards and a shooting script5. Depict different characters and create realistic dialogue.6. Use persuasive language to promote products or services

Fig. 5 IE Core Classes: Language Learning Tasks

* Forming student groups of 3 instead of 4 cuts the time needed for discussions yet still allows for full student participation.

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VI. WRITE A JOURNALWe require IE Core teachers to use written journals, taped journals, or blogs with their classes as part of the writing component of the IE Core Section. Journals encourage them to use English communicatively in correspondence. They are also a forum for students to describe their feelings, experiences, and ideas. Research on emerging student writing indicates how useful his task can be in improving their writing.

The chief objection instructors have toward journal writing is that it takes too much of their time to respond to students. One of the best solutions to this problem is to use "secret friends" or penpals in your class. Rather than the teacher responding to each student, students exchange journals with one another and respond accordingly.

Keeping their identities secret from one another makes the task more exciting for the students. In the "secret friends" approach, they only 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. Generally, we ask students to write the equivalent of 3 double-spaced pages each week. Over the term, they should have written about 36 entries or pages. 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 figure in their final marks.

In the first class, you might introduce journal writing by giving students 10 minutes to write their first journal entries. This is a good opportunity to emphasize that the point of this activity is to improve writing fluency and not 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, so that you have a benchmark of what you might expect from students writing for ten minutes.

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You should 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 figure 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 some student scores on the board as well as your own. 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. Then you should take in all the journals to see how the students are doing, assign them an initial score, and, according to interests and personality, 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 "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 and writes it on the inside cover of his/her book. At some point later in class, 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, and then passes the bag back to a student in class, who then looks for 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 in the first month of the semester to set your standards for the

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activity and to make students aware of them. Then you take them in on the second-to-last class which will allow you to return them the students. Yet all through the term, students will still be receiving regular, detailed responses to their writing from their secret partners.

Finally, at the end of the term, you assess each student's effort at journal writing. You should also provide a detailed written response to their journals on the last page of their notebooks, describing what you liked reading and encouraging them in writing. You might grade their work with three simple categories: unsatisfactory, satisfactory, and outstanding (minus-check, check, check-plus signs).

VI.(a) EMAIL EXCHANGEAs an alternative to exchanging notebook journals, you may wish to set up an email exchange between students in your class, or with students in another class. This would be very effective in IE III, where students will have already done journals in IE I and IE II. The parameters of the activity would be very similar to those for journals. Students would be required to make about three entries each week and they might use "pen names" to add interest to the activity.

To monitor initial student efforts, you could ask each student to send you a message, or you could require them to print out their first exchange of email.

To assess their efforts, at the end of the term you would ask each student to print out a copy of their email correspondence. (Note: this would require students to save copies of their correspondence)

VI.(b) TAPE JOURNALSAn additional alternate activity involves the weekly exchange of cassettes, MDs or MP3 sound files between students. The students generate their own topics or respond to given topics such as "What are the qualities of a best friend?" or "What’s your favourite music?" and they record a three-minute impromptu speech on tape. The following week, students exchange tapes with each

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other. Each student listens to a tape and records a three or four minute response to it.

The student also answers a question about the tape for the teacher such as "How did you partner define a best friend?" and "Do you agree with the definition you heard of a best friend?" The tapes may be collected once or twice a semester to check how students are doing or to comment on them. There are many possible variations on this activity including one where students transcribe all or part of one another’s taped conversations and analyze them for one another.

VI.(c) ONLINE JOURNALS (BLOGS/WEB LOGS)The newest type of journal that IE teachers have been using in class is a web log or blog. 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 one of the most popular blog hosts and has a straightforward interface.

The approach encourages greater computer literacy and a stronger identification of the students as a class. Blogs also provide a semi-permanent and public forum for writing, all of which are excellent in terms of promoting purposeful student communication through writing. Finally, it imparts an interesting twist on journal writing for IE III Core students, in particular, who may have been using the same kind of journal in their IE I and IE II Core classes. One excellent site that can host online “diaries” and discussions (and where you can also post homework assignments) is Nicenet:

http://www.nicenet.org [Note: It’s without cost and completely free of advertisements.]

VII. READ 2 NOVELSStudents read two books over the term to develop their fluency and their ability to analyze literature. Afterward, they will write a summary and detailed report.

Additional activities might include maintaining a reading journal of commentaries on the chapters they read, writing letters to the

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author, and keeping a vocabulary journal. In small groups, they 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.

The English Department has purchased over 3,500 books for student self access. Many of them have been set aside in the Sagamihara Library (1st floor of Building B. If you are teaching an IE Level I class, or if you are teaching at another level in the Spring semester, but your students have never had an IE course before, you should take them to where the graded readers are located in the library.

All of the books have been designated as Stage I, Stage II, or Stage III 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 films such as Dances with Wolves, and The Secret Life of Laura Palmer, and thrillers such as Rear Window, The Poseidon Adventure, and The Day of the Condor. There are even non-fiction accounts of famous persons such as Gandhi, Malcolm X, Bruce Springsteen, and Marilyn Monroe, but students should be steered away from choosing these books for their book reports as they are required to read novels. Students should be able to find something that suits their taste and level of ability.

