Example Lesson Plans,Materials, and Syllabi

Matthew Barbee

www.matthewbarbee.com
email: matthewkamden@gmail.com

2017Lesson&Plan:&My&Hometown&

Lesson Plan
“My Hometown”

Instructor:&&Matthew&Barbee&
Class:&&EFL&mixed>skills&Class&(95&min.)&
Skill&Level:&&Pre>intermediate&College&
Date:&&&

Student Learning Objectives:

Materials:!!
• Handouts&• PPT&presentation&• Laptop&• Projector/screen&• &!!

Students&will&.&.&.&
&&

!
!

5&

TASK

PROCEDURE

WARM5UP/!
REVIEW!

The&teacher&asks&the&students&several&questions&relating&to&hometowns,&using&
some&key&words&from&the&lesson&to&get&them&thinking&about&the&topic.&&The&
teacher&can&write&hometowns&on&the&board,&list&the&interesting&points,&and&cover&a&few&vocabulary&words.&&
Warm5up!Questions:!
1. Where&are&you&from?&&What&is&your&hometown?&
2. How&long&(have&you&lived/did&you&live)&there?&
3. Do&you&like&your&hometown?&&Why?&
4. What&makes&your&hometown&interesting?&
5. How&many&people&live&in&your&hometown?&What&is&the&population?&!
PARI!I:!
Listening!
Comprehension!

&
The&teacher&hands&out&the&worksheet&with&the&listening&comprehension&questions.&&The&students&will&listen&to&a&modified&text&about&Delhi,&India&(265&words).&&After&listening,&the&students&will&then&answer&comprehension&questions&about&the&test&(true&and&false,&short&answer,&and&critical&thinking).&&
The&text&and&comprehension&questions&contain&target&vocabulary&words&and&grammar&from&the&lesson.&&The&teacher&may&want&to&give&students&time&to&
look&at&the&questions&before&they&listen.&&&&Text:!
My'hometown'is'Delhi.''Delhi'is'the'capital'of'India'and'is'located'on'the'Yamuna'River.''It’s'an'interesting'city'because'it’s'
both'new'and'old,'it’s'full'of'markets'and'college'students,'and'
it’s'ancient.'

EX

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1. Identify&and&recall&specific&details&after&listening&to&a&modified&English&text&by&
answering&comprehension&questions.&
2. Express&themselves&using&written&and&spoken&English.&
3. Acquire&new&English&vocabulary&and&demonstrate&their&understanding&of&that&vocabulary&through&listening,&speaking,&reading,&and&writing&activities.&
4. Learn&to&combine&words&in&English&using&contractions&to&better&express&
themselves&when&using&written&and&spoken&English.&&5. Learn&to&use&word&stress&when&using&compound&words&in&spoken&English.&
6. Learn&to&make&stressed&syllables&easy&to&hear&in&spoken&English.&&
Keywords!and!Expressions:&&&• Vocabulary:&capital,&hometown,&nightlife,&population,&transportation,&interesting,&fantastic&• Expressions:&“Are&you&kidding?”&and&“How’s&the.&.&.?”&• Grammar:&Combining&words&with&contractions&• Pronunciation:&Word&stress&in&speech&15&

Lesson&Plan:&My&Hometown&

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Delhi'is'divided'into'two'parts:'Old'Delhi'and'New'Delhi.'New'
Delhi'is'very'beautiful.'Old'Delhi'is'also'beautiful,'but'it’s'more'
crowded'than'New'Delhi'with'its'high'population.'In'New'Delhi,'
there'are'fantastic'parks'and'gardens.'Nehru'Park,'Talkatora'
Garden,'and'Buddha'Park'are'amazing'places'to'visit'if'you'want'
to'relax'and'experience'nature.''Today,'Delhi'is'fastMpaced,'
modern'city.''It'has'a'rapid'transportation'system'and'the'nightlife'is'full'of'energy'and'busy'people.'''Delhi'is'a'great'center'of'trade'and'education.'Connaught'
Place,'Chandni'Chowk,'and'Lajpat'Nagar'are'famous'shopping'markets'where'you'can'buy'anything'from'clothes'to'kitchen'supplies'and'food.'There'are'also'many'universities'in'New'Delhi.'''
Because'English'is'an'official'language'in'India,'did'you'know'that'you'could'study'English'in'Delhi?''You'can'meet'many'Indian'college'students'if'you'come'to'Delhi.'
Delhi'is'also'an'ancient'city.''It'became'a'city'around'1000'BC.''
The'old'buildings'remind'us'about'its'glorious'past.'For'example,'tourists'often'come'to'Delhi'to'see'the'historical'places'like'the'
Lotus'Temple,'India'Gate,'the'National'Museum,'and'the'Akshardham'Temple.''I'hope'that'you'will'have'a'chance'to'visit'India'someday.''The'
new'and'old,'the'college'students,'and'the'ancient'tourist'spots'
are'waiting'for'you.'

Listening!
Comprehension!
Check/Vocabulary!
Building!

The&teacher&instructs&students&to&turn&over&the&handout,&the&reverse&of&the&handout&has&the&full&listening&text&and&target&vocabulary&words.&&In&groups,&the&
students&will&peer>check&their&answers&to&the&listening&comprehension&questions.&&If&groups&finish&early,&they&can&use&their&dictionaries&to&define&the&vocabulary&words&in&the&word&list&and&circle&them&in&the&text,&making&notes&in&Japanese&if&necessary.&

EX

10&

AM

!
Comprehension!Questions:!
1. Delhi&is&the&capital&of&which&country?&
2. True&or&False?&&New&Delhi&has&more&people&than&Old&Delhi.&
3. True&or&False?&&Delhi&has&a&busy&nightlife.&
4. What&is&something&that&you&could&buy&from&a&market&in&Delhi?&
5. According&to&the&text,&why&is&India&a&good&place&to&learn&English?&
6. True&or&False?&&All&the&buildings&in&Delhi&are&new&and&beautiful?&&

10&

Vocabulary!
Review!
!
MINI5LESSON:!
Word!stress!

The&teacher&says&each&vocabulary&word&while&the&students&repeat.&&The&
teacher&then&does&a&mini>lesson&on&word&stress&using&the&vocabulary&words.&&
Mini5lesson:!Word!Stress!
In&words&with&two&or&more&syllables,&one&syllable&is&stronger&than&the&others.&&
This&syllable&has&the&most&stress.&&Words&are&made&up&of&stressed&and&
unstressed&syllables.&&Knowing&the&difference&between&stressed&and&
unstressed&syllables&is&important&to&understanding&the&meanings&of&words.&&
For&example,&listen&to&the&following&words:&&tulips,&two&lips,&message,&massage,&dessert,&desert,&thirty,&thirteen.&&Without&stress,&it&would&be&difficult&
to&understand&these&words.&&
HELPFUL!HINT:!!What!makes!a!syllable!sound!strong?!
!!

•

The&vowel&in&the&stressed&syllable&is&clear.&&&[a&>&GREE!>&ment]&
GREE!
The&stressed&syllable&is&higher&in&pitch.&&[a&>&>&ment]&
&&&

•

&&

•

&

The&vowel&is&long&and&stretched.&&[a&>&G!!R!!E!!E!> ment]&&

Lesson&Plan:&My&Hometown&
The&teacher&say&the&vocabulary&words&again&while&students&listen&and&circle&
which&syllable&is&stressed.&&&

PL
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15&

PART!II:!
Reading!
Comprehension/!
Vocabulary!
Application!

The&teacher&passes&out&the&Reading&Comprehension&handout.&&The&students&
work&individually&to&fill>in>the&blanks&of&the&modified&reading&comprehension&
text&(330&words)&with&12&words&from&a&word&list.&&&
TEXT:!
Hello,'my'name'is'Matthew.''My'hometown'is'Blountstown,'
Florida'in'the'United'States'of'America.''Florida'is'located'in'the'southeast'part'of'America.''Blountstown'is'a'very'small'city'in'north'Florida.''It’s'only'an'hour'away'from'the'capital'of'Florida'by'
car.''Blountstown'is'so'small'that'the'population'is'only'8,000'
people,'and'there'is'no'public'transportation.''Some'people'think'that'rural'towns'are'not'interesting,'but'I'disagree.''Blountstown'is'
a'fantastic'place'to'live'because'it’s'surrounded'by'nature,'the'people'are'friendly,'and'the'food'is'delicious.'''Even'though'Blountstown'is'small,'it’s'still'full'of'life.''I’m'
talking'about'nature.''Blountstown'is'between'two'rivers.''I'love'to'spend'my'weekends'fishing,'swimming,'and'boating'on'the'rivers.''
As'a'child,'I'remember'canoeing'down'the'river'for'hours'with'my'
two'brothers.''We'always'saw'wildlife,'for'example,'alligators,'
raccoons,'giant'white'egrets,'and'snakes.'''Blountstown'also'has'friendly'people.''One'positive'point'
about'living'in'a'small'town'is'that'everyone'knows'each'other.''
Neighbors'are'very'helpful'and'often'bring'my'family'extra'food'when'they'have'too'much.''Also,'because'my'grandparents'are'old,'
their'neighbors'often'help'them'with'their'garden.''Some'people'
say'that'this'is'also'a'negative'side'to'living'in'a'small'town.''If'
everyone'knows'each'other,'you'must'be'very'careful'not'to'get'into'trouble.''There'are'eyes'everywhere,'and'someone'may'tell'
your'family.'Also,'the'food'in'Blountstown'is'delicious.''Because'
Blountstown'is'between'two'rivers'and'near'the'ocean,'we'eat'a'lot'of'fish'and'seafood.''The'most'interesting'food'that'we'eat'is'crawfish.''Do'you'know'crawfish?''In'Japanese,'it’s'called'zarigani.''It'is'fantastic'to'eat'in'the'summer'time.'''Finally,'I'know'some'people'love'big'cities'because'of'the'fastM
paced'nightlife.''For'me,'however,'Blountstown'is'the'perfect'place'
to'live'because'of'its'nature,'people,'and'food.'!
!
&&
Word!bank:!
&&•
fantastic&•
delicious&• nightlife'•
negative&•neighbors&• wildlife'• transportation&• nature&• hometown'• interesting&• population&• capital'&&'
Students&will&take&turns&reading&the&above&essay&sentence&by&sentence&in&groups&while&peer&checking&for&meaning.&&When&groups&finish,&the&teacher&will&
call&on&students&or&ask&for&volunteers&to&read&aloud,&sentence&by&sentence.&&
The&teacher&will&recast&any&stress,&intonation,&or&pronunciation&difficulties&as&
they&go&with&a&focus&on&word&stress.&
&
!!
!'

15&

Reading!
Comprehension!
Check/Reading!
Aloud!

