Communication Skills

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Communication Skills
(Catalogue Description)

For 2nd-year students. Yearlong course. 4 units.

Each class is divided into two 45-minute periods:

SPEAKING SKILLS (CLASSROOM)

Aim: To improve speaking skills at the intermediate through advanced levels. Attention is given to accuracy, fluency, self-expression, and effective interaction skills.

Contents: Various topics and situations are covered, for example, daily life, career choices, employment, human relations at work, romance, marriage, children, retirement, art, crime, health and the environment

Method: Explanations are followed by whole class, pair work, and small group activities such as question-answer exchanges, role plays, conversations, discussions, summarizing, and public speaking. The teachers for the first and second semesters are different.

Evaluation: Scores on quizzes, tests, written homework, and participation account for 50 percent of the final grade.

LISTENING SKILLS (LANGUAGE LAB)

Aim: To improve listening skills at the intermediate through advanced levels. Attention is given to listening for main ideas, listening for details, drawing inferences, and other skills. Some drill practice is included to improve speaking ability.

Contents: Listening and video passages cover various types of formal and informal discourse such as social conversations, telephoning, interviews, documentaries, and lectures. Supplementary material such as Consider the Issues (Longman) is available for advanced students.

Method: Explanations are followed by pre-listening, listening, and post-listening tasks. Drill activities include whole class and self-paced pattern practice.

Evaluation: Scores on quizzes, a midterm test, and a final test account for 50 percent of the final grade.

Textbooks

Donald Byrd and Isis Clemente-Cabetas. React-Interact: Situations for Communication. (4th ed.) (Prentice Hall Regents)

Frank Steele. Living in Washington (Longman)

Handouts

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Welcome to Communication Skills!

(Student Handout)

Overview

● Classroom: Speaking Skills. This component consists of discussing topics from the textbook and handouts, summarizing, role plays, speeches, communicative practice of sentence patterns, and other activities. The emphasis given to self-expression, fluency, and accuracy will depend on the activity. The teachers for the first and second semesters are different.

● Lab (LL): Listening Skills. This component consists of intensive listening comprehension practice including pre-listening, while-listening, and post-listening activities. Attention is given to listening for main ideas, listening for details, drawing inferences, and other skills. Also included are pattern drills for fluency practice. There is special listening material for students who want advanced practice.

● Evaluation: Your grade for this course is based on the average of your classroom and lab (LL) scores including attendance, participation, homework, quizzes, tests, effort, and attitude as follows:

		Points	% of total
1^st Semester (spring)	Classroom	100	25%
1^st Semester (spring)	Lab (LL)	100	25%
2^nd Semester (fall)	Classroom	100	25%
2^nd Semester (fall)	Lab (LL)	100	25%
*Total points*		*400*	*100%*

● Final grade: The grading scale is A+ = 100%-90%, A = 89%-80%, B = 79%-70%, C = 69%-60%, and X = less than 60%. In some cases, the teachers may give additional points to students who display outstanding effort and enthusiasm. POINTS WILL BE SUBTRACTED FOR ABSENCES, BEING LATE, OR LEAVING CLASS EARLY.

● Absences: Each 45-minute period (classroom or lab) counts as 1/2 attendance (or 1/2 absence) for that day. If you are absent, give one absence report to the classroom teacher and one to the lab (LL) teacher within one week of your absence. Please remember the attendance policy of Sophia Junior College（学生要覧）:

■ 単位修得の場合には各授業科目とも授業時数３分の２以上の出席が必要である。３分の２以上の出席とは、不可抗力による欠席の可能性を考慮してのことであって、３分の１まで欠席してよいということではない。

■ 欠席時数が授業時数の３分の１を超える者は、受験資格を失う。ただし、授業方針によっては、その比率に関係なく受験資格を失うがある。

■ 履修する授業には、毎時間出席するのが原則であるので、病気その他の不可抗力による欠席も、出席扱いされることはない。

■ 欠席は、事前または当日から７日以内に届け出ることを原則とする。

No._____-_______ Family name:________________________________Given name:__________________________

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Prepare for Class! È

◎ TEXTBOOK DAY ◎

Discussion, Opinion, & Summary

1. Before class: Read the lesson. Study the situation for the "Reaction" and "Interaction" sections and think about your answers to the questions indicated on the class schedule. Do the "Opinion Survey" and "Written Reaction" questions indicated on the class schedule.