Many students are unaware of their level of vocabulary, and hence find it difficult to select appropriate books. You should have them do a quick and easy vocabulary self-assessment at http://www.er.uqam.ca/nobel/r21270/levels/.

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 IE Program.

This can better ensure that they are reading new books, and 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.

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Generally, books under 100 pages are Stage I, YELLOW, under 200 pages, RED, Stage II, and over this amount, Stage III, BLUE, so you will have some idea of how much they are challenging themselves.

VII.(a) READING FLUENCYJapanese students are skilled at decoding individual words. However, they rarely read for fluency or the main idea. Some students constantly refer to their dictionary while reading. The purpose of the Self Access component of the IE program is to emphasize fluent recreational reading in addition to teaching the reading skills described earlier.

You can introduce reading fluency as well as encourage students to choose their first book early in the semester by setting aside about ten 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 ten minutes without using their dictionary or stumbling over unknown words. To further promote this activity, you should read silently yourself.

VIII. REPORT 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.

You should emphasize literary analysis with your students and see that they avoid plagiarism by copying from the book jacket, Cliffs Notes which has plot summaries and character notes (http://www.cliffsnotes.com/WileyCDA/Section/id-106146.html,) or other internet sites such as Spark Notes (http://www.sparknotes.com/lit/). These sites have all of the classics up on them, from Tom Sawyer to newer books like The Color Purple, and the latter site includes notes on characters, themes, and symbols. Earlier in this guide, we mentioned the steps we will be implementing to control plagiarism. But the first and strongest step we can take is for you to warn students early of the penalties involved, of how easy to catch students copying, and

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most important, get them to commit to a book and to bring it class early in the term. The cheating that does occur, often happens as a result of desperate students who leave the assignment to the last minute and find it impossible to read their book.

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 Appendix of this curriculum guide. We include these terms so that students will become familiar with them and their use. This will help them in future courses in the English Department, especially if they elect to go into the English or American literature streams. 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).

Then give the students a list of terms to study for a quiz the following week, perhaps 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, and asking them 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

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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. After they have finished writing, you ask them to return to their original groups, 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, and ask each student to choose one and to write a description 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 and ask them to find the irony and themes in each. Samples are in the student guide book.

IX. LEADING A DISCUSSIONTeaching discussion skills begins in IE I Core. These same skills will be used in IE II and in IE III with more complex tasks based on paraphrasing and summarizing the news. Help your students to brainstorm topics for discussion based on the themes for this level of the program. Rotate your discussion leaders weekly.

You also need to teach students the fundamentals of leading an effective group discussion: using names when addressing other group members, appropriate turn-taking language and questioning, including follow-up questions, and such non-verbal

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communication as making eye contact with them 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.

As students may begin their course work at any of the three levels, many of the activities and tasks are similar. The differences between book reports at each level is in the size of the book read and the depth of analysis. Examples are found in the student booklet. As noted earlier, one fundamental difference between IE I, IE II, and IE III is in the discussions. In IE II and IE III, students are to summarize news and use a proper MLA 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 MLA style, which they will be using later in their studies, particularly in Academic Writing. Summary writing is also a good opportunity to teach the students how to avoid plagiarism. It would be difficult for students to plagiarize news that they hear on TV or radio, or of course news that they read in Japanese. However, if the students 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 where portions that may have been plagiarized.

You should organize weekly discussion groups. These groups might be formed by placing students together who have similar levels of ability and interests. An intake form distributed on the first day of class might be used as a basis for determining how students should be divided into groups. Or on the first class, you might ask each student to sign up as a discussion leader for three times over the term and use this list, circulated in class, as a basis for rotating the group leaders.

IX.(a) TEACHER AS CHEER LEADERIn 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

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DVD, and 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, encouraging students, correcting their language use (although in a relatively unobtrusive way, by mirroring or echoing the incorrect pronunciation or grammar by correcting it when speaking to them). 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.

IX.(b) INTERRUPTING, CLARIFYING Numerous classroom exercises can be found in the Public Service Commission of Canada Gambits series (rpt. 1993). Copies are available in the English Department teachers' library at the Sagamihara Campus. 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.

IX.(c) GIVING A REASONAnother 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.

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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.

5. When the paper has gone around, a new group member draws a second paper.

ASKING OPINIONS AGREEING DISAGREEINGWhat 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 what you...I’m interested in knowing…

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. 10 Speech Actions A

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 group members questions, and promoting discussion.

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INTERRUPTING CLARIFICATION GIVING REASONSExcuse 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...

Fig. 11 Speech Actions B

IX.(d) ROUND ROBINIn 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.

1. The world is really flat.2. Santa Claus is a real person.3. There is a rabbit making mochi on the moon.4. The number four is unlucky.