Lesson&Plan:&My&Hometown&

MINI5LESSON:!
Contractions&

On!the!handout:!
• is&not&&!&isn’t&• she&is&&!&she’s&• it&is&&!&it’s&&• they&are&& !&they’re&• we&will&& !&we’ll&&
Activity:&
Fill>in&the&missing&information.&
1. have&not&& !&_______&
2. _______& !&he’s&
3. that&is&& !&&_______&
4. will&not&& !&&_______&
5. _______&& !&we’re&6. they&will&& !&_______&

PL
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Explanation!from!the!Teacher:!
The&apostrophe&mark&(&‘&)&has&two&main&uses&in&
English:&1. To&make&contractions&
2. To&make&nouns&possessive&&
Today’s&focus&is&on&contractions.&&A&contraction&
happens&when&two&words&combine&to&form&a&
single&word.&&An&apostrophe&shows&where&the&letters&are&missing&in&a&contraction&(usually&the&
first&vowel&of&the&second&word,&with&the&exception&of&contractions&that&use&will).&
We&use&contractions&in&conversation&and&in&
informal&writing&such&as&letters&to&friends,&but&
we&usually&do&not&use&them&in&formal&academic&
and&business&writing.&&(Some&teachers&allow&
contractions;&others&do&not.&&Students&should&
always&ask&their&teachers.)&
Students&complete&the&short&activity.&Teacher&reviews&answers&when&students&finish.&&Teacher&can&call&on&students&one&by&one.&&Students&can&then&circle&all&contractions&in&the&reading&text,&
count&them,&and,&with&the&Teacher,&identify&
which&words&were&combined&to&make&them.&

EX

AM

First,'students'repeat'the'following'dialogue'after'the'teacher,'focusing'on'
natural'word'stress'and'intonation.'
Next,'the'students'take'turns'saying'the'dialogue'with'a'partner.''
Students'can'alternate'A'and'B'roles.''If'the'students'feel'comfortable,'they'
can'substitute'the'underlines'information'with'their'own'answers.'
The'teacher'also'makes'note'of'the'target'expression,'“Are'you'
serious?”,'explains'the'meaning,'and'give'alternate'responses.''
Dialogue:!
A:''Hey,'where'are'you'from?'
B:''My'hometown'is'Canberra.'
A:''Really?'Where'is'that?'
B:''It’s'in'Australia'between'Sydney'and'Melbourne.''It’s'the'capital'of'Australia.'
A:''I'see.''Well,'do'you'like'living'there?'
B:''Of'course!''My'hometown'is'fantastic.'
A:''Why'do'you'like'it'so'much?'
B:''Well,'the'best'thing'is'that'there'are'many'beautiful'buildings'and'parks.'
A:''Anything'else?'
B:''Sure!''Also,'it'has'a'lower'population'than'Sydney.''There'are'fewer'
people'and'less'traffic.'
A:''That'sounds'nice.''How’s,the,food?'
B:''The'food'is'really'delicious.''My'favorite'food'is'kangaroo.''
A:''Are,you,kidding?'
B:''No,'really.''It’s'delicious.''You'should'try'it'sometime.'
A:''Thanks.''If'I’m'ever'in'Canberra,'I’ll'try'it.''
Target!Expression:!'Are,you,kidding?'
There&are&several&responses&a&student&could&have&to&this&question:&• No, really.
• No, I’m serious.
• No, it’s true.
• Not at all.

10&

PART!III:!
Dialogue!Practice!

Lesson&Plan:&My&Hometown&'

CLOSING/!
REFLECTION/!
HOMEWORK!

FIVE!PARAGRAPH!ESSAY!
'
I. Introduction'
A.' What?'
B.' Where?'C.' Description.'
D.' Three'good'points'
II. First'body'paragraph'
A.' First'good'point'
B.' Supporting'sentences'C.' Details'or'examples'
III. Second'body'paragraph'
A.' Second'good'point'
B.' Supporting'sentences'C.' Details'or'examples'
IV. Third'body'paragraph'
A.' Third'good'point'
B.' Supporting'sentences'C.' Details'or'examples'
V. Conclusion'
A.' Summary'of'the'three'points'

PL
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AM

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Short!Essay!Writing:!
Students&will&write&a&short&essay&
about&their&hometown.&&Students&
should&follow&the&five>paragraph&pattern&of&writing&using&the&above&
two&texts&as&examples.&&Essays&
should&be&250—350&words&long,&
double>spaced.&&
The&students&must&include&the&following&information&in&their&
essays:&&• Name&and&location&of&hometown&• Three&interesting/good&points&
about&their&hometown&• Examples/details&about&each&
good&point&• 5&out&of&7&words&from&the&vocabulary&list&

EX

5&

PART!IV:!
Communicative!
Activity!
(Interview)!

Using&the&handout,&students&work&to&fill>in&their&communication&charts&with&information&from&several&other&students&based&on&the&previous&dialogue.&&&The&students&will&ask&interview&questions&to&gather&the&following&information:&
1. Name&2. Hometown&
3. Location&of&hometown&
4. Best&thing&about&their&hometown&
5. A&second&good&point&regarding&their&hometown&
6. A&popular/surprising&food&from&their&hometown&&
Before&the&students&begin,&the&teacher&can&ask&one&student&to&volunteer.&&
Together,&that&student&and&the&teacher&can&go&through&the&dialogue&together&as&an&example&for&the&other&students.&& When&students&have&finished,&the&teacher&can&ask&several&students&to&present&their&findings.&&Essentially,&the&students&will&make&mini>presentations.&&
Students&have&to&be&careful&to&change&to&the&third>person&when&talking&about&their&friends.&

Variations/Notes

Lower!Level!Modifications:!&&
1. Teacher&may&want&to&repeat&the&listening&comprehension&text&if&time&allows&or&students&need&more&help&with&the&listening&passage.&
2. The&Homework&essay&could&just&be&a&100>word&paragraph&instead&of&a&5>paragraph&essay.&&
3. Instead&of&having&the&students&write&an&essay&about&their&hometown,&students&could&write&an&original&skit&based&on&
the&above&dialogue,&hitting&key&vocabulary&and&grammar&points.&&This&could&be&performed&in&class&the&next&day.&&Higher!Level!Modifications:!&&1. During&the&mini>lesson&on&contractions,&the&teacher&can&have&students&write&original&sentences&using&contractions&from&the&activity.&&Also,&the&teacher&could&use&this&opportunity&to&explain&the&difference&between&it’s&and&its.&
2. Instead&of&writing&about&their&own&hometown,&the&students&could&research&another&city&of&their&choice&and&write&an&
essay&or&dialogue&based&on&their&research.&&“If&you&could&live&anywhere&in&the&word,&where&would&it&be?”&&Alternative!Activity:!
1. Replace&the&interview&activity&with&role>playing&or&a&simulation.&&Students&could&create&cards&with&their&fictional&
hometown&around&the&world,&describing&it,&saying&where&it&is&located,&listing&its&good&points,&and&naming&a&strange&or&interesting&food&from&the&same&fictional&place.&&With&this&imagined&hometown,&students&would&use&the&information&to&compete&the&dialogues&with&other&students.&

Name ______________________________________ Class ________________ Date ________________Part I: Listening C omprehension
Listen to the text, and then answer the questions below. Please take notes while you listen.

________________________________

2. True or False? New Delhi has more people than Old Delhi.

________________________________

3. True or False? Delhi has a busy nightlife.

________________________________

4. What is something that you could buy from a market in Delhi?

________________________________

5. According to the text, why is India a good place to learn English?

________________________________

6. True or False? All the buildings in Delhi are new and beautiful?

________________________________Part II: R eading and VocabularyPLE

1. Delhi is the capital of which country?

Read the following text. As you read, use the vocabulary from the word list to fill-in-the-blanks.

EX

AM

Hello, my name is Matthew. My
is Blountstown,
Florida in the United States of America. Florida is located in the southeast
part of America. Blountstown is a very small city in north Florida. It’s only anhour away from theof Florida by car. Blountstown is sosmall that theis only 8,000 people, and there is no public
bbbbbbbbbbbbb. Some people think that rural towns are not,but I disagree. Blountstown is a fantastic place to live because it’ssurrounded by nature, the people are friendly, and the food is delicious.
Even though Blountstown is small, it’s still full of life. I’m talking about
bbbbbbbbbbbbbbb. Blountstown is between two rivers. I love to spend myweekends fishing, swimming, and boating on the rivers. As a child, I
remember canoeing down the river for hours with my two brothers. We
always saw, for example, alligators, raccoons, giant white
egrets, and snakes.
Blountstown also has friendly people. One positive point about living
in a small town is that everyone knows each other.
arevery helpful and often bring my family extra food when they have too much.
Also, because my grandparents are old, their neighbors often help them with
their garden. Some people say that this is also aside toliving in a small town. If everyone knows each other, you must be very
careful not to get into trouble. There are eyes everywhere, and someone may
tell your family.
Also, the food in Blountstown is. Because
Blountstown is between two rivers and near the ocean, we eat a lot of fishand seafood. The most interesting food that we eat is crawfish. Do you know
crawfish? In Japanese, it’s called zarigani. It is
to eat in
the summer time.
Finally, I know some people love big cities because of the fast-paced
bbbbbbbbbbbbbbbbb. For me, however, Blountstown is the perfect place tolive because of its nature, people, and food.
Matthew Barbee, 2015

VOCABULARY• nightlife ________________• wildlife _________________• hometown ______________• capital _________________• fantastic _______________• negative ________________• transportation ___________• interesting ______________• delicious _______________• neighbors ______________• nature _________________• population ______________

What makes a syllable
sound strong?
n Clear à [a-GREE-ment]n Higher in pitch à [a-GREE-ment]n Long à [a-G R E E-ment]

PA R T III: Dialogue Practice
A: Hey, where are you from?

Target Expressions:

B: My hometown is Canberra.
A: Really? Where is that?
B: It’s in Australia between Sydney and Melbourne. It’s
the capital of Australia.
A: I see. Well, do you like living there?
B: Of course! My hometown is fantastic.
A: Why do you like it so much?
B: Well, the best thing is that there are many beautiful
buildings and parks.
A: Anything else?

How’s the food?

This phrase is useful if you want toknow a person’s feelings aboutsomething or the condition somethingis in. For example:l How’s the movie?
l How’s the weather outside?
l How’s your family doing?
l How are you?

B: Sure! Also, it has a lower population than Sydney.
There are fewer people and less traffic.

Are you kidding?

A: That sounds nice. How’s the food?

B: The food is really delicious. My favorite food isPLEkangaroo.

There are several responses a student
could have to this question:l No, really.
l No, I’m serious.
l No, it’s true.
l Not at all.

A: Are you kidding?

B: No, really. It’s delicious. You should try it sometime.

AM

A: Thanks. If I’m ever in Canberra, I’ll try it.

PA R T IV: L et’s C ommunicate!

Fill-in the chart by using the dialogue above.

Ex.

Their hometown:

Location of theirhometown/
country:EX

Student’s name:

1.

2.

3.

Matthew Barbee, 2015

The best thing
about theirhometown:

Another goodthing about theirhometown:

A popular or
surprising food:

MIN I-L ESSON : C ontractions
The apostrophe mark ( ‘ ) has two main uses in English:
1. To make contractions
2. To make nouns possessive
Today’s focus is on contractions. A contraction occurs when two
words combine to form a single word. An apostrophe shows where
the letters are missing in a contraction.
We use contractions in conversation and in informal writing such as letters to friends, but we usually do not use them informal academic and business writing.
l is not→ isn’tl it is→ it’sl we will → we’ll
l she is→ she’sl they are → they’rel will not → won’t

2. ____________

→

he’s

3. that is→____________

4. will not→____________

5. ____________

→

we’re

6. they will→____________AM

Listening C omprehension Text: Delhi, India

PL
E

A ctivity: Fill-in the missing information.
1. have not→____________

EX

My hometown is Delhi. Delhi is the capital of India and is locatedon the Yamuna River. It’s an interesting city because it’s both new andold, it’s full of markets and college students, and it’s ancient.
Delhi is divided into two parts: Old Delhi and New Delhi. New
Delhi is very beautiful. Old Delhi is also beautiful, but it’s more crowded
than New Delhi with its high population. In New Delhi, there are
fantastic parks and gardens. Nehru Park, Talkatora Garden, and Buddha
Park are amazing places to visit if you want to relax and experiencenature. Today, Delhi is fast-paced, modern city. It has a rapidtransportation system and the nightlife is full of energy and busy people.
Delhi is a great center of trade and education. Connaught Place,
Chandni Chowk, and Lajpat Nagar are famous shopping markets where
you can buy anything from clothes to kitchen supplies and food. There
are also many universities in New Delhi. Because English is an official
language in India, did you know that you could study English in Delhi?
You can meet many Indian college students if you come to Delhi.
Delhi is also an ancient city. It became a city around 1000 BC. The
old buildings remind us about its glorious past. For example, tourists
often come to Delhi to see the historical places like the Lotus Temple,
India Gate, the National Museum, and the Akshardham Temple.
I hope that you will have a chance to visit India someday. The new
and old, the college students, and the ancient tourist spots are waiting
for you.

Matthew Barbee, 2015

From top clockwise: Lotus temple,
Humayun's Tomb, Connaught Place,
Akshardham temple and India Gate.

