2015/3/31

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Coordinator: Nilson Kunioshi (nilson@waseda.jp)Sub-coordinator: Hiromu Sakai

Distributed materials verification Course overview

Goals Course schedule Textbook and materials Meeting the goals Course grade, assessment Student Performance Sheet Turning notes into passage

This can be distributed to students as is, if you do not want to make changes.

ALC1 is a compulsory course for all the 1st year (>1900) students of sci & eng.

One session of 90 min. per week, 14 sessions in the Spring semester

Class size varies between 40 to 50 students.

Goals: G1 = listening comprehension G2 = note taking G3 = Q&A G4 = turning notes into passage G5 = vocabulary

Tentative schedule Textbook and materials Meeting the goals

2015/3/31

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Course grade Assessment

Mid-term test (30%) Listening comprehension Note taking Q&A Turning notes into passage Vocabulary

Class participation (40%) Quizzes, homework, note taking, writing

assignments, etc. Standardized final test (30%)

Student Performance SheetGoals (Check □when achieved) Criteria Mid-term

TestFinal Test

(standardized)Class

ParticipationTotal

[passing score]

□Listening comprehension

Listen to lectures and answer content and structure questions. Obtain 60% of the points in the 3 types of assessments. /10 /10 /10 /30 [18]

□Taking notesTake structured notes

Take structured notes while listening to a lecture. Obtain 60% of the points in the 3 typesof assessments. /5 /5 /5 /15 [ 9]

□

Q&A Ask and answer simple questions about the lecture

Write questions and answers related to the contents of a lecture. Obtain 60% of the points in the 3 types of assessments. /5 /5 /5 /15 [ 9]

□Turning notes into passage

Write single-paragraph-long passages from notes. Obtain 60% of the points in the 3 types of assessments. /5 /5 /15 /25 [15]

□Vocabulary Attain a 2000-word vocabulary

Answer vocabulary questions from Vocab. Lists 1, 2. Obtain 60% of the points in the 3 typesof assessments. /5 /5 /5 /15 [ 9]

Totals –> /30 /30 /40

score /100

Assessment responsibilities Course schedule Lecture and summary application,

LSA Class participation: 40% of final grade Tentative Itinerary

First 2 sessions have special contents Each chapter covered in 2 weeks 3 LSA sessions

Sample questions, etc. on CELESE HP

Only chapters 2, 4, 6, and 8 will be covered.

Lectures (audio files for 1st, 2nd, and 3rd listening) are available to teachers and students on CourseN@vi.

All files are hidden but you can, if you wish, unhide them.

You can also set the period during which the audio files are available to your students.

2015 Academic Lecture Comprehension 1 (ALC1)

Course Syllabus

Course Description In this course, students will develop their academic listening, note-taking, and summary writing skills through the study of English lectures of varying lengths. Activities will include listening to lectures in class, taking structured notes, asking and answering questions, and writing summaries. In addition, related reading will be assigned before each lecture. Course Goals and Criteria G1a [Content comprehension] Comprehend five- to ten-minute lectures delivered in English.

Listening to lectures and understanding the main points and details. G1b [Structure comprehension] Understand the structure of different lecture types (chronology, process,

and definition/classification). Listening to lectures and understanding their structure.

G2 [Note taking] Take notes of sufficient detail to answer basic comprehension questions about the lecture.

Listening to lectures and taking structured notes of the main points and details. G3 [Q&A] Ask and answer simple questions about the contents of a lecture.

Asking and answering questions about the contents of a lecture. G4 [Turning notes into passage] Write a paragraph as a lecture summary based on notes.

Writing a lecture summary that is a paragraph long and meets the guidelines. G5 [Vocabulary] Attain a 2000-word vocabulary.