IX.(e) WEEKLY DISCUSSION ACTIVITYTo start the weekly discussion activity, provide students with a handout of the phrases and practice these in class. Then form the students into groups of three and four. Review the useful expressions and guide the students in brainstorming topics for the following week. The groups and the topics should change every week. Each student should have several turns as a discussion leader.

From the 2nd week, students form into their groups and discuss their topics when the class starts. 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.

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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.

In our classroom-based research, we discovered that the most effective way to teach discussion skills to students was to spend about 35 minutes on discussions in each class over the term. During that time, students learned discussion language and techniques such as turn-taking and agreeing/ disagreeing with their group members. They also analyzed their performance through reviewing audio cassettes and videotapes that had been made of their discussions.

In two experiments, we compared task-based and skill-based approaches to teaching discussion skills. In the task-based approach, the teacher assisted the students in examining discussions that had been videotaped. The orientation was toward a whole and complete task, that of participating in a discussion. These efforts were videotaped. Students transcribed and corrected their part of the discussions and rated their performance upon reviewing the tapes. For the second approach, that of the traditional skill-based methodology, the teacher demonstrated discussion skills, then the students practiced them, and finally performed them. These two approaches were compared with two control groups in which the students simply did activities from a conversation text.

The results showed impressive and similar gains for both the task-based and skill-based groups and negligible ones for the two control groups. The following two charts outline the task-based and skill-based approaches.

TASK-BASED SKILL-BASED

1. Pre-Task For the first two sessions only,

1. PresentationIn all sessions the teacher

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the teacher helps students prepare for the discussion task by describing the elements of a discussion: turn-taking, eye contact and gesture, phrasal or turn-taking language, and discussion content. Identifying the elements, students view and rate a video of others doing a discussion.

presents selected components of a discussion and examples of functional language, i.e., expressing agreement and disagreement. Rules and examples of nonverbal elements of a discussion such as turn-taking procedures, appropriate use of eye contact and gesture are also introduced and described.

2. TaskIn each session students are randomly allocated to groups of 4 or 5 to read the text and participate in a discussion.

2. PracticeIn each session students read a text and individually or in pairs.

They practice the appropriate language and skills introduced earlier in the presentation phase. Functional language and discussion skills are introduced separately, in stages over the semester.

3. Post-Task: Observation Students watch themselves and other groups doing the task, compare groups, and rate each group’s performance.

3. ProductionStudents do further individual and pair- work exercises as the teacher corrects and gives feedback.

Fig. 12 Task-based and Skill-based Approaches

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Whole Task Activities Skill-based Pair and Class Activities

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1. Students prepare transcripts and, by reading and commenting upon them, focus on form.

2. 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.

3. 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.

4. In a similarly-designed activity, students find themselves designated as a high or low user of

gestures, or a non-user.

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 appropriate gesture.

3. Using a check sheet, students count how many times they use a particular speech act.

Fig. 13 Task-based and Skill-based Activities

X. DISCUSSIONS AT IE I, IE 2, IE 3

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At this IE I level, student discussion leaders generate their own topics, based on the four IE I themes. Students should prepare notes and questions in advance of the class in order to conduct the discussion smoothly.

X.(a) IE II MEDIA TOPIC DISCUSSIONThere are several purposes for the discussion task at the IE II level. One is to familiarize students with using sources and properly citing them. A second is for them to acquire new vocabulary according to their interests because they choose their media topics. An additional purpose of this exercise is to allow students to practice paraphrasing, looking for the main points instead of attempting to translate words. Finally, as with the small group discussions in IE I, this is an opportunity for students to acquire the language of discussion. A chart with “discussion language” has been included in the student guide.

1. For homework, get students to choose a topic for the next week’s class. The topic can be about anything as long as the student saw it on television, heard it on the radio, or read it in a Japanese newspaper or magazine.

2. They create a title for their discussion, note the author and the original title of the article or program, publisher or producer, place, and time. Then they provide details about it, before expressing their own opinion (“I thought that...” or “I felt that...”). They must cite the source using MLA style, as in these examples:

a) articles in a magazine or newspaper: Right, Peter. “Portents for Future Learning.” Time 51 Sept 2004: 42.

b) programs on radio or TV: Native Americans. Narr. Hugh Morning. Writ. and prod. Archie Crag. NBC News Special. KNBC, Los Angeles. 1 Mar 2003.

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c) article from an online newspaper: Divine, Lisa. “Surfing at Enoshima.” Big Wave Magazine 28

August 2001. 23 April 2005. <http://www.Bigwavemagazine.com/2001/gettingthe big

one/surfing>. (*More comprehensive samples of the MLA Style are in the IE Core and Writing, student Guide.)

3. These paragraphs are collected in class so that students don’t read from them while presenting and so that the teacher can copy the titles on the board.

4. In small groups, students discuss their media topics using eye contact, gestures, and the appropriate language.

5. After the group discussions, the class votes on the topic (one from each group) that everyone would like to hear about.

X.(b) IE III NEWSPAPER DISCUSSION There is one main difference between this task and the Media Topic in IE II. For the newspaper discussion, students are supposed to use English newspapers only and to summarize them. This is harder than paraphrasing a Japanese news source. You should insist that students attach a photocopy of the original article 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. (See student handout in the Appendix).

