English Diploma Course 2 (Technology in the News)
(Technology as a business) To evaluate technological trends and to consider which aspects of technology consumers value most.
Research, Newspaper Reading, Writing, Presentation, Listening, Debate, Discussion, Logical Thinking
- Students will be introduced to the unique style of news stories, including the inverted pyramid structure, lead paragraphs, support paragraphs, and headlines.
- Over a broad range of technology sources and genres, the content and structure of news print stories will be compared and contrasted with that of broadcast news.
- Students will share their news discoveries in small groups.
- Students will be split into groups and assigned a company that represents a trend in technology
- They will research the history of that company using online newspaper and news broadcasting resources.
- Based on that history, students will forecast the direction the company is headed.
- Using that forecast, students will predict what effect the trend will have on hi-tech manufacturers.
- Students will present their findings via an online blog and in-class group presentations.
- Debate via the English Expeditions Online Debate System.
Grades will be based on the following:
|15 In-class Tasks||In-class tasks are graded on a 3-2-1-0 scale. If all requirements of the task are fully met, you will receive 3 points; if they are adequately met, 2 points; if they are only partially met, 1 point; if you do not participate in the task or are absent, 0 points.|
|1 News Video Exercise
|1 News Discovery Segment||10 points|
|1 Quiz||10 points|
|Online Exercise Library||10 points|
|1 Video Exercise Presentation
|1 Tech Sector Presentation
|Late to class, using your cell phone, chattering in Japanese, sleeping in class, no text, no dictionary||minus 1 point|
No text is required for this course. All materials will be provided by your instructor.
|1||Task 1: Orientation|
|2||Task 2: Newspaper Formats|
|3||Task 3: Types of Technology/Google Finance|
|4||Task 4: Types of Technology/Google Finance|
|5||Task 5: News Discovery Segment I|
|6||Task 6: News Discovery Segment II|
|7||Task 7: News Discovery Segment III|
|8||Task 8: News Discovery Segment IV|
|9||Task 9: Technology-related Video Resources /
|10||Task 10: Video Exercise Prep I|
|11||Task 11: Video Exercise Prep II|
|12||Task 12: Video Exercise Prep III|
|13||Task 13: Audience Participation||Video Exercise Presentations I|
|14||Task 14: Audience Participation||Video Exercise Presentations II||Online Exercise Library|
|15||Task 15: Audience Participation||Tech Sector Presentations||Final Quiz|
Course Can-do Goals
- [ ] I can understand the standard format of the Inverted Pyramid.
- [ ] I can recognize different headline styles.
- [ ] I can understand the different reasons why a story is newsworthy.
- [ ] I can participate in a small group discussion and express my opinions, feelings and reservations about a topic.
- [ ] I can give clear instructions and directions related to moderately complex, familiar, technical and non-technical tasks.
- [ ] I am comfortable speaking formally or informally, on topics involving problem-solving or decision-making. I can make a detailed comparison.
- [ ] I can research, develop and deliver a 10-minute presentation.
- [ ] I can use a variety of sentence structures and idioms.
- [ ] I sound fairly fluent when I speak. When I know that people do not understand me, I can correct myself or rephrase what I said.
- [ ] I use a number of strategies to keep the conversation going. I can change the topic.
- [ ] I can understand the main points and important details of a discussion, presentation, or news clip.
- [ ] I can identify the situation, relationship, mood and attitude of the people I listen to.
- [ ] I can understand a formal or informal discussions or presentations on familiar topics, especially if I am involved in the discussion.
- [ ] My vocabulary is expanding, and I know more idioms.
- [ ] I can predict consequences and outcomes.
- [ ] I can understand routine, classroom-related conversation.
- [ ] I can understand native speakers when they speak quickly to one another, although I might still have trouble.
- [ ] I can read authentic text that is 1 – 2 pages long and moderately complex. I can locate and integrate, or compare and contrast information from a variety of visually complex sources.
- [ ] I can follow everyday instructional texts containing 10 – 15 steps.
- [ ] I use an English dictionary for ESL learners. Mostly, I use it for confirmation and to be precise.
- [ ] The language I read is both concrete and abstract, dealing with facts, opinions and feelings.
- [ ] When I see a new word, I can sometimes infer its meaning by the context or by the use of prefixes and suffixes in the word.
- [ ] I can paraphrase and summarize the main points of a story.
- [ ] I can summarize longer texts without losing essential information.
- [ ] I have fairly good control over complex structures, spelling and sentence mechanics although my sentences may sound ‘foreign’ to English readers.
- [ ] I can write down several points from a clear news video clip.
- [ ] I can write a report or presentation comparing two products or describing a process.
Types of Technology
- [ ] I can understand what destructive technology is.
- [ ] I can understand what disruptive technology is.
- [ ] I can understand what sustainable technology is.
- [ ] I can give some examples of destructive, disruptive, and sustainable technologies.
- [ ] I can contribute to a shared document.
- [ ] I can create a document and share it with others.
- [ ] I can make a presentation using GoogleDocs.
- [ ] I can use a spreadsheet to track trends.
- [ ] I can use a spreadsheet to create a graph about trends.
- [ ] I can identify subcategories of the Tech Market Sector.
- [ ] I can track the market history of a company.
- [ ] I can quickly find news related to a company or market sector.