2. In class: Confirm the facts of the situation with Q & A practice. Present your answers to the "Interaction," "Opinion Survey," and "Written Reaction" questions. Summarize the discussion.

3. After class: Review the unit. If the next class is your speech day, prepare a “one-minute speech” (about 150 words) for the next class. You can read aloud, use notes, or memorize your speech.

◇ DRILL, SPEECH, & ROLE PLAY DAY ◇

1. Before class: (a) If you have the drills on tape, practice them until you can do them smoothly. Refer to the tape script only if you do not understand something. DO NOT READ THE TAPE SCRIPT WHILE DOING THE DRILLS. TRAIN YOUR EARS TO UNDERSTAND NATURAL, RAPID SPEECH. (b) If this is your speech day, practice your speech.

2. In class: (a) If this is your speech day, deliver your speech. (b) Practice the drills with the teacher and a partner. Make original sentences and act out original dialogues.

3. After class: Practice again any drills you had trouble with.

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Always Do Make-up Homework When You Are Absent! È

◎If you are absent on a TEXTBOOK DAY, do the following:

On a cassette tape, (1) read aloud all of the "Interaction" situation (or the reading passage) from the book, (2) read aloud your answers to the "Interaction," "Opinion Survey," and "Written Reaction" questions indicated on the class schedule, and (3) write your answers and reasons on a piece of paper and give it to your teacher.

◇If you are absent on a DRILL, SPEECH, & ROLE PLAY DAY do the following:

On a cassette tape, in the following order, read aloud: (1) Your one-minute speech if this is your speech day (include a written copy too), (2) An original dialogue or role play (about 30-60 seconds) using some of the patterns and vocabulary from the drills (include a written copy too), and (3) All the drills for today.

The deadline for all your make-up homework is no later than two weeks after your absence and no later than the day of the LL test.

The grade for your homework will depend on the quality and completeness of your work, and the reason for your absence. If this homework is late, your grade will be lowered. EVERYONE MUST DO ALL THE WORK! IF YOUR WORK IS NOT DONE WELL, YOU WILL HAVE TO DO IT AGAIN!

LABEL YOUR MAKE-UP CASSETTES CLEARLY WITH YOUR (1) ID NUMBER, (2) NAME, (3) CONTENTS, AND (4) THE DATES YOU WERE ABSENT.

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R Guidelines for Classroom Performance

1. Attendance

Attends regularly. Arrives punctually. Submits Absence Reports on time. Attaches appropriate documents to Absence Reports.Completes make-up homework on time. Make-up homework is complete and properly done.

2. Readiness

Sets up name card promptly. Marks attendance record accurately and promptly. Sets out textbook, handouts, homework, etc. promptly.

3. Attentiveness

Listens to the teacher carefully. Follows the teacher's instructions. Takes notes when necessary. Asks questions when does not understand.

4. Written homework

Homework is punctual, complete, and well done.

5. Reading aloud

Speaks with a clearly and confidently. Uses good phrasing (stress and rhythm). Uses good pronunciation and intonation. Has good posture. Keeps chin up.

6. Question & answer practice (textbook)

Gives appropriate, smooth, and complete answers. States main points clearly. Gives details, examples, and opinions. Expresses feelings and relates personal experiences as appropriate.Can make original questions based on the text.

7. Small group & pair discussions

Speaks English. Speaks clearly and confidently. States main points clearly. Gives details, examples, and opinions. Expresses feelings and relates personal experiences as appropriate.Interacts with others: "I see." "Oh, really?" "How about you?" "That's interesting." etc.

8. Summary

Can explain the main points of the lesson or discussion clearly in several well-formed sentences. "Today we talked about . . . "

9. Drills & Role Plays

Responds quickly, smoothly, completely, and correctly. Makes original sentences based on the basic pattern. Can use the basic patterns in original dialogues. Can memorize and perform short, routine dialogues.