1. Students find articles in the library from English newspapers like The Japan Times, or The Daily Yomiuri, or magazines such as Time or Newsweek.

2. Get them to submit a photocopy with their summary.

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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 MLA Style.

4. In point form, have students indicate who, what, where, when, why, how.

5. Each student should express an opinion (“I thought that...” or “I felt that...”).

6. Finally, the students should prepare three questions for their group discussion.

X.(c) NEWSPAPER MINDMAPSYou 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. Alternately, students in pairs could explain their articles formed between members of different groups.

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Explanations should be of sufficient detail, so that their partners can faithfully summarize what they have heard. Then the students can offer opinions about the articles. Time permitting, students who have heard about the articles but have not read them, can be allowed to read them to confirm how much they understood. You might also have them create role plays based on events from their articles and invent what they believe will happen next. Students can write a summary of the news article, too.

XI. RATING DISCUSSIONSEarly in the class, you must show students the Discussion DVD and rate the sample discussions with them so that they understand the qualities of an “ideal discussion.” 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. The students should then rate each group at their level according to the following scale, which classifies the discussion leader’s efforts at explaining and questioning, as well as using non-verbal communication. After the students have done their scoring, let them know your score for the groups.

Discussion Leader Rating Scale I. Explaining

a) describe the article thoroughly (without reading it from notes)b) summarize partners’ comments after each question

II. Questioningc) ask a variety of questions of partnersd) use follow-up questions when necessary

III. Non-verbal Communicatione) made frequent eye contact with partners f) use gestures (such as pointing to a photograph or headline) when appropriate

Explaining Questioning Non-verbal Communication

a) describing c) asking questions

e) eye contact

b) summarizing d) using follow- f) gestures

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up questions

Teacher’s Role: Discussion facilitator/ Chief cheerleader.In addition to pre-teaching the use of phrases used to elicit discussion and follow-up questioning strategies, the teacher should wander among the groups to encourage them. During discussions, the teacher should:

1) model language,2) recast things verbally when a student can’t express his/her ideas,3) encourage students to make thoughtful contributions to the discussion,4) allow for 3 or 4 repetitions of the activity, so that the group leaders retell their

story (or news account) fluently, with minimal reference to their notes.

As part of the teaching activity, the teacher should:a) drill the students in appropriate turn-taking language and teach the

fundamentals of the task,b) videotape groups regularly and show part of the tapes to students for rating,

as well as using the videotapes to introduce the activity,c) familiarize students with the checklist and use it as a basis for scoring the

students’ efforts

XII. IE II GROUP PRESENTATIONBesides being good speaking practice, presentations help students understand how to organize a speech. From an organizational perspective, an oral presentation should be like an essay with an introduction, main points, and a conclusion. In addition, a group project like this one helps students to get to know one another better and builds a sense of community in the class.

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. For example, for IE II theme The Workplace, students could talk about their part-time jobs, or for the IE II theme Geography, either places they have visited or their hometowns can be suitable subjects for presentations.

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The key to effective student presentations is to give the students a clear idea of the form you expect and your standards for the activity. You should give them a little class time in which to prepare, and break the assignment into components, each with a separate deadline, and each graded separately. In one class, the students might be required to hand in an outline of their presentation. Then, in the next class, a list of the audiovisual aids and props they intend to use can be submitted. At another stage, you might require a detailed script.

XIII. IE III PROJECTSThere are two different types of projects at this level: surveys and commercials. Both are intended to develop students’ confidence and skills and culminate in a presentation to the class.

XIII.(a) SURVEY PROJECTSThis 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, Themes 3 and 4, 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 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 doing 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

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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.

XIII.(b) CLASSROOM PRACTICE 1. Hand out slips of paper to your students. Ask them to write down an answer to 3 questions (a),(b),(c),(d): (a) Have you been abroad? (b) How long does it take you to travel to the Sagamihara campus? (c) How many people do you live with?

(d) Are you the eldest child in your family? the middle? or the youngest?

2. Collect the papers. 3. Ask several students 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 chart for the percentages of those who have been abroad, etc. (b) bar graph for the travel time (c) line graph for family size (d) proportional figures for birth order

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XIV.(b) 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 motivate them to communicate purposefully. 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.

XIV.(c) EMAIL AND COMMUNITY SURVEYS Several IE teachers have begun doing 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. Online surveys can be carried out in a variety of ways. One way is to have students join yahoogroups (http://groups.yahoo.com/) related to their topic and submit survey items in a message to the group. As most students will not have had experience with electronic groups, such as yahoogroups or google groups, it is worth familiarizing them with the basics of ‘netiquette.’ A much

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more simple approach is to have students submit their survey items at a site intended for the exchange of surveys by ESL students and those interested in cross-cultural exchanges (e.g., IECC Surveys at: http://www.iecc.org/survey/).

