授業の概要 | TOEFL and Eiken tests focus on two skill areas; reading and listening. Listening to spoken text or reading a written text require some mental activities fundamental to comprehension: creating images, raising questions, inferring meaning from context, and making predictions and guesses.
In class, strategies for improving comprehension skills will be worked on. At the word-level, students will deal with known words, and unknown words. At the sentence-lebel, students will deal with chunking, recognizing features of words, and recognizing grammar relationships. At the discourse-level, students will focus on understanding relationships between sentences, regerences, implications, metaphor, and on recovering unexpressed elements. Useful strategies will be discussed and practice tests will be done in class. Vocabulary and grammar points will be chosen that are found in everyday life as on such tests.
The discussion/conversation aspect of the lesson will focus on practice-test questions. With a partner, students will practice describing the situation and provide possible details of who is speaking and the possible intent of the communication exchange. Students will also paraphrase the meaning of the various possible answers provided on the practice test and discuss with their partner why a certain answer was chosen.
In addition, students will be encouraged to do extensive reading outside of class since research suggests that "out of class reading is the most important direct contributor to TOEFL test performance.
Students should prepare for discussion by reading and understanding handouts which introduce specific ideas,grammar and vocabulary. Students will be asked to write a personal response on various topics. Handouts and homework are to be collected in a portfolio file.
The teacher's and student's evaluation of attitude, effort, and classroom participation will be the basis of deciding grades, along with the portfolio of work and quizzes. |
授業計画 | テーマ | 内 容 |
第1回目 | Setting up classroom routine, Discussing course requirements, Getting to know each other | Focus on asking for clarification ; Unstated information and intended meaning |
第2回目 | Make guesses on who, what, where | focus on speaking in larger chunks, Giving enough information; Appropriate responses |
第3回目 | Anticipate the topics and questions | Focus on paraphrasing; Simple vocabulary for difficult ideas; Translation is not the best choice |
第4回目 | Notice negative expression, agreement, uncertainty, suggestion | Focus on quoting directly or reported speech ;Stating facts and opinions; Fluency vs accuracy |
第5回目 | Notice untrue conditions and wishes | Focus on untrue conditions and wishes-Form, Meaning, Use |
第6回目 | Notice idioms and two-and three-part verbs | Focus on Peer Mentoring-helping a partner; Using a language informant effectively |
第7回目 | Sentences with one clause | Focus on finding the right word; Describing, Explaning; Giving definitions |
第8回目 | Sentences with multiple clauses | Focus on brain-storming techniques and word-mapping; Comparing and contrasting meanings |
第9回目 | Sentences with reduced clauses | Focus on saying what you mean; Description, interpretation, evaluation; Probability expressions |
第10回目 | Problems with word order and redundancy | Focus on figures of speech |
第11回目 | Problems with parallel structure | Focus on pronunciation; identifying syllables, vowel length, pitch, reduced forms |
第12回目 | Problems with subject / verb agreement | Focus on collocations-larger chunks of meaning; comparison words |
第13回目 | Problems with nouns and pronouns and articles | Focus on Polite requests, comparison words, interruptions |
第14回目 | Problems with prepositions | Focus on Change of awareness, attitude, behavior and skills in class |
第15回目 | Problems with usage | Focus on Evaluating the semester; Change of awareness, attitude, behavior and skills in class |