10. Body Language

Good posture. Good eye contact. Natural gestures. Appropriate facial expression, etc.

11. Speech

Delivery: Timing, posture, hand position, paper position, chin up, eye contact, clear voice, smooth pace, speaks with feeling (stress, intonation, pauses). Contents: Follows the format. Uses signal words ("first, next, finally, on the other hand," etc.). States main points clearly. Gives details, examples, opinions. Expresses feelings and relates personal experiences. Language: Usage is correct and appropriate. Communicates effectively.

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Group Discussion & Role-Play

Self-Evaluation Score Sheet

Use this score sheet to help improve your ability to participate actively and effectively.

4 = Very good, 3 = Good, 2 = Fair (so-so), 1 = Poor, 0 = Did not participate

	Date	Topic	Spoke English	Voice	Body Lang.	Con- tents	Inter-action	Total (20)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
Aver-age

Explanation:

1. Spoke English: Use English as much as possible and give others a chance to speak, too.

2. Voice: Speak with good pronunciation, good rhythm, good intonation, and a clear, strong voice.

3. Body Language: Good posture, good eye contact, natural gestures, and appropriate facial expressions.

4. Contents: Give details, examples, reasons, opinions. Express feelings and relate personal experiences.

5. Interaction: Interact with others: "I see." "Oh, really?" "How about you?" "That's interesting." "I have a question." "Could you repeat that, please?" "Pardon me?" "Me, too!" "I agree." etc.

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Communication Skills Make-up Homework

Original Dialogue for Drill Days

**************************************************************************************
Date absent: Drill page(s):

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Dialogue Situation:

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No. ____________ Name: _______________________Date:_________

Day	Date	Lesson	Today's Topic and Exercises to Prepare Before Class					Today's Speakers
1.			Introduction, seating, name cards, etc.
2.		◎Unit 1-1 (page 2)	"Feelings"			Interaction: A, B, C, D Written Reaction: A, B, C
3.		Drills p. 1	Speech: Unit 1-1. Describe a situation when you felt a strong emotion.
4.		◎Unit 1-2 (page 5)	"An Embarrassing Situation"		Opinion Survey: A, B Reading Reaction: A, B, C
5.		Drills p. 2	Speech: Unit 1-2 Talk about one or more items in the Opinion Survey on page 5.
6.		◎Unit 2-1 (page 8)	"Picture Gallery"		Interaction: A, B, C, D Written Reaction: A, B
7.		Drills p. 3, 4	Speech: Unit 2. Talk about a picture (in the book or bring one) or your own experience with art.
8.		◎Unit 2-2 (page 11)	"Wrap It Up"		Opinion Survey: A, B Reading Reaction: A, B, C
9.		Drills p. 5, 6	Speech: Unit 2: Talk about a picture (in the book or bring one) or your own experience with art.
10.		◎Unit 3-1 (page 15)	"Love is Blind"		Interaction: A, B, C, D, E Written Reaction: A, B
11.		Drills p. 7, 8	Speech: Unit 3. Give your opinion of this situation, or talk about item D on p. 20.
12.		◎Unit 3-2 (page 17 )	"Marriage Customs"	Opinion Survey: A, B Reading Reaction: A, B, C, D
13.		Drill p. 9, 10	Speech: Unit 3. Talk about one or more of the items in the Opinion Survey or item D on p. 20.
14.		◎Unit 5 (page 27)	"The Murder of the Earl of Hereford"		Interaction: A, B Written Reaction: B
15.		Drills p. 11, 12	Speech: Unit 5. Use your imagination to explain what happened next, or talk about crime in Japan.
16.		◎Unit 6 (page 31)	"The Jewels Are Missing"				Interaction: A, B, C, D Written Reaction: B
17.		Drills p. 13	Speech: Unit 6. Use your imagination to explain what happened next, or talk about crime in Japan.
18.		◎Unit 7-1 (page 40)	"Slow Business"		Interaction: A Written Reaction: A, B, C
19.		Drills p. 14, 15	Speech: Unit 7. Give your opinion of this situation, or talk about something in the Opinion Survey.
20.		◎Unit 7-2 (page 42)	"Workers of the World"		Opinion Survey A, B Reading Reaction: A, B, C
21.		Drills p. 16, 17	Speech: Unit 7. Give your opinion of this situation, or talk about something in the Opinion Survey.
22.		◎Unit 8-1 (page 47)	"Making a Living"			Interaction: A, B, C Opinion Survey: A, B
23.		Drills p.18, 19	Speech: Unit 8. Give your opinion of this situation, or talk about something in the Opinion Survey.
24.		Drills p.19, 20	Speech: Unit 8. Give your opinion of this situation, or talk about something in the Opinion Survey.
25.			(To be announced)