A third method is to make use of SurveyMonkey’s free mode at: http://www.surveymonkey.com/.2. For both email or web surveys and community surveys, the next

step is the same. 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 the classroom’s OHC

(i.e., overhead camera) or through Powerpoint presentations from student computers in the computer classrooms.

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. Another activity might be a class debate on controversial issues raised by the survey.

XIV.(d) IE III COMMERCIALSThis task can provide an excellent context for students to write realistic dialogue and descriptive language in a purposeful way. It can also be an opportunity to teach them how to write persuasively. The English Department Library has an extensive collection of commercials from around the world on DVD and video. Showing these in class and using them for speaking and listening activities can help get your students started. Engaging PSAs and ad parodies can be accessed online at

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See some examples of online surveys created by our students using SurveyMonkey: http://www.cl.aoyama.ac.jp/~dias/ControversialSurveys.html

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

1. After viewing the commercials, get students in small groups and have them brainstorm as many products and services as they can think of within 5 minutes.

2. Following this, ask each group to try to develop slogans for a few products.

3. Each group member should take a Commercial Storyboard home and develop a commercial. (See the IE Core and Writing student guide book).

4. Rehearsals may take place in class, but filming should be done as homework.

XV. CLASSWORK WITH TEXTBOOKSMuch of the classroom activity in an IE class involves pair and small group work based on the themes found in IE levels I, II, and III. Materials for the development of speaking, listening, reading, and writing are found in the two required texts for the IE Program. These are an integrated skills conversation text, Interchange 2 (3rd ed.) by Jack Richards, with Jonathan Hull and Susan Proctor (Cambridge: CUP, 2005), and a reading text, Mosaic 1 Reading: Silver Edition by Brenda Wegmann, and Miki Prijic Knezevic (4th ed., Singapore: McGraw Hill, 2007).

Interchange 2 provides speaking and listening activities for the IE Core I, II, III classes. The tasks and themes are different at each level and the expectations for student performance should increase. [Using Interchange 2 is optional at the IE III level.]

Mosaic 1 includes a variety of reading genres including articles, personal essays, stories, and timed readings chosen to fit the themes at each of the 3 levels of the course. The reading text emphasizes the teaching of reading skills and the acquisition of vocabulary. Mosaic 1 is used at all 3 levels of IE.

XV.(a) NEW VOCABULARY LISTSIn all three sections of the IE Program (Core, Writing, and Listening) teachers should emphasize to students that learning vocabulary items will be learned more effectively the more often they are

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used. The vocabulary will be reinforced when students encounter them in readings and when listening to films, and news.

It is our hope that teachers and students will make a conscious effort to recycle the vocabulary associated with the IE themes. To aid in this task, we have listed (in the tables that follow) vocabulary that appears in the readings for chapters associated with the four themes at each of the three levels. Rather than testing students on the vocabulary, we recommend that teachers have students make use of it productively in their discussions and writing—including in the weekly Core journals. A page with the vocabulary will be included in the IE Core and Writing student booklets. Teachers may simply write some key vocabulary on the board and encourage students to use them that day. In addition, IE Writing teachers should incorporate these words into student brainstorming and revision activities.

Please concentrate on the HIGH frequency vocabulary rather than some of the less common items (e.g., monounsaturates or legumes), which have been listed because their meanings need to be understood to properly understand specific readings.

Notice that Mosaic's Silver Edition has an excellent index of vocabulary associated with each of the chapters on pages 249-251. Have students try to use words from these lists in their speaking and writing in order to build their vocabularies.

The Academic Word List

The University of Wellington’s (NZ) School of Linguistics and Applied Language Studies has a website called “The Academic Word List,” which offers an extensive listing of academic vocabulary items that are arranged in various ways. For example, students can download lists of headwords with their corresponding “families” of vocabulary items (consent: consensus, consented, consenting, consents) or study 10 sublists of words that are organized by frequency -- the 10th sublist featuring the least frequent words and the 1st sublist the most frequent. These lists can be used for further development of vocabulary. Access them at... http://www.vuw.ac.nz/lals/research/awl/.

Student Self-assessmentStudents can quickly and conveniently assess their vocabulary level at...http://www.er.uqam.ca/nobel/r21270/levels/. They should be encouraged to do so before selecting graded readers for their Core book reports.

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XV.(b). LEVEL I: THEMES AND MATERIALSVideo materials include the videos that accompany Interchange 1 (Cambridge University Press: Cambridge, 1993) and Interchange 2 (Ibid, 1995), in addition to Simul’s CNN Master Course: Video-Based English (Simul Press: Tokyo, 1994), Culture Watch and Business Watch (Prentice Hall Regents, New Jersey, 1994), and Focus on the Environment (Prentice Hall Regents, New Jersey, 1993). We also have CINEX captioned videos and other films in the department library.

