Course Analysis

Course Analysis Project

SKILLS 3

Students: Professors:Alisa Sadiku 112923 Jasmina MirtoskaArgenita Salii 113542 Sami IbrahimiDiana Beqiri 102495Erdina Iljazi 111843

SEE UniversityDate: 01.06.2010 Tetovo

Syllabus

Syllabus

South Eastern European UniversityFaculty of Languages, Cultures and CommunicationDepartment of EnglishSpring semester 2010

Course Title: English Skills IIIInstructor: PhD Ada Thomson,Office: Language Centre, 1002.9E- mail: [email protected]

Course description:

English Language Skills III is an integrated skills course designed to develop student language competencies with systematic work on four skills (speaking, listening, reading and writing) as well as comprehensive work on grammar and vocabulary. Learners are expected to be at an upper-intermediate level of fluency and class time will develop methodologically using a communicative approach. In this regard, classes will generally start with discussions based on personal experience and opinion, topic or readings. Students have to apply lexical terms and grammatical principles in a pragmatic way utilizing English to suit their own individual needs.

Aims of the course:

- To provide students with opportunities to develop English language skills through listening, speaking, reading and writing activities.

- To practice writing skills for compositional, personal and academic purposes.- To help students develop a practical application of English grammar. - To give students opportunities to read and speak about advanced topics with near-

native comprehension of various themes.- To help students become autonomous learners.- To accurately evaluate student progress and skill levels.

mailto:[email protected]

Outcomes of the course:

At the end of the course students will be able to:- use English for communication purposes.- write proper academic papers by the end of the semester.- comprehend English from reading and listening.- use English sentence structure and grammar tenses accurately.

Assessment criteria:

Assessment in this course will be continuous; students are advised that each and every meeting is crucial to their success in this course. Missing a progress check could result in the loss of points in grading. If you wish to be successful in this course and obtain a good grade, or even a passing grade, it is very important to HAND IN ALL ASSIGNMENTS. If you do not hand in an assignment you will be given a mark of zero. As a result, all of the smaller assignments I give to you during the semester must be done if you hope to do well. The instructor reserves the right to change the syllabus as the term progresses as deemed necessary. The students will be assessed by taking into consideration the following factors:

(Attendance and Participation=30%, Final Quiz=70%)

Plagiarism:

Plagiarism is the use of the words or thoughts of others, without giving them proper credit. It is the worst of academic offenses, and will result in a 0 for that assignment. If you are uncertain about proper academic citation, please ask the instructor for assistance or clarification. It is your responsibility to ensure that you do not plagiarize.

Course overview for English Skills 3:

Week 1 In this week the students will be given the syllabus and they will will be informed of each topic they will have in four weeks. The benefits of the course will also be explained. Students will deal with some listening tasks and comprehending native speakers.

Week 2 In this class students will deal with speaking tasks, which will help them to express themselves, improve thinking, and make them speak up freely.

Week 3 In this class students will meet higher standards they will deal with texts, and comprehending written language. The will do exercises and games, they have to answer questions all that deal with the text.

Week 4 Now in this week we will have students constructing paragraphs, correcting their work, they will be taught how to write concisely and clearly.

Bibliography:

ESl lesson Plans (www.about.com)Randall's ESL Cyber Listening LabCutting Edge Advanced, Students’ Book.

Lesson

Plan 1

Lesson Plan Week 1 (Listening)

Course: English Language Skills 3

Aims: - To test students’ comprehension ability in listening. - To check what students can produce from what they have listened in class.

Objectives: - To tests student’ overall ability in speaking- To test students’ credentials in listening and ability to convey sentences with meaning.- To bring students up to a level of listening comprehension which helps them feel

confident with coping with full, normal-speed listening texts, while not getting distracted by unknown vocabulary they may encounter.

Previous knowledge: The previous knowledge assumed for this lesson is:

- To be able to listen and understand speaking of a native speaker.- Ability to work well with other students.

Resources: Randall's ESL Cyber Listening Lab

Teacher Students

Ex1 Self Introduction

(10 min)

The teacher will introduce herself first

and also she will explain the meaning of

her name.

The students are expected to

introduce themselves in the same

way as the teacher.

Ex2 Broken phone

(15 min)

The teacher will introduce the rules of

the game. The teacher will tell short

sentences to one student in the corner of

the class in order for the other students

not to hear it.