Learning the words contained in Vocabulary Lists 1 and 2. Course Schedule Each chapter will be covered in two weeks. The course schedule is as follows:

Week 1: Orientation Week 2: How to write a paragraph Week 3: Chapter 2: Chronology – “Pompeii” Part 1 Week 4: Chapter 2: Chronology – “Pompeii” Part 2 Week 5: Chapter 4: Process – “Roller Coasters” Part 1 Week 6: Chapter 4: Process – “Roller Coasters” Part 2 Week 7: Chapter 6: Process – “Robots” Part 1 Week 8: Chapter 6: Process – “Robots” Part 2 Week 9: Lecture and Summary Application Week 10: Mid-term test Week 11: Chapter 8: Classification/Definition – “Levels of Language Usage” Part 1 Week 12: Chapter 8: Classification/Definition – “Levels of Language Usage” Part 2 Week 13: Lecture and Summary Application Week 14: Lecture and Summary Application Week 15: Review of Academic Progress (Standardized final test)

Textbook and Materials

1. Academic Lecture Comprehension, 2nd edition, by Dunkel, P.A. and Lim, P.L. 2. Supplementary resources (supplementary reading texts, vocabulary lists, practice lectures) are

available from the CELESE Academic Lecture Comprehension 1 web site. (http://www.celese.sci.waseda.ac.jp/)

3. Supplementary materials provided by the teacher 4. Students can listen (when the teacher allows) to the audio data on CourseN@vi.

Meeting the Goals Throughout the course, the following assessment tools will be used to evaluate whether students are meeting the criteria of each course goal.

• Listening quizzes (following each textbook lecture) • Note taking and summary writing (following each textbook lecture) • Q&A (making questions and answering) • Vocabulary quizzes • Class participation (in addition to the above, other items may appear, depending on the teacher) • Mid-term test • Standardized final test

The chart entitled “Student Performance Record Sheet” (last page of this booklet) relates each course goal to the various assessments to be conducted during the semester. In order to achieve a course goal, students must obtain 60% of the points for that course goal available in the three types of assessments related to that goal. In order to pass the course, students must achieve at least 60% of the course goals: that is, three out of five. All criteria are assessed several times. In order to achieve a high grade in the course, students will need to give consistent evidence of their achievement. Course Grade The final grade is determined by calculating a cumulative score of each student’s completion of the various assessments and then referring to the chart at right. As noted above, if a student does not achieve at least 60% of the course goals (i.e., three out of five), then, regardless of their score, they will receive a final grade of “F”. Furthermore, in accordance with university policy, students who do not attend at least two-thirds of the lessons (i.e., 10 out of 14 in the 2015 spring semester) will receive an “F” as their final grade. Assessment Tools The various types of assessment used in Academic Lecture Comprehension 1 are as described below: 1. In-Class Mid-Term Test (30%)

• [Listening comprehension: 10 pts] Students will listen to a lecture and answer questions about its content and structure.

• [Note taking: 5 pts] Students will take notes of a new lecture, given by the teacher.

• [Q&A: 5 pts] Students will turn declarative sentences into pairs of question/answer using yes/no and wh-questions. Examples will be given by the teacher.

• [Turning notes into passage: 5 pts] Students will write a one-paragraph-long passage that meets the following guidelines, based on lecture notes.

o indentation at the beginning o a topic sentence at the beginning o supporting sentences in the middle o a concluding sentence at the end o contextually appropriate use of at least two transition expressions (logical connectors)

• [Vocabulary: 5 pts] Students will answer vocabulary questions from the Vocabulary Lists, which are available on the CELESE website.

2. Class Participation (40%) • Class participation will be assessed in terms of active participation in class, vocabulary quizzes, Q&A quizzes,

homework, lecture notes, writing assignments, and application of knowledge to a new lecture. • Details will be explained by the teacher.

3. Standardized Final Test (30%) • The standardized final test is scheduled for the exam week. Details will be announced later.

Score Range Final Grade

90 ≤ score ≤ 100 A+ 80 ≤ score < 90 A 70 ≤ score < 80 B 60 ≤ score < 70 C

Homework and Participation • Students are expected to complete a minimum of 90 minutes of homework for each class. • The homework may include reading a text as preparation to listening to a lecture, vocabulary study,

question/answer preparation, and other tasks assigned by the teacher. • As homework, teachers expect that students review the lectures covered in class through CourseN@vi,

revise the notes taken in class, and prepare for quizzes and tests. Other information • Students’ classes are determined based on their TOEIC placement test score. • Students can listen to the audio data on CourseN@vi to review and practice (if/when the teacher allows). • Information regarding TOEIC scores and grades are available through Waseda Net Portal account. • All the information about Academic Lecture Comprehension 1 is on the CELESE website. • Students who wish to question their final grades should make inquiries directly to their course teacher,

who will consider each case based on the student’s performance record. Inquiries of this nature can be made until the end of the 7th full day (1 week) after the final grades are made public by the Education Office. Once these 7 days have expired, no further grade inquiries will be considered.