IE I THEMES (Interchange 2)

IE I READINGS AND VIDEOS (Mosaic 1: 4 selections for reading skills and vocabulary)

Memories: childhood pop culture film classics (pp.2-7)

Grammar: Past tense (p.3) used to (p.5)

Vocabulary: breakthrough, whirlwind, fleeting, creepy (p.7)

“Who’s Taking Care of the Children” (pp.57-65) Reading Skills: skimming and scanning, reading a chart for information, presenting your ideas Vocabulary: blended family, breadwinner, extended family, flex-time, glass ceiling, househusband, immediate family, in touch, job sharing, nanny, portrayal, radically, self-employed, trend

Videos: 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 Hook, Hope and Glory, Hollywood Salutes Canadian Animation: Every Child, Look Who's Talking, My Girl, Spinal Tap

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Urban Life: housing city problems (pp.8-13) (pp.16-20) Grammar: Adverbs of quantity, Indirect questions (pp. 9, 11); evaluations and comparisons (p.17)

Vocabulary: bright, comfortable, convenient, cramped, dangerous, dark, dingy, expensive, huge, inconvenient, modern, noisy, private, quiet, safe, shabby, small, spacious (pp.16-18)

“Hooked on Crime” (pp.221-231) Reading Skills: scanning, terms from context, finding the setting, meanings of adjectives from context and structure, spelling variations Vocabulary: addled, backslide, burly, chapter, clean-cut, cons, contentious, created, dependency, draft, extortion, jailhouse hard, homelessness, imposed, making amends, meaty, modest, principles, responds, robberies, tradition, trafficking, wrenching

or “Eye Witness” (231-244) Reading Skills: identifying narrative elements, scanning, descriptive adjectives, finding the plot, focus on testing, interpreting charts Vocabulary: abruptly, accessory, carefully, deliberated, fear, nervously, personality, quickly, Old Man, suspiciously, taxpayer, tic, underlings, warily, wearily

Videos: 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 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, Places in the Heart

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Food: recipes fast food restaurants (pp.22-27)

Grammar: Simple past and present Perfect, sequence adverbs (pp.23, 25)

Vocabulary: Bake, barbeque, boil, carbohydrates, fry, roast, selenium, serotonin, steam (pp.24, 27)

“Eat Like a Peasant, Feel Like a King” (pp.80-90) Reading Skills: headings to preview, meaning from context, paraphrasing ideas, recognizing synonyms, organizing information, analyzing compounds, discussing charts Vocabulary: affluence, cuisine, diet, eclectic, elite treats, fiber, grain, heart disease, king, legumes, monounsaturates, peasant, prevent cancer, prosperity

or “The Luncheon,” (pp.139-148) Reading Skills: identifying setting, characters, conflict, words from context, predicting events, understanding the plot, Vocabulary: absentmindedly, amicable, anticipated, drama, effusive, enormous, flattered, found, imposing, inadequate, inclined, mortifying, startled, succulent, vindictive

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

Travel: budget trips cultural values (pp.30-35) Grammar:

Future with be going to and will, modals for necessity and suggestion (pp.31, 33) Vocabulary: Cash, first-aid kit, Passport, vaccination, visa, windbreaker (pp.16-18)

“First Impressions” (pp.4-16) Reading Skills: reading without knowing every word, recalling information, analyzing paragraphs for main ideas, finding words from contexts, analyzing suffixes, using a continuum Vocabulary: acceptable, assume, blunt, brevity, chores, continental, desirable, do-it-yourself, formality, heritage, inhabitants, leisure, menial, nationalities, occasional, personal, refusing, responsibility, restless, stigma, thoroughly

or (pp. 52-54) Reading Skills:

Focus on testing

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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, A Passage to India, Witness

Fig. 6 IE I Core Text, Readings and Videos

Your performance expectations should be higher at each level. That means, for example, that students in IE III Core report on books that are 200 pages or longer and do a more complete analysis. The student IE Core and Writing Guide has examples of book reports at the IE I and IE III levels. In addition, students in IE III Core have discussions based on newspaper articles instead of concentrating on topics that they generate themselves, as students do in IE I Core. IE III Core students also do a presentation or survey.

XV.(c) LEVEL II: THEMES AND MATERIALSAt the IE II level, the themes include: changing times, the workplace, geography and biography. Your class will meet 12 or 13 times over a semester, which should give you plenty of time to cover all the themes. These same themes will be used in the IE Listening Section and the IE Writing Section.

The following table indicates the themes for Level II and some thematically-based reading materials suggested by teachers in the program. The materials drawn from Mosaic 1 feature different levels of difficulty for I, II and III.

The other 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 intended for use at the IE Level I and II levels. They are easier than the Focus on the Environment series, which is reserved for IE III.