Country

Names:RESEARCH PRESENTATIONClass:

Global Contributions to Science and Technology
1.
2.

For the Group Presentation, yourgroup will make a 5 ~ 7 minutepresentation about a country andits contributions to science andtechnology.

3.
4.
5.

Choose a country. (NOT Japan)
Answer research questions about
your country.
Write your speech.
Make a poster.
Practice, practice, practice.

6. Make your presentation!

SIX jobs:

1.

M
PL

Research Questions:

Date: ____________________

E

You will have

What is the name and population of your country?

EX
A

2. Where is your country located in the world? (Which continent? Which countries are next to yourcountry? Which countries or bodies of water are near your country?)

3. How big is your country? Compare it to Japan. [www.nationmaster.com](“The size of Denmark is 374,7442 km. Japan is 9 times larger than Denmark.”)

4.

What language or languages are spoken? Give basic
examples. (“Hej is Danish. It means hello in English.”)5. What are two things interesting things that your country isfamous for?
a.

b.

Draw yourcountry’s flag:

6. How is your country different from or the same as Japan? Give someexamples.

7.

Who are three famous scientists (architects, mathematicians, engineers, etc.) from your country? What
are they famous for? Nobel Prizes? Discoveries? Inventions? Ideas?

Why are they famous?

E

Scientist
1.

M
PL

2.

8.

EX
A

3.

What contributions (discoveries, technology, architecture, etc.) has your country made to science or
technology? What are the top three?

Contribution
1.

2.

3.

Explanation/Details

Critical Thinking Questions:
９．In your opinion, has your country made a large impact on the world? Why or why not?
(How has your country changed the world?)

10. Finally, how has Japan benefitted from your country? Does Japan use your countries technology or

M
PL

E

science? If not, what could Japan learn from your country? What is a positive point or characteristic ofyour country that Japan could use to become a better country in the 21 st century?

How will you
be scored?

EXA

You will work as a team, but you may receive different scores.
Your score will be based on how much you speak and yourindividual performance and preparation.

Country:Country Research Presentation

Class:GROUPSCORING
Content (5 ~ 7 min.)Research questions were wellanswered and information was
accurate.

2 4 6 8 10

PosterIs it big enough to see/read?
Pictures? English? Captions?
Is it used well in the presentation?

Overall Performance& Response to Follow-up Questions

Group Score:

2 4 6 8 10

2 4 6 8 10
/30

Name:

Name:

Name:

English1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Voice

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Eye Contact

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5Overall Performance

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Individual Score:

/20

/20

/20

TOTAL SCORE:

/50

/50

/50

INDIVIDUALSCORING(Attitude, memorization)

Websites for Research: www.nationmaster.com
 www.wikipedia.org
 www.cia.gov/library/publications/the-world-factbook/ www.scientificamerican.com/article/the-worlds-best-countries-science/Country

Names:RESEARCH PRESENTATIONClass:

Global Contributions to Science and Technology
Teacher’s Example:

Denmark

EX
A

M
PL

E

“Hej, jeg hedder Matteau.” That means “hello” and “myname” in Danish. So, my country is Denmark.
Denmark is located in Europe. It is north of Germany
and it is surrounded by water on three sides. Denmark consistsof more than 400 islands.
There are several interesting facts about Denmark.
First, most people in Denmark speak 4 languages, Danish,
German, French, and English. Also, do you know Snow White,
Elsa, and The Little Mermaid? Well, they are all from Denmark.
The famous fairy-tale writer Hans Christian Andersen was bornin Denmark and he wrote the original stories.
Besides these interesting facts, Denmark also has a long history ofscientific and technological achievement that has greatly contributed to
the world especially in the field of computer science. First, raise your hand if
you have used Skype? Well, Skype was founded in 2003 by Janus Friis, from
Denmark. Skype is telecommunications software product that provides video
chat and voice calls from computers, tablets, and mobile devices via theInternet. Next, have you ever used Google Maps? Well, it was first started
created by two Danish brothers, Lars and Jens Rasmussen. Their company
was acquired by Google in 2004 and was transformed into the web application Google Maps.
Futhermore, many famous scientists come from Denmark. The most famous Danish scientist is
physicist Niels Bohr. Along with Albert Einstein, Bohr fundamentally changed our understanding of theworld. Within the field of quantum mechanics, Bohr revolutionized our understanding of the atom and wasawarded the Nobel Prize in physics in 1922. Next, Danish architects have also gained considerable
international respect and approval. The most famous, Jørn Utzon, designed the Sydney Opera House in 1957.
You can see the Opera house here with its 60-meter high concrete shells that look like a sailboat. The third
Great Dane is the famous computer scientist, Bjarne Stroustrup. He is most notable for the creation anddevelopment of the widely used C++ programming language.
Finally, I think Denmark is a great country. Japan is very similar to Denmark because they both have
many islands and a large fishing industry. However, I think Japan can learn from Denmark how to better use
green technologies. Denmark is a world leader in the use of renewable energy, such as biofuels, wind, andsolar power. Denmark aims to get 50% of electricity from wind power by 2020 and to be fossil-free by 2050.
If Japan used public bicycles and built more wind power turbines, Japan could better protect the earth like
Denmark. If you visit there, be sure to see the Mermaid statue or visit the Copenhagen Museum of Science.
Thank you for listening.

Follow-up Questions:
1. How is Denmark different than or the same as Japan?
2. What is the population of Denmark? OR How big is Denmark compared to Japan?
3. Why did you choose Denmark? What is interesting about Denmark to you?
4. Would you like to live in Denmark? Why or why not?

Country ______________________

Group Members _________________________________________

EX
A

M
PL

E

Presentation Script:

CHECKLIST:
EnglishPronunciation ∙ Grammar

Delivery
Eye Contact ∙ Voice ∙ Attitude

Content
Length (5 ` 7 minutes)
Questions well answered.

Memorization
POSTER
Is it big enough to see/read?
Pictures? English? Captions?
Is it used well in presentation?

Country	
  Research	
  Presentation	
  Country	
  ________________________________________	
  Plan your Poster:Member	  Names:	
  NOTES:	  ____________________________________

EX

AM
PL
E

________________________________________________________________________________________________________________________________________________________________________________________________

Poster	  Checklist:	   □Large	
  title	
  
□All	
  in	
  English□Pictures□Correct	  spelling□ Pictures/Text	
  are	
  easy	
  to	
  see

□Colorful□Captions	
  (describe	
  pics?)	
   	
  	
  □ 	
  Is	
  it	
  Useful?

Name:	  Country Presentation

Class:	  Intonation PracticeIntonation	
  is	
  very	  important	
  in	
  English.	
  	
  Some	  words	
  are	
  stressed	
  and	
  some	  words	
  are	
  unstressed.	
  	
  Usually	
  important	
  words	
  are	
  stressed	
  in	
  English.	
  	
  This	  helps	  the	
  audience	
  better	  understand	
  what	  is	
  being	
  said.	
  	
  Also,	  taking	  breaks	
  and	
  breathing	  is	
  very	  important	
  when	  communicating.	
  	
  There	  is	
  often	
  a	
  break	
  between	
  separate	
  ideas	  in	
  English.	
  Important	
  Words	
  • Nouns• Action	  verbs• Strong	  Adjectives

Non-­‐Important	
  Words	
  Where	  to	
  break?	
  Articles	
  (a,	
  an,	  the)
Helping	  verbs,	
  Be-­‐verb
Pronouns
Prepositions• Periods	
  	
  (	
  .	
  )
• Commas	
  	
  (	
  ,	
  )
• Before	  or	
  after	  longclauses	  or	
  phrases.

•
•
•
•

PL
E

Listen,	  as	
  the	
  teacher	
  reads	
  the	
  following	
  script.	
  When	
  you	
  hear	  a	
  break,	
  mark	  the	
  paper	
  with	
  a	
  [	
  /	
  ].
When	
  the	
  teacher	
  puts	  stress	
  on	
  a	
  word	  or	
  syllable,	
  put	
  a	
  [	
  l	
  ]	
  above	
  the	
  sound.	
  You	
  try:	
  

AM

For	
  example:	
  Hello.	
  	
  Today,	
  we	
  will	  tell	  you	
  about	
  Denmark.	
  EXDenmark	
  is	
  located	
  in	
  Europe.	
  	
  It	
  is	
  north	  of	
  Germany	
  and	  it	
  is	
  surrounded	
  by	
  water.	
  	
  Denmark	
  consists	
  of	
  more	  than	  400	
  islands.	
  The	
  largest	
  island	
  is	
  named	
  Zeeland.	
  Denmark’s	
  climate	
  is	
  temperate	
  and	
  coastal.	
  So,	  the	
  weather	
  changes	
  all	  the	
  time.	  	
  It's	  never	  really	
  hot	  or	
  really	
  cold.	
  	
  Also,	  one	  day	  it	
  is	
  sunny,	
  and	
  another	
  day	  it	
  is	
  rainy.	
  Denmark	  also	  has	  a	
  large	
  fishing	
  industry.	
  The	
  exports	
  include	
  fish,	  chemicals,	
  machines,	
  metal,	
  beer,	
  and	
  paper	  and	
  wood	  products.	
  Tourism	
  is	
  also	  an	
  important	
  economic	  activity.	
  Finally,	
  Denmark	
  is	
  a	
  great	  country.	
  	
  Thank	  you	
  for	
  listening.	
  Now,	
  decide	
  which	  words	
  are	
  important	  in	
  your	  presentation	  and	
  where	  to	
  take	  breaks.	
  Work	
  together	
  with	  your	  group	  and	
  mark	  your	  paper	
  with	
  	
  [	
  /	
  ]	
  and	  [	  l 	  ].	
  	
  When	
  you	  are	
  finished	
  marking	
  your	  paper,	
  practice	
  your	  presentation	
  together	
  as	
  a	
  group.	
  

10	
  =	
  GREAT	
  	
  	
  	
  	
  	
  	
  8	
  =	
  GOOD	
  	
  	
  	
  	
  	
  	
  6	
  =	
  OK	
  	
  	
  	
  	
  	
  	
  4	
  =	
  NOT	  SO	  GOOD	
  	
  	
  	
  	
  	
  	
  2	
  =	
  POORCountry	  Please	  take	  notes	
  about	
  each	  Country.	
  SCORE	
  1-­‐10	
  English	
  

2.	
  

Delivery	
  

3.	
  

Poster	  1.	
  English	
  

2.	
  

Delivery	
  

3.	
  

Poster	
  

PL
E

1.	
  

1.	
  
2.	
  

1.	
  

EX

2.	
  

AM

3.	
  

English	  Delivery	
  Poster	  English	  Delivery	
  

3.	
  

Poster	  1.	
  English	
  

2.	
  

Delivery	
  

3.	
  

Poster	  SELF-EVALUATION
1. How	
  much	  did	
  you	
  help	
  your	  group	  overall?
2. Do	
  you	
  think	  you	
  did	
  your	  best	  on	
  the	  presentation?
3. How	
  much	  did	
  you	
  help	  with	  the	  poster?
4. Did	  your	  group	
  work	  well	  together?
5. Did	  you	
  enjoy	
  making	  this	  presentation?

1	
   	
  2	
   	
  3	
   	
  4	
   	
  5	
   	
  6	
   	
  7	
   	
  8	
   	
  9	
   	
  10	
  
1	
   	
  2	
   	
  3	
   	
  4	
   	
  5	
   	
  6	
   	
  7	
   	
  8	
   	
  9	
   	
  	
  10	
  
1	
   	
  2	
   	
  3	
   	
  4	
   	
  5	
   	
  6	
   	
  7	
   	
  8	
   	
  9	
   	
  10	
  
1	
   	
  2	
   	
  3	
   	
  4	
   	
  5	
   	
  6	
   	
  7	
   	
  8	
   	
  9	
   	
  10	
  
1	
   	
  2	
   	
  3	
   	
  4	
   	
  5	
   	
  6	
   	
  7	
   	
  8	
   	
  9	
   	
  10	
  

6. Which	
  group	
  was	  the	  best?

Country:	
  	
  ___________________________	
  Country:GROUP
SCORING	  Content	
  	
  (5	
  ~	
  7	
  min.)	
  	