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2015 Academic Lecture Comprehension 1 (ALC1)

Instructions for Teachers

Teachers’ Assessment Responsibilities To prepare and administer one mid-term test covering chapters 2, 4, and 6 (if mid-term after Chapter 6) of

the textbook at an appropriate time during the semester. (The syllabus suggests a schedule for ALC1, and

the ALC coordinator will make a template mid-term available around that time, but teachers can give the

in-class mid-term test when they feel would be most beneficial to their students.)

To mark and keep accurate records of all student assessments.

To return marked in-class mid-term test, quizzes, and homework to students with score and/or feedback as

appropriate.

To mark their own classes’ final exam papers.

To calculate and submit the final grade for each student in their classes. The submission deadline will be

announced by the Education Office.

To submit to the Teachers’ Office (Building 52, 2nd floor) a copy of the “Student Performance Record Sheet”

for each student in their classes (in paper or in an electronic file) or all the Student Performance Sheet data

on a spread sheet. (Add a brief description of how the final grades are determined, if any changes are made.)

Tentative Itinerary The first 2 weeks are special: 1st week is “orientation” for explanation of the syllabus (especially how students are

graded) and 2nd week “how to write a paragraph,” using “Basics of Paragraph Writing.”

Later, each of the 4 chapters (Chapters 2, 4, 6, and 8) are covered in 2 weeks. See below a tentative itinerary

for covering Chapter 2:

One week before beginning the chapter, make students study the words in List1 that appear in Chapter 2 of the

textbook. List 1, available on the CELESE website ALC1 page.

Also, one week before beginning the chapter, assign the supplementary reading for Chapter 2 available on the

CELESE website ALC1 page.

Before beginning to talk about Chapter 2, you can administer a simple vocab quiz on the words in List 1 that

appear in Chapter 2.

From here, you can use the textbook:

You can quickly go over the assigned supplementary reading material or just give some relevant

information about the topic of Chapter 2, or use for example “Topic Preview” of the textbook.

Talk about the low-frequency words (proper nouns, technical terms, etc.) that appear in Chapter 2

(Vocabulary Preview + CD of the textbook).

The section “Predictions” is not required, but can be used for Question & Answer practice (see below).

Give instructions about how to take notes on a lecture about chronology (“Notetaking preparation”

section + CD of the textbook). “Discourse Cues for Chronology” section + CD of the textbook are very

important!

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First listening, Second listening, and Third listening, as in the textbook. Notice that these audio files are

uploaded to CourseN@vi, but each teacher has to make them available to students.

During the Third listening, students take notes.

The sections “Oral Summary” and “Discussion” of the textbook are not required, but can be exploited in

the Question & Answer practice (see below).

The section “Expansion” is interesting and recommended, if time allows.

Summary writing. Review the paragraph writing instructions/criteria and let students write the summary

based on the notes they took. Before students write the summaries individually, you can give some time

for students to discuss/compare/improve their notes.

Explain the guidelines that will be used for marking: the one-paragraph-long passage should meet the

following guidelines:

indentation at the beginning of the paragraph

a topic sentence at the beginning, supporting sentences in the middle, and concluding sentence at the

end

contextually appropriate use of at least two transition expressions (logical connectors)

The section Task 2 is also interesting and can be used as an application test. If you do not have time to

use it in class, you can use it later, in the Lecture and Summary Application.

The other chapters may be covered following a similar pattern.

For the “Lecture and Summary Application (LSA)” session, give a review of the contents covered so far, and use

a different lecture having one of the types already covered to allow students to apply, on a new lecture, the

knowledge acquired.

You can use a chapter of the textbook in Unit 1 or Unit 2 that was not covered in class.

As mentioned above, you can use the “Expansion” section of the textbook.

For higher level classes, you can use MIT Opencourseware (MIT OCW).

Another possibility is that you give your own mini-lecture in class using the blackboard or slides. Class Participation (See Student Performance Record Sheet) The purpose of “Class Participation” is to keep students motivated to learn throughout the semester and to

prevent students from losing interest in their ALC classes once they pass some of the goals. Decide how the points allocated for class participation (10 points for listening comprehension, 5 points for

note taking, 5 points for Q&A, 15 points for turning notes into passage, and 5 points for vocabulary) will be determined in class and explain it to students in the Week 1 orientation session.