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II THEMES (Interchange 2)

IE II READINGS AND VIDEOS(Mosaic 1: 4 selections for reading skills and vocabulary)

Changing Times: technology society (pp. 44-49)

Grammar: Infinitives, gerunds, imperatives (pp.45, 47)

Vocabulary: browse, drag and drop, geek, hacker, highlight, satellite, technophile, transmission(pp.45-46)

“How Hybrid Cars Work” (pp.104-113) Reading Skills: skimming and scanning, inferring meaning, using a graphic organizer chart Vocabulary: braking, charge, components, cool, efficient, exhaust, fuel tank, gas pump, global warming, greenhouse effect, hybrid, interwoven, locomotives, mileage, parallel, propulsion, shocked, SUV, tailpipe emissions, twofold

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 Back to the Future, For All Mankind (The Apollo Moon Landing, Modern Times, Short Circuit

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The Workplace: overwork, skills (pp. 64-69)

Grammar: Gerunds, short responses, clauses with because (pp.65, 68)

Vocabulary: artistic, bad-tempered, conventional, creative, disorganized, efficient, enterprising, forgetful, generous, hardworking, investigative, impatient, level-headed, moody, punctual, realistic, reliable, social, strict (pp.67, 69)

“Outward Bound” (pp.40-50) Reading Skills: scanning, recognizing word families, words and context, checking your comprehension, focus on testing Vocabulary: afford, boom, chain, executive, franchise, global, manage, marketing, mature, mental, modern, multinational, outlets, projected, prosperous, special, transform, untappedor “Executive Takes Chance on Pizza, Transforms Spain” (pp.130-137) Reading Skills: words and context, scanning for numbers, selecting the main idea, understanding metaphors, compound adjectives

Vocabulary: bark, cavorts, CEO, chant, ear-numbing, factories, global brands, knee-deep, low-end, net profits, rallying, revenues, sliced, storming, testing ground, V.P.or “The Most Dangerous Jobs in the U.S” (pp.169, 170) Reading Skills : focus on testing

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 Modern Times, Nine to Five, Steel Magnolias, The Secret of My Success, Working Gir,

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Geography: remarkable places nature foreign cultures (pp.72-77)

Grammar: Passives with, without by (pp.73, 75)

Vocabulary: architect, currency, farmed, grown, landmark, manufactured, raised, volcano (pp.72, 75)

“My Country” (pp.16-28) Reading Skills: words from context and structure, finding the main idea, comprehension, analyzing prefixes and suffixes, focus on testing

Vocabulary: attitudes, contrasts, endless, environs, displays, glorious, harmful, humidity, lawmen, makeup, melting pot, moderation, newcomer, observant, outgoing, removed, settlement, symbol, style, uprisings, vastness

“Guggenheim Museum, USA” (pp.174-183) Reading Skills: vocabulary of shapes, guessing adjectives and adverbs, inferences about people, scanning, focus on testing

Vocabulary: boldly, cone, circle, compulsory, contemporary, continually, conventional, cube, cylinder, definitive, energetic, fatigue, individualistic, obstinacy, pioneer, polygon, proper, pyramid, rectangle, remarkably, square, smirk, spiral, startling, stunningly, triangle, weariness

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)

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Biography: heroes and heroines inspirational stories (pp. 78-83)

Grammar: Past continuous and simple past, present perfect continuous (pp.79, 81)

Vocabulary: coincidentally, fortunately, luckily, miraculously, sadly, strangely, suddenly, surprisingly, unexpectedly, unfortunately (pp.72, 75, 76)

“Beckham: An Autobiography” (pp.32-39) Reading Skills: idiomatic expressions and specialized terms from context, using a graphic organizer, sequencing events

Vocabulary: bracing myself, chested, clue, cross, feel at home, get the drift, kick-off, knock, our night, twist in the pit of my stomach, whisked, zone

or “Confucius, 551 B.C.E – 479 B.C.E.” (pp.154-160) Reading Skills: skimming, words and structure clues, identifying key terms, word families, words and definitions, facts for support, ratings

Vocabulary: background, benevolent, childhood, commoners, Confucian, cornerstones, defender, dynasty, easily, enduring, eradicate, etiquette, governmental, holocaust, influential, innovator, modernized, notions, outlook, primarily, philosophical, political, prestige, principality, reared, resigned, seized, strive, tyranny

or “Courage Begins With One Voice” (pp.160-168) Reading Skills: previewing organization, expressive synonyms, noun suffixes

Vocabulary: assistance, civil, depressed, energy, founded, medical, monitors, promotion, role, violation

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, Modern Times, Prince of Tides, St. Elmo's Fire, Stand and Deliver, Stand By Me

Fig. 7 IE II Core Text, Readings and Videos

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XV.(d) LEVEL III: THEMES AND MATERIALSAt the IE III level, the themes include: relationships, cross-cultural values, the environment, and the media. The only student text for this course is Mosaic 1. It is the source for the thematic readings. The readings from Mosaic 1 which correspond to the IE III themes are noted in the chart below. Classroom activities, such as group presentations and student-led discussions, should be introduced at the outset of the course. Homework should be assigned on the readings and it should be checked in the following class. You may wish to use the Mosaic 1 video as there are video-extension activities in the text. The video clips are very challenging however and will need replaying several times, even at the IE III level.

The video materials for IE III are from Focus on the Environment, the CINEX series of captioned videos, and videos of feature films. Focus on the Environment is more challenging than the CNN Master Course: Video-Based English, Culture Watch, or the Business Watch series, which are reserved for IE Level I and II.