  	
  

INDIVIDUALSCORING

Research	
   questions	
   were	
   well	
   answered	
   and	  information	
  was	
  accurate.	
  Poster	  Is	
   it	
   big	   enough	   to	   see/read?	
   	
   Pictures?	
   	
   English?	
  Captions?	
  	
  Is	
  it	
  used	  well	  in	
  the	  presentation?	
  Overall	  Performance	
  	
  
&	
  Response	
  to	
  Follow-­‐up	
  Questions	  Country:

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Voice	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Eye	
  Contact	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Overall	  Performance	
  (Attitude,	
  memorization)	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

/30	
  

Individual	
  Score:	
  

/20	
  

/20	
  

/20	
  

TOTAL	
  SCORE:	
  

/50	
  

/50	
  

/50	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Country Research PresentationIs	
   it	
   big	   enough	   to	   see/read?	
   	
  Pictures?	
   	
   English?	
  Captions?	
  	
  Is	
  it	
  used	  well	  in	
  the	  presentation?	
  Overall	  Performance	
  	
  
&	
  Response	
  to	
  Follow-­‐up	
  Questions	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Overall	  Performance	
  	
  
&	
  Response	
  to	
  Follow-­‐up	
  Questions	  Eye	
  Contact	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Overall	  Performance	
  (Attitude,	
  memorization)	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

/30	
  

Individual	
  Score:	
  

/20	
  

/20	
  

/20	
  

TOTAL	
  SCORE:	
  

/50	
  

/50	
  

/50	
  

AM

Country Research Presentation

Poster	  Is	
   it	
   big	   enough	   to	
  see/read?	
   	
   Pictures?	
   	
   English?	
  Captions?	
  	
  Is	
  it	
  used	  well	  in	
  the	  presentation?	
  Overall	  Performance	
  	
  
&	
  Response	
  to	
  Follow-­‐up	
  Questions	  Group	
  Score:Name:	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Voice	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Eye	
  Contact	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Overall	  Performance	
  (Attitude,	
  memorization)	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

/30	
  

Individual	
  Score:	
  

/20	
  

/20	
  

/20	
  

TOTAL	
  SCORE:	
  

/50	
  

/50	
  

/50	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Country Research Presentation
INDIVIDUALSCORING

Research	
   questions	
   were	
   well	
   answered	
   and	  information	
  was	
  accurate.	
  Name:	
  

1	
  	
  	
  	
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  3	
  	
  	
  	
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Class:GROUPSCORING	  Content	
  	
  (5	
  ~	
  7	
  min.)	
  	
  	
  

Name:	
  English	
  

2	
  	
  	
  	
  4	
  	
  	
  	
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  8	
  	
  	
  	
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Group	
  Score:Country:

1	
  	
  	
  	
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EX

Is	
   it	
   big	   enough	   to	   see/read?	
   	
   Pictures?	
   	
   English?	
  Captions?	
  	
  Is	
  it	
  used	  well	  in	
  the	  presentation?	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
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INDIVIDUALSCORING

Research	
   questions	
   were	
   well	
   answered	
   and	  information	
  was	
  accurate.	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Name:	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Class:GROUPSCORING	  Content	
  	
  (5	
  ~	
  7	
  min.)	
  	
  	
  

Name:	
  Voice	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Group	
  Score:Country:

English	  Name:	  PL
E

Poster	  Name:	
  

1	
  	
  	
  	
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  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

INDIVIDUALSCORING

Research	
   questions	
   were	
   well	
   answered	
   and	  information	
  was	
  accurate.	
  Name:	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

Class:GROUPSCORING	  Content	
  	
  (5	
  ~	
  7	
  min.)	
  	
  	
  

Name:	
  English	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Group	
  Score:Poster	  Country Research Presentation

Class:

Name:	  Name:	  Name:	
  English	
  

1	
  	
  	
  	
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Voice	
  

1	
  	
  	
  	
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  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
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  4	
  	
  	
  	
  5	
  

Eye	
  Contact	
  

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  8	
  	
  	
  	
  10	
  

Overall	  Performance	
  (Attitude,	
  memorization)	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

1	
  	
  	
  	
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  5	
  

1	
  	
  	
  	
  2	
  	
  	
  	
  3	
  	
  	
  	
  4	
  	
  	
  	
  5	
  

/30	
  

Individual	
  Score:	
  

/20	
  

/20	
  

/20	
  

TOTAL	
  SCORE:	
  

/50	
  

/50	
  

/50	
  

2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  
2	
  	
  	
  	
  4	
  	
  	
  	
  6	
  	
  	
  	
  8	
  	
  	
  	
  10	
  

Narrative Essay

Name:Class:

A narrative essay tells a story. It uses descriptive language to tell the beginning, middle, and end of an event. It has
an introduction that engages the reader’s interest, details about the main event or action in the story, and aconclusion that describes the outcome.

Narrative Essay Organization
INTRODUCTION
Hook
Background

The hook gets the reader’s attention with an interesting or surprising fact.
The background tells the history or what happened before the action.
The thesis sentence prepares the reader for the main action of the story, but it
doesn’t tell the whole story (just a “hint” about the main action).

ThesisPL
E

BODY PARAGRAPHSThe body paragraphs tell the main story. They use a lot of details to bring the story to life.

Rising Action
ClimaxCONCLUSION

The situation paragraph describes the when, where, what happens in the story,
and why the main event is happening, step by step. It often uses time order.
The rising action is the main events leading to the climax. It also uses timeorder and many details.
The climax is the main action, the surprise, or the height of the action.

AM

Situation

The conclusion paragraph tells (1) what happened after the main event, (2) about a lesson thewriter learned, and (3) how the writer’s life is changed now.

Identifying Parts of a Narrative Essay

EX

ACTIVITY 1

Match the parts of a narrative essay to the examples on the right.

1. Hook

2. Background
3. Thesis Sentence

a. I learned that many things in Japan look the same as in the U.K., but they
are truly Japanese, and we should appreciate them. Now, travelling ismore enjoyable.

b. Getting off the airplane, and walking the streets of Tokyo, Japan was very
exciting, but it also felt like home.
c. Japan is known as “Land of the Rising Sun.”

4. Situationd. When I was young, I always thought Japan was an exotic country withinteresting customs. I always wanted to go to Japan.

5. Rising Action

e. I didn’t know that I was going to learn an important lesson because of asimple pastry.

6. Climaxf.

7. Conclusion

g. I finally bit into the pastry and was shocked to find it was not strawberry.

I was hungry and I wanted something to eat. I found a bakery, and I saw astrawberry jam pastry.

Narrative Essay Organization: My First Japanese Pastry
Paragraph

1

INTRO

2
3

Hook

• Japan is known as “Land of the Rising Sun.”

Background• I always thought Japan was an exotic country withinteresting customs. I always wanted to go to Japan.

Thesis• Eating a pastry taught me an important lesson.

Situation

BODY

Rising Action
ClimaxCONCLUSION• I bit into the pastry and was surprised to find it was not
strawberry jam.
• I began to like sweet bean paste.
• I learned that many things in Japan look the same as in
the U.K., but they are truly Japanese, and we should
appreciate them.
• Now, travelling is more enjoyable.

EX

AM

PL
E

4

• Getting off the airplane, and walking the streets of Tokyo,
Japan was very exciting, but it also felt the same as home.
• I was hungry and I wanted something cheap and delicious• I found a bakery.
• I saw a strawberry jam pastry like back home.

ACTIVITY 2

Reading a Student Essay

Read the essay. Respond to the essay by answering the following questions.

My First Foreign Friend

Total Words: 400

Why is the background information in the introduction important to the story?

EX

1.

AM

PL
E

My first foreign friend broke my heart. However, before I could have a foreign friend, I needed totravel aboard first. I have always wanted to go abroad and make friends around the world. Last winter, I
was able to study abroad for four weeks in Toronto. While I was studying in Toronto, I met a Canadian
girl named Jem. She told me that she wanted to make Japanese friends, so I was happy to talk to her. I
was also happy to talk to her because she is so beautiful. Jem is half white and half Filipino, and I had
never seen anyone like her before. It is safe to say that I fell in love with her at first sight, but not
everything is meant to be. (115)
In the beginning of our friendship, I was able to meet Jem often because we were language
exchange partners. Jem helped me study English, and I helped her study Japanese. Gradually we became
more and more friendly, so I invited her to go out to eat dinner with me. We went to a restaurant with her
friends who also study Japanese. I talked a lot with her and her friends in English, and we ate katsudon. It
is very delicious. Having dinner together made me very happy, and I think that my language skill
improved. (100)One day, I went to watch an American football game with my Kwansei Gakuin friends. At thegame, I saw Jem with another student. I said hello, and I asked about her friend. She said “He is myboyfriend.” That is, she had a boyfriend. I was surprised, and I was disappointed in love. Furthermore,
her boyfriend was also Japanese and was studying abroad like me. I was sad because of that unbelievablefact. At that moment, I thought that my experience in other country was sad. (95)
At last, the day I went back to Japan, I heard from Jem by email. In her email, she wrote, “thankyou for being my friend. I want to meet you and speak in Japanese when I go to Japan this summer.’’ Heremail really made me smile. I forgot about my feelings at the football game and remembered all the greattimes I had in Toronto. Overall, I learned that life is made up of good and bad memories, but it is mostimportant to remember the good ones. (90)

2. How did the writer and Jem become friends? (What is the situation?)

3. What happened before the writer’s heart was broken? (What is the rising action?)

4.

What broke the writer’s heart? (What is the climax of the story?)

5. What did the writer learn? Was it a positive lesson or a negative lesson?

ACTIVITY 3

Writing a Great Hook

The hook is the first sentence of your essay. The
purpose of a hook is to get the reader’s attention. There
are 5 types of hooks:

•
•
•
•
•

Shocking statement
Interesting fact
Statistic
Question
Quote

A. Below is the introduction to a narrative essay. Read the paragraph and then underline the hook.

PL
E

I cannot live without pizza. If I go very long without eating a hot delicious slice of
pizza, I become sick. When I lived in the United States, I ate a whole pizza every week.
But when I started living in Japan, I forgot about eating pizza. I was happy eating
delicious Japanese foods at first, but I eventually began to crave a hot slice of bread,sauce, and cheese. After living in Japan for six months, I ordered Japanese pizza for the
first time.
1. What type of hook do you think is used? ____________________________________________

AM

2. Why do you think a good hook is important?

______________________________________________________________________________

B. Look at the examples of different types of hooks below. Work together in a small group to write your own
Hooks
Shocking
statementEXhooks. The essay topic is “Japanese pizza.”

ExamplesI love pizza more than
my family.

Interesting
Fact

Pizza was firstinvented in Italy, butmodern pizza haschanged a lot.

Statistic

The average Americaneats 27 pizzas a year.

Question

What is your favorite
food in the world?
Mine is pizza.

Quote

Einstein once said,“Pizza is the mostperfect food.”

Write your own:

ACTIVITY 4

Reading a Student Essay

Read the essay. Respond to the essay by answering the following questions.