The following are only suggestions. 10 points for listening comprehension

comprehension quiz after each textbook lecture and LSA (10 points = 2 x 4 chapters + 2 for LSA) 5 points for note taking: notes on textbook lectures and LSA (5 points = 1 x 4 chapters + 1 for LSA) 5 points for Q&A: in-class quiz for textbook chapters and LSA (5 points = 1 x 4 chapters + 1 for LSA) 15 points for turning notes into passage: summaries of lectures and LSA (15 points = 3 x 4 chapters + 3

for LSA) 5 points for vocabulary: vocabulary quizzes on Vocabulary Lists 1 and 2 for each chapter and LSA (5

points = 1 x 4 chapters + 1 for LSA)

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Administering Mid-Term Test [A template will be made available from the coordinator]

[Listening comprehension and note taking] Students will listen to a new lecture three times, take notes on a sheet, and answer ten questions

(content questions and structure questions).

10 points for questions (10 questions)

5 points for note taking

Teachers read aloud the text (or play an audio file) and read aloud the questions and/or answer

options (questions and answer options are not printed).

Teacher reads out each set of question and answer options twice. How to mark students’ lecture notes (suggestion)

Of 5 points, 2 points for quantity, 2 points for quality, and 1 point for note structure

Quality (accuracy of information): some of the key words or phrases are written either partially

or completely. Ignore spelling mistakes.

Note structure: some indication of the notes (partially) reflecting the lecture structure [Q&A]

Students will be given five declarative sentences (from the textbook) and turn them into five

appropriate pairs of question and answer.

The answer to each question must be followed by extra information. See the example below.

Before the test, give students an opportunity to practice in class or as homework. Example: For each of the following five statements, write a question that targets the underlined part and an answer

to the question. If there is no underlined part, write a yes/no question and its answer. The answer must be in a

complete sentence and contain additional information that is in agreement with the textbook chapters covered in

class. Look at the examples below.

EXAMPLES

statement: Pliny saw a frightening sight.

Q: What did Pliny see?

A: He saw a frightening sight. It was the eruption

of Mount Vesuvius.

statement: Pliny saw a frightening sight.

Q: Did Pliny see a frightening sight?

A: Yes, he did. He saw the eruption of a

volcano.

Marking guidelines for pairs of question and answer

Points Description of questions and answer

1

Question targets the underlined part and is appropriate. Question and answer are grammatically correct. Pronouns/referents are used properly in answer. Additional information is given and is in agreement with textbook chapters. Grammar and spelling mistakes are small.

0.5

Question and answer are grammatically correct. Question and answer not completely appropriate. Pronouns/referents are used properly in answer. No additional information

4

[Turning notes into passage] Students turn the notes they took while listening to the lecture into a one-paragraph-long passage that meets the

following guidelines.

indentation at the beginning of the paragraph

a topic sentence at the beginning, supporting sentences in the middle, and a concluding sentence at the end

appropriate use of at least two transition expressions (logical connectors)

Students underline transition expressions (two or more) they used.

Guidelines for marking

5 points = 2 points for meeting the guidelines and following instructions + 3 point for quality/accuracy

Before the test, students must learn the guidelines (in Week 2) and be given an opportunity to practice (for

example, writing Chapter 2 summary as homework or during the class and revising it based on feedback).

[Vocabulary] Students will answer 5 vocabulary questions based on Vocabulary List 1 and the textbook vocabulary sections

“Vocabulary Preview” of Chapters 2, 4 and 6. (Vocabulary Lists 1 and 2 are available from the CELESE website.) Brief Description of Standardized Final Test The organization of the final test is the same as that of the mid-term test. See Student Performance Record

Sheet.

Details will be announced later.

brief description of each section

[Listening comprehension and notetaking]

A new lecture will be used.

[Q&A]

The same format as in the mid-term test

[Turning notes into passage]

The same format as in the mid-term test

[Vocabulary]

Based on Vocabulary List 1 and 2 and the textbook vocabulary sections of all chapters covered in the

semester.