※ Holidays:

Communication Skills: Classroom Schedule (Sept.- Jan.)

Day	Date	Lesson	Today's Topic and Exercises to Prepare Before Class					Today's Speakers
26.			Introduction, seating, name cards, etc.
27.		◎Unit 8-2 (page 49)	"What Is Sexism?"	Reading Reaction A, B, C Written Reaction: A
28.		Drills p. 1, 2	Speech: Unit 8. Talk about gender roles (p. 51-B), or any topic from the Opinion Survey.
29.		◎Unit 10-1 (page 59)	"Progress?"			Interaction: A, B, C, E, Written Reaction: A, B
30.		Drills p. 3, 4	Speech: Unit 10. Talk about something from item F (p. 61), or your own ideas related to this lesson.
31.		◎Unit 10-2 (page 62)	"Is this Progress?"			Opinion Survey: A, B Reading Reaction: A - C
32.		Drills p. 5, 6	Speech: Unit 10. Talk about something from item D (p. 65), or your own ideas related to this lesson.
33.		◎Unit 13-1 (page 80)	"Those Golden Years"				Interaction: A, B, C, D Written Reaction: A
34.		Drills p. 6, 7	Speech: Unit 13. Talk about your own ideas about "Golden Years" or item D on p. 82 (or D on p. 87).
35.		◎Unit 13-2 (page 82)	"Those Golden Years"				Interaction: E Opinion Survey: A, B
36.		Drills p. 8, 9	Speech: Unit 13. Talk about one or more of the Opinion Survey topics, or your own ideas related to this lesson.
37.		◎Unit14-1: (page 88)	"A Home for Little Sarah"			Interaction: A, B, C Written Reaction: A, B
38.		Drills p. 10, 11	Speech: Unit 14. Talk about who should (not) adopt Sarah and explain why, or related ideas.
39.		◎Unit 14-2: (page 92 )	"Interracial Adoption"		Opinion Survey: A, B Reading Reaction: A, B, C
40.		Drills p. 12, 13	Speech: Unit 14. Talk about one or more of the Opinion Survey topics, or your own related ideas.
41.		◎Unit 17-1 (page 113)	"Higher Education: Dear Mama"			Reading Reaction: A,B,C
42.		Drills p. 14, 15	Speech: Unit 17. Talk about one or more of the Opinion Survey topics, or your own related ideas.
43.		◎Unit 17-2 (page 112)	Opinion Survey: Higher Education			Opinion Survey: A, B Written Reaction: A
44.		Drills p. 16, 17	Speech: Unit 17. Talk about one or more of the Opinion Survey topics, or your own related ideas.
45.		◎Unit 19-1 (page 123 )	"The Breadwinner"			Interaction: A, B, C, D Written Reaction: A, B
46.		Drill 3 p. 18, 19	Speech: Unit 19. Give your opinion of this situation, or talk about something similar.
47.		◎Unit 19-2 (page 128)	"The Breadwinner in the Typical American Family"				Reading Reaction: A, B, C Opinion Survey: A, B
48.		Drill 3 p. 20	Speech: Unit 19. Give your opinion of this situation, or talk about something in the Opinion Survey.
49.			Speech: Unit 19. Any topic related to this lesson.
50.			(To be announced)

※ Holidays:

>> More details forthcoming <<

Melvin R. Andrade

Melvin R.
Andrade