My First Time Cooking

AM

PL
E

When I was ten years old, I almost died in the kitchen. One day, I was the only one home because
my parents went to an elementary school to teach, and my big sister was staying at her friend’s house. I
was bored, and I played video games a whole lot. In the early evening, I became hungry, but there wasnothing to eat. I looked in our refrigerator, but there was only some vegetables and medium spicy curryroux. When I saw that, I thought, “my mother can make curry easily, so I can make curry, too.” I decided
to make curry by myself, but it would be dangerous because I had never cooked anything until then. (115)
At first, I started to cook some rice. Second, I cut onions, but I couldn’t stop crying for 20
minutes. After I stopped crying, I cut carrots. I did well partway, but I cut my middle finger because I
didn’t fold my fingers away from the knife. I felt foolish. I almost gave up, but I continued to cook. Next,
I peeled potatoes with a peeler. I thought it was safe, but I was wrong. My nail was skinned a little by thepeeler. After the vegetables, I prepared a deep pot and started to fry vegetables and chicken. However,another problem happened. Before I fried them, I forgot to grease the bottom of the pot and it burned. I
moved them from the burned pot to another one, and I started to fry them again. There were a lot of
problems, but I completed making curry at last. (150)
After I made curry, I looked at my hand, and it was all cut up. There was some adhesive tape on
it, but my heart was full of accomplishment. When I ate MY curry, it was very tasty. Later, when mymother got home, she ate my curry and said, “this is so delicious.” She looked so happy, and I was so
happy, too. After that, my father came back home, and he ate my curry, too. He was surprised that I had
made curry by myself. My parents were happy, so I wanted to cook again. (95)
These days, I often cook curry and rice by myself. Now that I know how to make it properly, I
have become much better at it. I think it is good for us to try new things. Even if if we are not perfect atfirst, we can become better and better. As they say, “practice makes perfect.” In conclusion, while my firsttime cooking was terrible, it became an invaluable memory that I will never forget. (75)
Total Words: 435

A.
B.

EX

1. Underline the hook? A. What type of hook is it? B. Write a new hook for the essay using a different type.

2. Why was the writer home alone? What is some other background information of the story?

3. How three problems did the writer have when making curry?

4. What was the climax of the story? (Why were the writer’s parent’s happy?)

5. What did the writer learn? Was it a positive lesson or a negative lesson?

ACTIVITY 5

Time Adverbs

To sequence events in a narrative essay, we use time adverbs such as then, finally, eventually, after that, later, andthen. They usually appear at the beginning of the sentence and followed by a comma.
Then is an exception. It is not followed by a comma.
• Our train was running late. Finally, it arrived.
• We got on the train. Then we realized that we didn’t have money for the ticket.

Identifying Time Adverbs
Reread the student essays, My First Foreign Friend and My First Time Cooking. List time adverbs that you find:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ACTIVITY 6

PLE______________________________

Subordinating Conjunctions

AM

We also use subordinating conjunctions to sequence events such as before, as soon as, after, when, and while incomplex sentences as connectors. Complex sentences contain a main clause (independent) and a dependent
clause. The dependent clauses give extra information about the main clause, for example, where or when it
happened.
Subordinating conjunctions tell when something happened. When a subordinating conjunction comes are thebeginning of the sentences, we use a comma. No comma is needed if it comes at the end.

Time Clause

Main Clause

we had a party.
I was on only child.

Main Clause

Time Clause

EX

After our parents left the house,
Before my brother was born,

We had a party
I was an only childafter our parents left the house.
before my brother was born.

Using Subordinating Conjunctions
Combine each pair of sentences into one complex sentence. Use the subordinating conjunctions in (parentheses) to clarify
the sentence.

1. People harvested apples. They cooked and stored them in glass jars. (after)_______________________________________________________________________________________
2. I ate the main course. I ate my salad. (before)_______________________________________________________________________________________
3. She applied for the job. She was accepted. (As soon as)_______________________________________________________________________________________

Narrative Essay: First Draft

WRITING

Now its time to write your narrative essay. Use the following guidelines to help you write.

1. Write a narrative essay about something that you did for your first time in your life. Use many
details to make the story come alive for the reader.
2. Use an interesting hook. (Try to catch a huge fish!)
3. Be sure to tell the reader what you learned at the end of your story. How has your life changednow?
4. Your title should be: “My First _______________________” (Use Title Style)
5. Your essay must be 4 paragraphs (Intro, Body Paragraphs x 2, Conclusion). You can use the
Narrative Essay Planner below to help you write.

PLE

6. Word Count: 350 - 450 words.
7. Type your essay. Follow the teacher’s typing guide.

8. Don’t forget to write your name, student ID, class, and date at the top of your paper.

AM

Narrative Essay Planner
Paragraph

1

EX

Hook

INTRO

Background

Thesis2

Situation

BODY

3

RisingActionClimax

4

CONCLUSION

This paper belongs to:

PEER EDITINGThis paper is being checked by:

Exchange papers and answer the following questions about your classmate’s essay.

1. Underline the hook? A. What type of hook is it? If there is no hook or you think it could be better, what isyour suggestion?

2. What is the background information of the story? What happened before the beginning of the story?

3. Underline the thesis sentence. If there is no thesis or you think it could be better, what is your suggestion?

PLE

4. What happened at the beginning of the story? Where was the writer? What was the writer doing?

5. What transition words or time words does the author use? List them below. If they need more time words
for clarity, please make a memo on their paper.
_____________________________

AM_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EX

6. What was the climax of the story?

7.

What did the writer learn? How did the event change the writer’s life?

8.

Overall, how do you like the essay? Give a comment to the writer.

9.

How can the writer make it better? Make a suggestion here.

10. Grammar and Spelling. Work in a group to check the essay for mistakes. Underline and add a correction

symbol if you find any mistakes. Write a question mark (?) if you don’t understand something.

Typing Guide

EX

AM

PL
E

All Margins: 30mm
Font: Times New Roman, 12 point
Heading: Top Right. Include name, student ID number, class name/number/teacher, date
Title: Centered, Bold. Use title style capitalization.
Line Style: Essay must be DOUBLE-SPECED (行間: 2.0). Use formatting icon, do not hit return between lines.
Indent: Use “tab” key. The first line of each paragraph must be indented.
Word Count: At the end of the paper.

Name: _______________________________ SID#: _________________ Class: _______________

L Below Expectations L

0
Thesisstatement
Introduction(para 1)
Rising Action(para 2)
Climax(para 3)Conclusion

3

4o Hook captures the reader’sattention wello Missing thesis

o Present but does not effectively
introduce the contents of the essayo Introduces the essay effectively

o Few examples/detailso Contains information notconnected to the backgroundo Some examples/detailso Background info is present

o Many thorough and clear detailso Background info well prepares
the reader for the storyo Paragraph does not describe therising action wello Describes the rising actiono Introduces the climax too earlyo No climax presento Climax is present

o Describes rising action withmany details and leads into theclimaxo Climax is clear and effectivewith many detailso Concluding sentences missingo Short and not appropriateo Concluding sentences rephrases
the thesis statemento Missing informationo Some mistakes, but they don’t
impact the ability to understandthe paragraphClarity andOrganizationo There are several problems with
understanding and clarityo Ideas are not well organizedo Few transition wordso Concluding sentences tell what
the writer learned from thisexperienceo Few mistakes in grammar,
spelling, and punctuationo There are some problems witho High level of fluency and clarity
understanding but overall theo Natural and expressive English
meaning is clear
o Good organization and variedo Some transition words
transitions wordso Transition words are present, but
not all specific or variedo Writing is cut into many smaller paragraphso Writing is contained within 4 paragraphso No indenting first line of paragraphso Paragraphs are indentedo Missing title or heading informationo Appropriate title
o Typing guide not followedo Typing Guide followedo Total words: 350-400

AMo Less than 350 words totalo Total words: 400-450

Name: _______________________________ SID#: _________________ Class: _______________

L Below Expectations L

0
Thesisstatement

1

Introduction(para 1)

Rising Action(para 2)
Climax(para 3)Conclusion

3

J Excellent J45o Hook captures the reader’sattention wello Missing thesis

o Present but does not effectively
introduce the contents of the essayo Introduces the essay effectively

o Few examples/detailso Contains information notconnected to the backgroundo Some examples/detailso Background info is present

o Many thorough and clear detailso Background info well prepares
the reader for the storyo Paragraph does not describe therising action wello Describes the rising actiono Introduces the climax too earlyo No climax presento Climax is present

o Describes rising action withmany details and leads into theclimaxo Climax is clear and effectivewith many detailso Concluding sentences missingo Short and not appropriateo Concluding sentences rephrases
the thesis statemento Missing informationo Some mistakes, but they don’t
impact the ability to understandthe paragrapho Many grammar and spelling
mistakes that make it difficult tounderstand the paragraphClarity andOrganizationo There are several problems with
understanding and clarityo Ideas are not well organizedo Few transition words

Word count2/50

o Hook is present

Grammar andSpelling

Paragraph
style

K Satisfactory K

Score:o Missing hook

EX

Hook

5

o Hook is present

o Many grammar and spelling
mistakes that make it difficult tounderstand the paragraphWord countJ Excellent Jo Missing hook

Grammar andSpelling

Paragraph
style

2

/50

PL
E

Hook

1

K Satisfactory K

Score:o Concluding sentences tell what
the writer learned from thisexperienceo Few mistakes in grammar,
spelling, and punctuationo There are some problems witho High level of fluency and clarity
o Natural and expressive English
understanding but overall theo Good organization and varied
meaning is clearo Some transition words
transitions wordso Transition words are present, but
not all specific or variedo Writing is cut into many smaller paragraphso Writing is contained within 4 paragraphso No indenting first line of paragraphso Paragraphs are indentedo Missing title or heading informationo Appropriate title
o Typing guide not followedo Typing Guide followedo Less than 350 words totalo Total words: 350-400

o Total words: 400-450

Name _______________________________________ Group ________________

Green-Technology

PLE

As time passes, the world changes and technologies change with it. Thanks to the innovations ofhumans, technology is not only increasing, but it is also getting more and more sophisticated andefficient. Having energy-efficient technology or GREEN-Technology is necessary when thinking about the
future of our planet. Some people believe that technology can be helpful to the environment and cancounter the effects of pollution and global warming. However, some technology is the largest
contributor to pollution.

AM

A. Organizing Ideas: Harmful or Helpful Tech?

It is true that some technologies are helpful or harmful to our environment. Think about some technologies that have an
impact on the world around us. In the chart below, list some technologies that you feel are harmful or helpful to the Earth.

Helpful to the environment:

EX

Harmful to the environment:

B. Vocabulary: Before you read!
In the next activity, you will read a scientific article about a green-technology. Before you read, use a dictionary to define
the following words in simple English or Japanese. They will be used in the article.

1. Photosynthesis ___________________________________________________________________________
2. Inexhaustible _____________________________________________________________________________
3. Nutrients ________________________________________________________________________________
4. Mimic ___________________________________________________________________________________

5. Chlorophyll _______________________________________________________________________________
6. Catalyst _________________________________________________________________________________
7. Conversion _______________________________________________________________________________
8. Replicate ________________________________________________________________________________

D. Reading: Science article!
Read the following article. As you read, circle any words that you don’t understand. When you finish reading, look up any
words that you circled and read the article again after you understand the words.