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Student Name: ID:

Criteria Mid-term Test(in class)

Final Test(standardized)

ClassParticipation

textbook, application,in-class assessment

Total[passing score]

□ Listening comprehensionListen to lectures and answercontent and structure questions.Obtain 60% of the points in the 3types of assessments /10 /10 /10 /30 [18]

□Note takingTake structured notes while listening toa lecture.

Take structured notes whilelistening to a lecture. Obtain 60%of the points in the 3 types ofassessments /5 /5 /5 /15 [ 9]

□Q&AAsk and answer simple questions aboutthe lecture.

Write questions and answers relatedto the contents of a lecture. Obtain60% of the points in the 3 types ofassessments /5 /5 /5 /15 [ 9]

□ Turning notes into passageWrite single-paragraph-longpassages from notes. Obtain 60% ofthe points in the 3 types ofassessments /5 /5 /15 /25 [15]

□VocabularyAttain a 2000-word vocabulary.

Answer vocabulary questions fromVocab. Lists 1, 2. Obtain 60% ofthe points in the 3 types ofassessments /5 /5 /5 /15 [ 9]

Totals –>/30 /30 /40 score /100

Met attendance requirement? □Yes □No (If attendance requirement is not met, the grade will be F)□Yes □No (If less than 3 goals are achieved, the grade will be F)

Final grade = F (if "No" in one of the above), C (if score < 70), B (if 70 ≤ score < 80), A (if 80 ≤ score < 90), or A+ (if 90 ≤ score ≤ 100)Achieved pass criteria in 3 of the 5 goals?

2015 Academic Lecture Comprehension 1: Student Performance Record Sheet

Goals(Check □ when achieved)

Basics of Paragraph Writing (ALC1)

In ALC1, you are expected to write a one-paragraph summary of the lecture you have listened to in class. For this purpose,

you need to know what a paragraph is.

paragraph:

A paragraph is a group of related sentences whose purpose is to express one basic, central idea (main idea). All the

sentences in a paragraph should work together to build up the main idea.

A paragraph starts with an indentation. The first word of the first line begins a little to the right of the beginning of the

second line.

structure of a paragraph:

topic sentence at the beginning

supporting sentences in the middle

concluding sentence at the end

topic sentence:

The topic sentence introduces the topic of the paragraph (what is the paragraph about) and its main idea.

supporting sentences

Supporting sentences support the main idea of the paragraph by giving specific details, examples, causes, effects, etc.

concluding sentence

A concluding sentence restates the main idea of the paragraph (i.e., the summary of what was told in the paragraph).

A short paragraph may not need a concluding sentence, but a long paragraph may require one.

transition expressions (logical connectors)

The relationship between sentences is usually indicated by transition expressions (logical connectors) such as for

example (to give examples), as a result (to show results), first … second … third (to show order), on the other hand (to

show contrast) and so on.

They are important for writing a clear summary.

Sample Paragraphs

Below, we have two sample paragraphs. Notice the following parts in each sample.

indentation at the beginning

first sentence = topic sentence

in between = supporting sentences

last sentence = concluding sentence

transition expressions

Sample Paragraph 1

Studying in university is quite different from studying in high school. First of all, most university sessions for a subject

meet only once a week, and their contents are far more difficult than those seen in high school sessions. Although there may

be homework and quizzes every week, almost everything depends on how well you have done in the mid-term and final

tests. Furthermore, most professors give less importance on the memorization of facts than on how you analyze and

interpret those facts. Just doing the homework professors assign and remembering what they say in class are no longer

enough. So you need to make every effort on your own to build your knowledge and develop your skills. You must now take

a major part of the responsibility for your own learning. In sum, there are many differences between university and high

school classes but the biggest difference is the issue of initiative.

Sample Paragraph 2

Life is becoming harder and harder for cigarette smokers everywhere. For one thing, the cost of smoking is going

up. The government of every country finds that raising the cigarette tax is a relatively easy way to get more money. Because

of the greater health risk for smokers, they frequently must pay more for health and life insurance. But the problems

smokers face are not limited to money. Finding a place to smoke can be an even greater difficulty. For example, many

restaurants do not permit smoking. In addition, smoking on buses is forbidden, and now all smoking on commercial airline

flights is prohibited. Smokers cannot light up at their desks anymore, either—in many cases they must leave the building

and smoke outside. Therefore, smokers need great determination to continue their habit these days.