III THEMES(Interchange 2)

III READINGS AND VIDEOS(Mosaic 1: 4 selections for reading skills and vocabulary)

Relationships: personality psychology marriage (pp.39-41) (pp.106-111)

Grammar: Requests with modals,

“70 Brides for 7 Foreigners” (pp.66-74) Reading Skills: scanning, general and specific statements, selecting the main idea, recalling antonyms

Vocabulary: advantageous, cottage, couple, exporter, fictitious, guarantee, intolerant, invalid, legal, medical, obtain, registers, requirements, trickle

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gerunds (pp.39, 40) Reported speech, requests, direct and reported speech (pp.107, 109, 110) Vocabulary: deliberately, irritate, manner, measure, resentment, resolve (pp.41)

Videos: Interchange 2: Sequence 16: A Wonderful Evening California Suite, City Lights, City of Joy, Father of the Bride, Glass Menagerie, Kramer vs Kramer, Roxanne

Cross-Cultural Values: cultural values behavior, customs (pp.50-55) (pp.92-97)

Grammar: Relative clauses of time, adverbial clauses of time (pp.51, 54) Modals and adverbs, permission, obligation, and prohibition (pp.93, 95)

Vocabulary: anniversary, fireworks, flowers, parade, presents, wedding (p.50) annoyed, bored, confused, disgusted,

“Ethnocentrism” (pp.197-206) Reading Skills: skimming for the main idea, scanning, using prefixes, finding support for main ideas, focus on testing

Vocabulary: aspect, barbarian, bias, crude, ethnocentrism, hue, ignorant, inconceivable, inhuman, irrational, liberal, objectively, open- minded, outcome, outlook, repugnant, repulsive, shade, subarctic, subgroup, unnatural, world view

or “Music Makes the World Go Round” (pp.183-192) Reading Skills: verbs in context, inferences, comparisons, words and definitions, synonyms

Vocabulary: academy, acoustic, ambition, circuitous, create, critical acclaim, dabbled, debut, demonstrate, discrimination, experiment, funds, grappling, guerrillas, high profile, iconic, income, indigenous, issues, launch, murdered, pan-American, rapping, shooting, show business, shuttling, small-scale, smuggled, sources

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embarrassed, exhausted, frustrated, impatient, irritated, nervous (p.92)

Videos: Interchange 2: Sequence 2: What Do You Do, Miss? Sequence 15: How Embarassing A Great Wall, A Rabbit-proof Fence, Bend It Like Beckham, City of Joy, Father of the Bride, Karate Kid, Back to School, Mr. Baseball, My Stepmother is an Alien, Iron and Silk, The Piano

Environment: pollution endangered species recycling (pp.36-39)

Grammar: Will for responding to requests, requests with modals, requests with modals, gerunds (pp.37, 39) Vocabulary: clean up, hang up, pick up, put away, take out, throw out, turn off (p.38)

“Here Come the Tourists” (pp.90-99) Reading Skills: skimming for point of view, words from contexts, distinguishing between facts and opinions, the main idea, scanning, using prefixes, scanning for vocabulary, focusing on words, using venn diagrams, reading charts

Vocabulary: acquiring, annoy, begging, benefit, bargain, communities, compensation, distinguish, ecotourism, found, hence, indigenous, locals, physical, stinginess, subculture, taboos, travelers, up-front

Videos: Focus on the Environment: Segment 1: Little Done to Stop Animal and Plant Extinction (p.1-12); Segment 7: Earth Summit Snag (p.73-84); Segment 9: Recycling and Trash Problems (p.97-108) The China Syndrome, The Emerald Forest, Gorillas in the Mist, Never Cry Wolf, X-Files: Darkness Falls

The Media: types, issues the internet amazing stories (pp.86-91)

Grammar: Participles as adjectives, relative clauses (pp.87, 89) Vocabulary:

“Leapfrogging the Technology Gap” (pp.113-126) Reading Skills: identifying patterns of organization, outlining details, analyzing the thesis, understanding compound words and adjectives, creating a study outline, using a computer on tests

Vocabulary: benefits, craftsmen, data, download, economy, global, grass roots, handmade, marketplace, medical, network, telecenters, transmission, upload, vehicle, via, widespread

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absurd, bizarre, disgusting, dreadful, dumb, fabulous, fantastic, horrible, marvelous, odd, outstanding, ridiculous, silly, terrible, unusual, weird (p. 87)

Videos: Broadcast News, Cannes Bronze Commercials, China Syndrome, Commercials from Around the World, Ghost Busters, World's Wackiest Commercials UK Commercials 1990, 1991,

Fig. 8 IE III Core Text, Readings and Videos

XV.(e) SELF STUDY One of the new features of the 3rd edition of Interchange 2 is that at the end of the book there are 16 additional listening activities with a self-study audio CD. They could be introduced with the teacher doing one in class, and the students checking their answers with each other before they confirm their answers by referring to the transcripts. Depending on the themes at the level of your IE Core class, you could assign several of these listening activities as homework.

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