The Ultimate Green-Tech:
Artificial Photosynthesis

PL
E

Written by Matthew Barbee, 2015

EX

AM

Today, we would like to talk about green-tech. As we all know, Global Warming is a major
problem in the world today. While there are many theories about how to combat the artificial heatingof the earth, many believe that our future lies in the hands of green-technology. This is technologythat helps our earth by leaving a small carbon-footprint and undoing some of the damage caused byhumans. One example of green-technology is artificial photosynthesis. Artificial photosynthesis
attempts to tap the unlimited energy of sunlight. It is a chemical process that takes sunlight, carbon
dioxide (CO2), and water to create fuel. It has the potential to produce an inexhaustible source ofenergy and may also help stop global warming. While this may seem too good to be true, the idea
actually comes from plants. Plants are perhaps the smartest energy producers of all. The energy thatthey produce is abundant, cheap, clean, and very efficient. The process they use to produce thisenergy is photosynthesis. During photosynthesis, plants use light from the sun, carbon dioxide
absorbed by their leaves, and water absorbed by their roots to create the nutrients they need to live.
Artificial photosynthesis mimics this natural photosynthesis of plants, but instead of producing foodfor plants, it produces fuel – fuel that can be used to power our cars and our homes.
To recreate the photosynthesis that plants have perfected, two crucial things must happen;
sunlight must be harvested and water molecules must be split. Plants accomplish these two tasks byusing chlorophyll, a chemical in leaves, which captures sunlight and breaks down water molecules
into hydrogen and oxygen. The
hydrogen is then combined withcarbon dioxide to make glucose andcarbohydrates, which feed theplants, and oxygen is expelled. First,
capturing sunlight is not a problem
as current solar-power systems
already have that ability. Second,
water molecules must be slit into
oxygen and hydrogen; however,this step is proving difficult forscientists. Splitting water molecules requires extra energy in the form of a catalyst, a substance that
stimulates a chemical reaction. Discovering the most efficient and cost-effective catalyst has kept
researchers busy for the past decade. Once water is split into oxygen and hydrogen, the hydrogen canthen be combined with carbon dioxide to produce liquid fuel like methanol.
Understanding the difficulty of the process, why would we want to develop artificial
photosynthesis at all? In short, the development of artificial photosynthesis may have several
advantages over traditional sources of energy. For one, artificial photosynthesis can convert and

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store solar energy with greater efficiency than current solar-cell technology, found in solar panels.
The conversion of sunlight to electricity in solar cells makes solar power a weather-dependent
energy, which decreases in efficiency when it is cloudy. Artificial photosynthesis, on the other hand,produces a liquid fuel that can be stored and used even on those rainy days. The second advantage isthat it is a renewable energy source. Current sources of energy rely on nonrenewable fuels, such ascoal and oil, which are decreasing in supply. Liquid fuels produced through artificial photosynthesis,
however, would depend only on carbon dioxide, water, and sunlight, which are plentiful. Artificial
photosynthesis could potentially create an endless supply of all the energy we need to power ourlives. Third, artificial photosynthesis is a “clean” energy source. Its byproducts of artificial
photosynthesis are eco-friendly compared to traditional sources of energy such as the burning offossil fuels like coal, which is highly toxic to humans and the environment. As a bonus, artificial
photosynthesis would remove large amounts of harmful carbon dioxide from the air, greatly
reducing the effects of global warming in the process.
Along with the advantages of artificial
photosynthesis, there also come disadvantages. First, wemust remember that this technology is only in its earlystages. Still a relatively new concept, researchers have only
been able to make hydrogen from water and sunlight on asmall-scale basis in labs. Until this process can be replicatedon a large scale, it may not be practical for commercial use.
Another major disadvantage of artificial photosynthesis is
the cost. The catalysts, in most cases rare metals likeplatinum, which are needed to split the water molecules
during the process of artificial photosynthesis, are very
expensive. Scientists are working to find cheaper materials,
but progress is slow. Because of these disadvantages,
artificial photosynthesis has yet to reach its full potential.
Overall, the ability to produce a clean fuel without producing harmful waste makes
artificial photosynthesis an ideal green-technology for future research, and that research is increasing
day by day. In fact, an “artificial leaf” has already become a reality. In 2011, Daniel Nocera, an
American scientist working at MIT, announced the invention of the first artificial leaf the size of aplaying card. Likewise, Panasonic, a technology company located in Japan, has also been working to
improve the efficiency of the process. In 2012, they announced that their energy production had
matched the efficiency of real plants. Because of the dedication of researchers like the ones in the
U.S. and Japan, scientists may soon make artificial photosynthesis a practical reality. We believe
artificial photosynthesis is the green-technology of tomorrow and can help end Global Warming.

E. Reading: Comprehension Check!

Answer the following questions about the above article.

1. What is artificial photosynthesis? Explain the process below.

2. Which part of the process of artificial photosynthesis is troublesome for researchers? Why?

3. How is artificial photosynthesis different from the natural photosynthesis of plants?

4. The author calls artificial photosynthesis a “clean” energy source in paragraph 3. What do you think theauthor means by this?

5. What are the advantages of artificial photosynthesis compared to traditional sources of energy? Complete
the chart below:
Advantages of Artificial Photosynthesis

Disadvantages of Traditional Energy Sources

1.

2.

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6. What are two disadvantages of artificial photosynthesis?

F. Extension Activity!

AM

7. What breakthroughs have researchers in the U.S. and Japan had with artificial photosynthesis in recent
years?

Use the Internet. What are other examples of Green-technology? How do they benefit the Earth?

1.

2.

3.

4.

BenefitEX

Example of Green-Tech

Planning your Presentation
Use the list of green-technologies that you made in
Activity F above. With your group, choose one that your want
to be the TOPIC of your presentation.

TOPIC: Which Green-Technology did your group choose?

INTRODUCTION:

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What is green-technology?
What environmental problem can be fixed with green-technology?
What green-technology do you think can help solve this problem?
Simply, what is your technology and why you think it can help the Earth?

HOW IT WORKS:

Using a lot of detail, explain what your green-technology is and what it does.
How does it work? Find a diagram or chart to help your audience understand.

ADVANTAGES (compare to other technologies):

What are 3 advantages your technology has over other technologies?
OR. . .What are 3 ways it can help solve Global Warming?
1.

2.

DISADVANTAGES:

What are 2 disadvantages of your technology?

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1.

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3.

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CONCLUSION:

Overall, how can your technology help the Earth? (same as end of introduction)
What is the current research with your technology? What are scientists doing to make it a reality?
Have scientists had any breakthrough to solve the disadvantages?

Kwansei Gakuin University, School of Science and Technology

Communication Curriculum Guidelines
Communication Coordinator:
Matthew Barbee (Comm. I & II)

GENERAL OBJECTIVES





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To equip students with English language skills with a primary emphasis on speaking and listening skills.
To provide students with guidance and practice in basic conversation and discussion skills.
To provide students with guidance and practice in academic listening, speaking, and presentation skills.
To engage students in academic speaking and listening activities across general and science/technology-related
topics.
 To help students improve their relative English comprehensibility through pronunciation practice.
 To provide students with instruction and practice toward improving their TOEIC listening test scores.

By the end of the program, students should be able to: Effectively communicate in spoken English across different levels of formality from casual conversation,
discussions, to academic presentations.
 Comprehend spoken English and demonstrate their comprehension through spoken responses, writing, andcomprehension checks such as TOEIC listening quizzes and tests.
 Use spoken English to express their ideas across a variety of topics including science-technology related topics.
 Demonstrate a comprehensible level of English pronunciation.

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REQUIRED MATERIALS

Students are required to buy the textbook that corresponds to their year, either 1st year or 2nd year. Each textbook isintended for use across semesters A and B of each year. Textbooks can be purchased from the on-campus bookstore.
 Comm. 1A Textbook: Bottom Up Listening for the TOEIC Test (Units 1-12)
 Comm. 1B Textbook: Bottom Up Listening for the TOEIC Test (Units 12-24)
 Comm. 2A Textbook: Practical Situations for the TOEIC Test Listening (Units 1-10)
 Comm. 2B Textbook: Practical Situations for the TOEIC Test Listening (Units 10-20)

CURRICULUM OVERVIEW by Year and Semester
First Year

Second Year

Communication 1A (Spring Semester)Communication 2A (Spring Semester)

1. Basic conversation skills
2. Basic presentation/speaking skills
3. TOEIC listening

1. Advanced group discussion skills
2. Advanced presentation/speaking skills for topics inscience and technology
3. TOEIC listening

Communication 1B (Fall Semester)Communication 2B (Fall Semester)

1. Group discussion skills
2. Presentation/speaking skills
3. TOEIC listening
4. LEGO Robots/Applied technology focus (optional)

1. Advanced group discussion skills for topics in scienceand technology
2. Advanced presentation/speaking skills for topics inscience and technology
3. TOEIC listening

Communication Curriculum Guidelines, January 2016

SUGGESTED COMMUNICATION CURRICULUM

1A

STUDENTOBJECTIVESSUGGESTEDCONTENT Improve basic
conversation
skills Conversation skills: greeting, giving biographical/self-introduction to others, turntaking, interviewing, articulation of a complete idea rather than fragmented
utterances, initiation, changing topic, self-repair, etc.
 Conversation activities/topics:- Group introduction/interview activities (e.g.; getting to know each other games;
lining up in order of birthday, shoe-size, height, etc.; etc.)- Information gathering and reporting activities (e.g., my/his/her favorite . . . , myhometown/my partner’s hometown, my school life, my partner’s best memory,etc.) Presentation/speaking skills:- Delivery (eye contact, volume, appropriate gestures, pace, etc.)- Reporting (first-person/third-person/present tense)- Individual informative speaking- Group presentation skills (poster) Presentation/speaking topics:- Self-introduction speech- Informative speech (e.g., my hometown, show and tell speech, famous scientists
in history, careers/jobs in various fields according to each class’ major, Japaneseholidays, one aspect of Japanese culture, my best memory, an embarrassing
moment, the time I learned a valuable lesson, etc.)
 Pronunciation skills:- English phoneme production (R/L, TH, V/B, ee/i, SH/S, etc.)- Vowel reduction in unstressed syllables- Reduction of ending vowels produced due to first language transfer- Intonation for statements, questions, and items in a list
 TOEIC activities:- Weekly listening quizzes (in class or as homework)- Bi-semester TOEIC listening test (taken from the text book)- Describing a TOEIC-style picture in one sentence- Story telling based on graphic story boards, or the reverse, story-boarding drawn
from oral story telling- Diagnostic TOEIC Listening Test (full) Improve basicpresentation andspeaking skills

1B

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 Improve English
comprehensibility
throughpronunciation
practice Improve listening
skills inpreparation for
the TOEIC
listening test

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COURSE Improve groupconversation anddiscussion skills

 Improvepresentation andspeaking skills

 Conversation skills: greeting, self-introduction, turn taking, interviewing, articulationof a complete idea rather than fragmented utterances, initiation, changing topic, selfrepair, + asking questions, giving and supporting opinions, etc.
 Conversation activities/topics:- Group decision-making (e.g., the best country in the world, the best invention
ever made, the best place to go on a date, love or money, the best job of the
future, etc.)- Task-based topics (e.g., designing a island; choosing a group name, motto, color,flag; Stuck on a deserted island where you must choose survival items to take asa group; designing a house/apartment layout; redesigning Sanda campus; etc.)
 Presentation/speaking skills:- Delivery (eye contact, volume, appropriate gestures, pace, etc.)- Reporting (first-person/third-person/past-present-future tense)- Informative/descriptive, individual speaking with a visual aid (e.g., artifact,
poster, pictures, etc.)- Demonstrative/descriptive group presentation skills (slideshow/multimedia)- Describing a process Presentation/speaking topics:- Informative/descriptive speech (e.g.; my life; where I came from/where I’mgoing; if I had unlimited money and time; I would . . .; if I could change theworld, I would . . .; etc.)- Demonstration speech (e.g., how to make a cake, how to make friends, how to
get from Campus to Tokyo, how to become the leader of the world, how to makea paper airplane, how to solve a math equation, how to tie your shoes, how tolose weight, how to train for a marathon, etc.)

Communication Curriculum Guidelines, January 2016 Pronunciation skills:- Stressed/unstressed syllables- Stressed syllables associated with compound nouns (greenhouse vs. green house)- Emphasizing important or contrasting words or ideas in a sentence- Pausing/breaking between thought groups
 TOEIC activities:- Weekly listening quizzes (in class or as homework)- Bi-semester TOEIC listening test (taken from the text book)- Describing a TOEIC-style picture in one sentence- Diagnostic TOEIC Listening Test (full) Utilize the classsets of Lego
Mindstorm(OPTIONAL)

 LEGO/TECHNOLOGY PROJECT:
Teachers are encouraged to use the classroom sets of Lego Mindstorm to fulfill theobjectives of the course. Topics for conversation and presentation within the project
could include but is not limited to the following:- Describing the process of making a robot- Describing pieces, parts, and construction methods- Explaining the uses for a built robot- Comparing a robot’s utility with that of other modern technology- Creating and presenting ideas for new technology using language skills gained
from making the robots

 Develop andimproveadvanced groupconversation anddiscussion skills

 Conversation skills: greeting, self-introduction, turn taking, interviewing, articulationof a complete idea rather than fragmented utterances, initiation, changing topic, selfrepair, asking questions, giving and supporting opinions, + showing disagreement,
disagreement resolution, using appropriate formality and politeness, etc.
 Conversation activities/topics:- Controversial issues and debate topics (e.g., bullying, global warming, whaling,
gender and society, the need for English in Japan, smartphones and the downfallof society, voting/drinking/driving age, technology for a greener or darker future,etc.) Presentation/speaking skills:- Delivery (eye contact, volume, appropriate gestures, pace, etc.)- Academic individual and group presentations involving topics in science or
toward English for science fluency (poster/ slideshow/multimedia)- Showing comparisons and persuading an audience to reach conclusions based onfacts- Using large-numbers, fractions, decimals- Describing a graph, chart or table Presentation/speaking topics:- Individual or group presentations (e.g., best invention of the 20th century, mostinfluential scientist in history, the invention that changed the world, one
country’s technological influence on the world, technology of the future,comparing a foreign country to Japan, etc.)