- [ ] I can identify factors that influence the stock prices of technology companies.
- [ ] I can determine whether a video news clip has educational value for EFL students.
- [ ] I can identify areas of video to target for comprehension questions.
- [ ] I can identify key words in a video news clip.
- [ ] I can paraphrase or reword short sections of a video.
- [ ] My use of a thesaurus is expanding.
- [ ] I can create different types of distractors for multiple choice comprehension questions.
90% or more, A+; 80-89%, A; 70-79%, B; 60-69%, C; below 60%, F
NOTE: At the end of the third year, you will be taking a TOEIC-IP exam. You will then be re-streamed for your fourth-year courses based on the results of this TOEIC-IP and the numerical average of your third-year English courses. Therefore, it is important to strive for not only a high letter grade, but also for the highest numerical grade that you are capable of.
Students are expected to attend class regularly. Failure to attend class regularly may result in a reduction of the student's overall grade. Students will be penalized 3 'demerits' for each absence and 1 'demerit' for each 30-minute period they're late. Students who accumulate more than 15 'demerits' (the equivalent of 5 absences) will receive an unsatisfactory grade ('F') for the course. As a rule, no make-up work will be given for unexcused absences.
NOTE: Students who fail to take the TOEIC-IP exam will have 5 points subtracted from the total score of EACH English class they are enrolled in.
You are required to bring an English-English dictionary to class every day. The following is a list of quality paper dictionaries for English language learners. You may use any other dictionary or you may elect to use an electronic dictionary.Oxford Advanced Learner's Dictionary, Oxford University Press.
Longman Dictionary of Contemporary English, Longman Press.
Collins Cobuild English Dictionary, HarperCollins Publishers.
The following guidelines are designed to make your English classes run a bit more smoothly. Please take the time to read each of them carefully and ask questions if any of the points are unclear.
- No chattering when someone else (especially the teacher!!) has the floor.
- In-class tasks must be completed in English. English classes meet only once a week for 90 minutes. If you speak Japanese while you're in English class, you're wasting possibly your only chance to practice English every week.
- Use only a ballpoint pen for text-based exercises. It is important to learn from your mistakes and if you use a pencil, you'll probably end up erasing your mistakes. If you find that you've made a mistake, cross it out with a single line (so that you can still read it and learn from it!).
- Students are allowed to use a dictionary for most in-class exercises. However, you must use an English-English dictionary only.
- Attendance is taken only once per class. If you come late, be sure to write your name on the blackboard so that the teacher can mark you present after class.
- Turn off all portable telephones during class and remove them from your desk during class.
- Do not do homework from other classes during your English class.
The Academic Honesty Policy for S&E English Classes
The following will be considered violations of our academic honesty policy:
- Copying answers from another student's exercise, quiz, etc. before or during class.
- Showing your exercise, quiz, etc. to another student before or during class.
- Using any form of ‘cheat sheet’ in performing an exercise, quiz, etc.
- Taking copies of an exercise, quiz, etc. (including unused copies) outside of the classroom. (This includes taking pictures of the exercise, quiz, etc.)
- Using writing instruments or telephones during feedback of an in-class exercise, quiz, etc.
- Copying answers from another student's exercise, quiz, etc. while it is being administered.
- Copying any portion of a homework exercise from another student.
- Allowing any portion of your homework exercise to be copied by another student.
- Copying (or closely paraphrasing) portions of a homework assignment from other sources (printed matter, the Internet, etc.) and presenting it as your own, regardless of whether you acknowledge the source. This includes using translation software to translate any portion of your submission into English.
- Sharing Rainbow or English Expeditions User IDs or Passwords with another student.
Any of the above violations will result in a score of 0 for ALL exercises on that day, as well as forfeiting your chance for extra-credit.
- 他者のQuiz, Exercise(予習用課題、復習用課題を含む)の答えを勝手に盗み見たり、写させてもらったりした場合
- 他者にQuiz, Exercise(予習用課題、復習用課題を含む)の答えを写させた場合
- Quiz, Exercise等において、カンニングペーパー等を使用した場合
- Quiz, Exercise等の答案(未使用のものも含む)を不当に持ち帰った場合 (カメラ付き携帯等による撮影も含みます)
- Quiz, Exercise等のフィードバックの際、筆記用具、携帯電話等を手にした場合 (正答を盗もうとしたとみなします)
- その他、Quiz, Exercise等の実施を妨害する行為、他者の受験を妨害する行為、 替え玉受験等も、不正行為とみなします。
- Homework Assignmentにおいて、他者のAssignmentの一部または全部をコピーした場合
- Homework Assignmentにおいて、他者に自身のAssignmentの一部または全部を コピーさせた場合
- Homework Assignmentにおいて、書籍やWWWのサイトから得た情報をそのまま、 もしくは改ざんの後、断りなく(引用を明記せずに)、自身のAssignmentに盗り入れた(すなわち著作権を侵害した)場合(英語の授業で課されるassignmentの多くは、引用を明記する、しないにかかわらず、一切の引用を認めていません) 。これには翻訳ソフトの使用も含みます。一旦日本語で書いて、それを翻訳ソフトを利用して翻訳して提出することは、それがたとえ一文であっても許されません。
- RainbowやEnglish ExpeditionsのユーザーIDやパスワードの授受があった場合