EXAM

 Develop andimproveadvanced
presentation andspeaking skills
covering topics inthe field of
science andtechnology

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2A

 Improve English
comprehensibility
throughpronunciation
practice Improve listening
skills inpreparation for
the TOEIC
listening test

 Improve English
comprehensibility
throughpronunciation
practice Improve listening
skills inpreparation for
the TOEIC
listening test Pronunciation skills:- Connected speech/linking sounds (e.g.; consonant + vowel; vowel + vowel;
consonant + consonant; double consonant + consonant; /s/, /z/, /t/, /d/ + /y/; etc.)

 TOEIC activities:- Weekly listening quizzes (in class or as homework)- Bi-semester TOEIC listening test (taken from the text book)- Diagnostic TOEIC Listening Test (full)Communication Curriculum Guidelines, January 2016 Develop andimproveadvanced groupconversation anddiscussion skills
covering topics inthe field of
science andtechnology

 Develop andimproveadvanced
presentation andspeaking skills
covering topics inthe field of
science andtechnology

EXAM Improve English
comprehensibility
throughpronunciation
practice Improve listening
skills inpreparation for
the TOEIC
listening test Conversation skills: greeting, self-introduction, turn taking, interviewing, articulationof a complete idea rather than fragmented utterances, initiation, changing topic, selfrepair, asking questions, giving and supporting opinions, showing disagreement,
disagreement resolution, using appropriate formality and politeness, + criticalthinking and synthesis, etc.
 Conversation activities/topics: (various topics by class’ major)- Controversial issues and debate on science and technology topics (e.g., global
warming, whaling, gender and society, the universal language of science shouldchange from English, smartphones and the downfall of society, technology for agreener or darker future, causes/effects of nuclear power, taking responsibility for
global destruction, new technologies and how we will live in the future, ethicalissues with animal testing, brain stem research, child engineering and genomics,
pandemics and our future, etc.)
 Presentation/speaking skills:- Delivery (eye contact, volume, appropriate gestures, pace, etc.)- Academic individual and group presentations involving topics in science or
toward English for science fluency (poster/ slideshow/multimedia)- Synthesizing and creating new ideas and original content- Presenting quantitative and qualitative data
- Using the scientific method as presentation organization- Persuading an audience using quantitative and qualitative data and facts.
 Presentation/speaking topics: (various topics by class’ major)- Academic research presentations (e.g.; new inventions: past, present, future;advertising campaign for new technology; the benefits and drawbacks ofalternative power; original survey research where students gather their own
quantitative and qualitative data; designing the city of tomorrow based on the
problems and pluses of cities of today; the future of . . . ; Japan and its scienceeducation policies; proposing new standards for science education; TED Talks
style presentations on scientific ideas that will change the world; presenting theprocedure and results of basic science experiments utilizing the scientific method,
bridge design and construction, etc.)
 Pronunciation skills:- Connected speech- Issues in prosody (rhythm, stress, intonation)- Issues in World English, pronunciation variation around the world

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2B

 TOEIC activities:- Weekly listening quizzes (in class or as homework)- Bi-semester TOEIC listening test (taken from the text book)

STUDENT SPEECHES/PRESENTATIONS

Speeches and presentations can take many forms from informal reporting to public speaking with visual aides
including anything from using only gestures and facial expressions to posters, slideshows, displays, or artifacts.
While presentation skills are a part of the English curriculum, each teacher has a lot of flexibility when it comes totheir teaching style. However, it is suggested that teachers include a speech or presentation each semester withincreasing complexity and skill-level expectations. Suggested presentation skills, types of presentations, and topics
are listed in the table above.

Communication Curriculum Guidelines, January 2016

EXAMPLE ASSESSMENT/CLASS-SCORING GUIDE
1A

1B

2A

2B

 10% TOEIC Listening 1

 10% TOEIC Listening 1

 10% TOEIC Listening 1

 10% TOEIC Listening 1

 10% TOEIC Listening 2

 10% TOEIC Listening 2

 10% TOEIC Listening 2

 10% TOEIC Listening 2

 30% Individual Speech 30% Individual Speech 10% Individual Speech 10% Teacher/Student
Diagnostic Interview
 10% Group Conversation

 10% Group Conversation
 20% LEGO/Technology
Project
 30% Group Presentation

 30% Group Presentation

 30% Group Presentation

 20% Class Performance,
Participation, andHomework

 20% Class Performance,
Participation, andHomework

 20% Class Performance,
Participation, andHomework

 20% Class Performance,
Participation, andHomework

PLE

 30% Group Presentation

EXAMPLE ASSIGNMENT/HOMEWORK POLICY (Teacher’s discretion allowed)

EXAM Students must earn a grade of 60% or higher to pass.
 Homework is important. Students should come to all classes prepared. If students aren’t prepared to listen or joinin discussions, they will not be able to participate in class.
 If homework is:
one minute – one day late
= 50% OFF
more than one day late
= 100% OFF
Some teachers don’t accept late work at all and deduct 100%.

EXAMPLE ATTENDENCE POLICY (Teacher’s discretion allowed)
 Students are allowed 5 absences per semester. (OFFICIAL) 6 or more absences = FAIL (OFFICIAL) 20 minutes late to class = 1 absence 2 times late (<20 minutes) = 1 absence If a student is absent for any reason, they are responsible for contacting the teacher prior to the absence if
possible. Students should not wait until they return to discuss activities and homework missed. Also, the student
is responsible for making arrangements to have their work handed in before or on the due date, and for informing
themselves of the information covered in class during the period of their absence.
 In the case of excused absences, either from due to a doctor’s note or an official school activity, students areallowed to make up class activities, homework, or tests at the teacher’s convenience. A letter from a medical
practitioner or the school must be provided upon the student’s return or prior to the absence.
However, some teachers count every absence from class (for whatever reason, other than flu) as an unexcusedabsence. This can be justified by how many absences are allowed per semester.

Communication Curriculum Guidelines, January 2016

EXAMPLE COMMUNICATION SYLLABI(Communication Coordinator: Matthew Barbee)

1A

Week

1B

2A

2B

 Orientation

 Orientation

 Orientation

 Orientation

 Conversation activity
 Pronunciation workshop
 Speech practice/preparation
 TOEIC listening: daily quiz
 Speaking skills activity
 Individual speech intro Individual speech preparation

 TOEIC listening: daily quiz
 Speaking skills activity
 Individual speech intro Individual speech preparation

 TOEIC listening: daily quiz
 INTRODUCTIONSPEECHES TOEIC listening: daily quiz
 Pronunciation workshop
 Individual speech practice Conversation/discussion
activity Pronunciation workshop
 Speech practice/preparation
 TOEIC listening: daily quiz
 INTRODUCTIONSPEECHES INDIVIDUAL SPEECHES

5 TOEIC listening: daily quiz
 Pronunciation activity
 Conversation preparation,practice, activity

 TOEIC listening: daily quiz
 Listening skills activity
 Role-playing activity

 TOEIC listening: daily quiz
 Listening skills activity
 Introduction to individual
speech Speaking skills workshop
 TOEIC listening: daily quiz
 Listening skills activity
 Pronunciation workshop
 Individual speech preparation

 INDIVIDUAL SPEECHES

4 TOEIC listening: daily quiz
 Listening skills activity
 Conversation preparation,practice, activity

 TOEIC LISTENING: TEST 1
 Speaking test review/practice TOEIC LISTENING: TEST 1

 TOEIC LISTENING: TEST 1
 Individual speech practice TOEIC LISTENING: TEST 1

 SPEAKING TEST 1

 Listening skills activity
 Conversation preparation,practice, activity
 TOEIC listening: daily quiz Intro to group presentation
 Discussion activity

 INDIVIDUAL SPEECHES

 Listening skills activity
 Conversation preparation,practice, activity
 TOEIC listening: daily quiz Intro to group presentation
 Discussion activity

2

3

6
7

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8

 Listening skills activity
 Pronunciation workshop
 Pronunciation activity

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1

 TOEIC listening: daily quiz
 Discussion activity
 Group presentation
preparation, practice, activity

 TOEIC listening: daily quiz
 Discussion activity
 Group presentation
preparation, practice, activity

 TOEIC listening: daily quiz
 Pronunciation workshop
 Conversation preparation,practice, activity

 TOEIC LISTENING: TEST 2
 Pronunciation workshop
 Group presentation
preparation, practice, activity

 TOEIC listening: daily quiz
 Pronunciation workshop
 Group presentation
preparation, practice, activity

 TOEIC LISTENING: TEST 2
 Pronunciation workshop
 Group presentation
preparation, practice, activity

 GROUP PRESENTATIONS TOEIC LISTENING: TEST 2
 Group presentation
preparation, practice, activity

 GROUP PRESENTATIONS

12

 Speaking test introduction
 Speaking test review/practice Speaking test practice TOEIC LISTENING: TEST 2
 Speaking test practice GROUP PRESENTATIONS(cont.)

 GROUP PRESENTATIONS

13

 GROUP PRESENTATIONS(cont.)

 SPEAKING TEST 2

 Class/teacher evaluation
 End-of-the-year reflection
activity GROUP PRESENTATIONS(cont.)

 Class/teacher evaluation
 End-of-the-year reflection
activity

10

11

14

 TOEIC listening: daily quiz
 Listening skills activity
 Group presentation
preparation, practice, activity

 TOEIC listening: daily quiz
 Pronunciation workshop
 Conversation preparation,practice, activity

 TOEIC listening: daily quiz
 Listening skills activity
 Role-playing activity

 TOEIC listening: daily quiz
 Listening skills activity
 Intro to group presentation
 Group presentation
preparation, practice, activity
 TOEIC listening: daily quiz
 Pronunciation workshop
 Group presentation
preparation, practice, activity

9 TOEIC listening: daily quiz
 Listening skills activity
 Conversation preparation,practice, activity

 Discussion activity
 Pronunciation workshop
 Pronunciation activity

 TOEIC listening: daily quiz
 Pronunciation workshop
 Individual speech practiceCommunication Curriculum Guidelines, January 2016

 TOEIC listening: daily quiz
 Listening skills activity
 Group presentation
preparation, practice, activity

Kwansei Gakuin University, School of Science and Technology

English Reading 1A Syllabus
Teacher: Matthew Barbee (Matthew Sensei)
Homepage: www.matthewbarbee.com* When you contact me, please include your name and class in subject line.

REQUIRED MATERIALS (Textbooks)l Frontiers in Science: English 1A (7th edition) (関西学院大学理工学部) (英語教室)l TOEIC テストにでる順英単語 (河上源一 [編著] / ブルース・ハード [監修])(The schedule might change due to class speed or school events.)

2
3
4
5
6
7
8

Homework - Write it down!

• Orientation (Intro to class, teacher, syllabus)• ALL ABOUT ME Worksheet• Information card
• Library Information• Intro to Reading Portfolio• Student Introductions• Unit 1: Three Biologists• Reading Portfolio Check 1 (1 activity)• Unit 2: How Science Figures the Age of the Earth

1. Information Card (get a picture)
2. ALL About Me Worksheet

3.

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Activities

1. Read first book. Reading Portfolio
2.
3.

• Vocabulary Quiz 1 (単語テスト 1: 1 ~ 250)
• Unit 4: Masatoshi Koshiba

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Week

• Unit 5: Marie Curie• Extensive Reading Activity (or Library Time)• Vocabulary Quiz 2 (単語テスト 1: 251 ~ 500)
• Unit 6: To Be or Not to Be on Facebook• Reading Portfolio Check 2 (3 activities)• Unit 7: DNA

9• Unit 9: What to Do about CO2

10• Extensive Reading Activity (or Library Time)11• Vocabulary Quiz 3 (単語テスト 1: 501 ~ 750)
• TOEIC Practice Test (Practice)12• FINAL Reading Portfolio Check 3 (5 activities)• Unit 11: Bio-inspired Robotics

13• Unit 12: Why was Nuclear Energy Promoted?

14• Review for Final Exam___

• FINAL EXAM (Date to be announced later)

Note: TOEIC TEST (Saturday, June 27th)

Kwansei Gakuin University, School of Science and Technology

English Reading 1A Syllabus
Teacher: Matthew Barbee (Matthew Sensei)
Email: mkbarbee@kwansei.ac.jp
Homepage: www.matthewbarbee.com* When you contact me, please include your name and class in subject line.

COURSE OBJECTIVESThis course aims to improve students' reading ability. This semester, the theme is ‘description’ and‘reason.’ The course features both intensive reading (reading slowly and carefully) and extensive reading(reading a lot without worrying about the details). By doing extensive reading, students are trained to read
without depending on a dictionary or translation.

By the end of the semester, students should be able to:

GRADESPL
El understand how sentences are connected and organized, how to find main ideas, how to identify key
words/sentences, and how to scan for necessary information.
l improve basic reading comprehension skills required to read descriptive and reasoning type passages
written for scientific readers.
l improve English vocabulary (750 words).

l Students must earn a grade of 60% or more to pass this class.
l Grades will be based on the following:EXAMØ 50% Final ExamØ 20% Extensive Reading (5 books, 5 reading portfolio activities) BONUS: 1 point/extra bookØ 30% Class Participation, Class work, and Homework
Ø Vocabulary Quizzes (3)In order to take the final exam and pass this course, students must get more than 60% on
the Vocabulary Quizzes. Students who get less than 60% are subject to fail thiscourse even if getting more than 60% on the total scores of the course.
単語テストを 3 回行いますが、平均点が 60％未満の場合は単位取得不可となります。

DAILY WORK / HOMEWORKl Class work and homework is VERY important. Come to ALL classes prepared. If you aren’t
prepared to listen, join in discussions, or review homework, then you will not be able to participate.
l BRING A BOOK TO READ EVERY CLASS! (Some days we will have quiet reading time.)l If your homework is: one minute – one day late
= 50% OFF
more than one day late
= 100% OFF

ATENDANCE POLICY
l
l
l
l

Students are allowed 5 absences per semester. (This includes official activities and school events.)
6 absents = FAIL
20 minutes late to class = absent
2 times late ( < 20 minutes ) = 1 absence

If you are absent for any reason, you are responsible for contacting the teacher prior to the absence. You should not wait
until the next class to discuss activities or homework missed. Also, you must make arrangements to hand in assignments before oron the due date.
In the case of excused absences (for example, influenza and other medical or family emergencies), students are allowed tomake up class activities, homework, or tests at the teacher’s convenience and discretion. A letter from a medical practitioner orthe school should be provided upon the student’s return or prior to the absence.

STUDENT NAME: ____________________________________________ CLASS: ___________________

Kwansei Gakuin University, School of Science and Technology

English 2A Communication
Teacher: Matthew Barbee (Matthew Sensei)
Email: mkbarbee@kwansei.ac.jp
Homepage: www.matthewbarbee.com* When you contact me, please include your name and class in subject line.

Homework - Write it down!

Activities

Week Teacher Introduction
 Class Orientation

1. ALL ABOUT ME worksheet
2. Information Card (get a picture)
3. Buy/Bring TOEIC Listening textbook

1

4

 TOEIC Listening Unit 2
 INTRODUCTION SPEECH (finish) Intro to TOEIC

PL
E

3

 TOEIC Listening Unit 1
 Pronunciation Review
 Introduction Speech Practice INTRODUCTION SPEECH

EX
AM

2

 Intro to Introduction Speech Pronunciation Workshop

HW: TOEIC Listening Unit 3 & 4

HW: Study Units 1-5, TOEIC Listening Test

5

 TOEIC Listening Unit 5
 Review Homework
 TOEIC Part I Practice (Picture Game)

HW: Finish Writing Scripts for Role-Plays

6

 Review Homework
 LISTENING TEST 1 (Units 1-5)
 Intro to Role-Plays

HW: Memorize + Practice Role-Plays

7

 Pronunciation Workshop
 BATTLE ROYALE PRONUNCIATION GAME

8

 ROLE-PLAYS
 Intro to Research Presentation
 Research Presentation: Research Day

HW: Finish Research

 LISTENING TEST 2 (Units 5-10)
 Research Presentation: Writing Day

HW: Finish Writing Research Presentation: Poster Day

HW: Finish Posters + Begin to Memorize

 Research Presentation: Practice Day
 Presentation Workshop

HW: MEMORIZE & PRACTICE!!!

12
13

 RESEARCH PRESENTATION: Date__________

14

 RESEARCH PRESENTATION

9
10
11

Kwansei Gakuin University, School of Science and Technology

English 2A Communication
Teacher: Matthew Barbee (Matthew Sensei)
Email: mkbarbee@kwansei.ac.jp
Homepage: www.matthewbarbee.com* When you contact me, please include your name and class in subject line.

REQUIRED MATERIALS Comm. 2A Textbook: Practical Situations for the TOEIC Test Listening (Units 1-10)
 Comm. 2B Textbook: Practical Situations for the TOEIC Test Listening (Units 10-20)

COURSE GOALS
By the end of the semester, you should be able to:PLE Effectively communicate in spoken English from casual conversation and discussions, to academicpresentations on general and scientific topics.
 Use spoken English to express your ideas across a variety of topics including science/technology related
topics.
 Comprehend spoken English and demonstrate comprehension through spoken responses, writing, andcomprehension checks such as TOEIC listening quizzes and tests.
 Demonstrate a comprehensible level of English pronunciation.

GRADESEXAM

 Students must earn a grade of 60% or higher to pass this class.
 Grades will be based on the following:







10% Introduction Speech
20% TOEIC Listening Test 1 & 2
20% Role-Plays (group)
30% Research Presentation (group)
20% Class Performance (Attendance, Participation, and Homework)

HOMEWORK Homework is VERY important in this class. Come to ALL classes prepared. If you aren’t prepared tolisten, join in discussions, or review homework, then you will not be able to participate in class.
 If your homework is: one minute – one day late
= 50% OFF
more than one day late
= 100% OFF

ATENDANCE POLICY Students are allowed 5 absences per semester. (This includes official activities and school events.)
 6 absents = FAIL
 20 minutes late to class = absent
 2 times late ( < 20 minutes ) = 1 absence

If you are absent for any reason, you are responsible for contacting the teacher prior to the absence. You should not wait until
the next class to discuss activities or homework missed. Also, you must make arrangements to hand in assignments before or on
their due date.
In the case of excused absences, (for example, influenza and other medical or family emergencies), students are allowed tomake up class activities, homework, or tests at the teacher’s convenience and discretion. A letter from a medical practitioner or theschool should be provided upon the student’s return or prior to the absence.

If you are absent, please EMAIL YOUR TEACHER ABOUT HOMEWORK.
DO NOT WAIT UNTIL THE NEXT CLASS.

STUDENT NAME: _____________________________________________ CLASS: __________________

Kwansei Gakuin University, School of Science and Technology

English Writing 2A Syllabus
Teacher: Matthew Barbee (Matthew Sensei)
Email: mkbarbee@kwansei.ac.jp
Homepage: www.matthewbarbee.com* When you contact me, please include your name and class in subject line.

1

Class Orientation
Intro to Writing Portfolio
Writing Portfolio 1

2

Homework Check
Grammar Words Review Activity
Intro to Peer Editing Activity
Writing Portfolio 1: Peer Editing

3

Writing Portfolio 2 + Grammar Unit 1
Intro to Paragraph PowerPoint
Grammar/Editing Symbols Review Game

4

Homework - Write it down!

Activities

Writing Portfolio 3
Review of Paragraph Worksheets

1. Writing Portfolio #1
2. Information Card (get a picture)
3.

PL
E

Week

6

“Invention” Paragraph: First Draft DUE- Self Editing/ Peer Editing- Write final draft in class: Final Draft DUE

7

Writing Portfolio 6 + Grammar Unit 3
In-class Writing Test Preparation

HW: Write “Invention” Paragraph

Grammar Unit 2

EX
AM

5

Writing Portfolio 4
Homework Check and Review
Paragraph Worksheets (Activity 5)

HW: Paragraph Worksheets Activities (NOT 5)

HW: Writing Portfolio 5

HW: Prepare for Writing Test

Writing Portfolio 1-5 DUE

8IN-CLASS WRITING TEST 1

9Writing Portfolio 7
Writing Portfolio Pass & Share Activity

10Intro to Process Paper
Writing Activity: Sequence/Transition Words

11

Writing Portfolio 9
Process Paper: First Draft DUE- Peer Editing & Self Revision Checklist

12

Writing Portfolio 10
Process Paper: Second Draft DUE
TYPING: FINAL DRAFT

13

In-Class Writing Test Preparation

HW: Grammar Unit 4
Revise Writing Test

HW: Write Process Paragraph First Draft
Worksheets p. 6-9 (Act 3 &4)

HW: Write Process Paragraph Second Draft
Grammar Unit 5

HW: Prepare for Writing Test

Writing Portfolio 6-10 DUE

14

IN-CLASS WRITING TEST 2

Kwansei Gakuin University, School of Science and Technology

English Writing 2A Syllabus
Teacher: Matthew Barbee (Matthew Sensei)
Email: mkbarbee@kwansei.ac.jp
Homepage: www.matthewbarbee.com* When you contact me, please include your name and class in subject line.

COURSE GOALS
By the end of the semester you will:

Learn to write several types of paragraphs and essays: descriptive, comparison, cause-effectImprove writing skills including brainstorming, organization, and self-editing
Use basic grammar correctly to express yourself
Improve your critical thinking skills and English writing fluency through your writing portfolio




PL
E

GRADES

Students must earn a grade of 60% or more to pass this class.
Grades will be based on the following:EXAM 20% Writing Portfolio 10% “Greatest Invention” Paper (first and final draft) 20% In-class Writing Test 1
 10% Process Paper (first, second, and final draft) 20% In-class Writing Test 2
 20% Class Participation and Homework

HOMEWORK Homework is VERY important in this class. Come to ALL classes prepared. If you aren’t preparedto listen, join in discussions, or review homework, then you will not be able to participate in class.
 If your homework is: one minute – one day late
= 50% OFF
more than one day late
= 100% OFF

ATENDANCE POLICY

Students are allowed 5 absences per semester. (This includes official activities and school events.)

6 absents = FAIL
20 minutes late to class = absent
2 times late ( < 20 minutes ) = 1 absence

If you are absent for any reason, you are responsible for contacting the teacher prior to the absence. You should not wait
until the next class to discuss activities or homework missed. Also, you must make arrangements to hand in assignments before
or on their due date.
In the case of excused absences, (for example, influenza and other medical or family emergencies), students are allowed tomake up class activities, homework, or tests at the teacher’s convenience and discretion. A letter from a medical practitioner orthe school should be provided upon the student’s return or prior to the absence.

If you are absent, please EMAIL YOUR TEACHER ABOUT HOMEWORK.
DO NOT WAIT UNTIL THE NEXT CLASS.

STUDENT NAME: ____________________________________________ CLASS: ___________________