Students will have to retell the

sentence to the student seated

next to them. In the end the last

student will have to retell the

story to the whole class.

Ex3 Story listening

( 20 min)

The teacher will play a CD with a story

and also will give the students multiple

choice questionnaire about the story.

The students have to listen

carefully to the story and answer

the questions.

Ex4 Conclusion Quiz

(15 min)

The teacher will introduce the exercise

by asking students to make conclusions

based on the sentences on the worksheet

Students have to choose the

correct conclusion based on what

they hear.

Materials

1. Self Introduction No materials needed

2. The sentences for “The Broken phone” game:Chip's Market has cases of canned pears on sale next Wednesday, cheap.A pair of Martian spaceships has sailed in and landed next to Wendy's jeep.

3. The story heard from the CD: File 1 (Story listening)

1. What does the conversation imply about the mother?

A. She is busy at work.

B. She had to run some errands.

C. She is resting in bed.

2. What is the first problem the girl notices about her father's cooking?

A. He is not following the recipe.

B. He is missing the right pan to cook the pizza.

C. He is using the directions for a different food.

3. How does the girl know her father doesn't like the pizza he prepared?

A. He tells her honestly what he thinks about it.

B. She can tell by his non-verbal expressions.

C. He throws it away after making it.

4. What problem did the girl NOT mention about the pizza?

A. It was too salty.

B. It was burned.

C. It was too chewy.

5. What do they end up doing for lunch?

A. They decide to go out to eat.

B. They eat something different at home.

C. They eat at friend's house.

4. Conclusion Quiz heard from the CD File 2 (Conclusion Quiz)

1. How did he do on the test?A) Well B)AverageC) Badly

2. What is the best recipe for success?A) Work hard B) Be intuitive C) Make important contacts

3. Why did they not go to the store?A) They got lost. B) They didn't want to go.

C) They didn't have enough time.

4. In which case would an agreement be possible?A) If he improves his offer B) If he changes his mind. C) If they accept his offer.

5. What must you finish before you go out tonight? A) Homework B) Housework C) Dinner

6. In which case will I not accompany you?A) If Rob doesn't come. B) If Rob comes. C) If you are robbed.

7. Why was it not a good idea to go to Rome?A) Because the flight was too expensive. B) Because costs in Rome were too expensive. C) Because Rome is a dirty city.

8. Which sport does he enjoy?A) Tennis B) Chess C) Both

9. What could change the improving value of stocks?A) a low inflation rate B) a very high inflation rate C) the value of the dollar

10. Are you sure of the outcome in this situation?A) No B) Yes C) Maybe

Lesson Plan 2

Lesson Plan Week 2 (Speaking)


Aims: - To introduce new expressions that will be used in the exercises. - Students will be involved in speaking activities with emphasis on oral

fluency and students role play

Objectives: - To improve students general ability to speak English more clearly and accurately - To improve speaking confidence- To develop students’ critical thinking and free expressing.

Previous knowledge: - The previous knowledge assumed for this lesson is the ability to understand and speak in

everyday English. - They will also have to know how to react and express themselves quickly when confronted

with everyday situations.

Resources: ESl lesson Plans (www.about.com)

Teacher Students

Warm-Up activity(15 min)

The teacher will ask the students to each The students are all expected to

tell a frightening situation that they were

in and how they coped.

participate by telling an event

that frightened them and how

they got out of it.

Black Out Role Cards(25 min)

The teacher will hand out situation cards

of phone calls made during a blackout in

New York. The students will be divided

in pairs to work out a dialogue using

some key words.

The students are expected to

work with their peer on how they

would react in the given

situation. Their dialogue should

be as close to real as possible

using everyday English.

Small Talk(20 min)

The teacher asks students to brainstorm

as a class to define small talk. Than

he/she divides students into groups and

gives students the small talk work sheet

Students get into their groups

and play the small talk game.

Students debate the issue using

critical thinking.

Materials

1. Warm up activityNo materials needed.

2. The Black Out Role Cards material

A: You are in an elevator which is stuck between two floors. There is no light. You are visiting a friend in the building. You call your friend. B: You are waiting for a visit from your friend when the lights went out. Expression: I’m really afraid of the dark

A: You are a criminal. You see a chance of making some money by robbing a bank during the blackout. You want to convince a friend to help you.B: You are a criminal. Your friend calls you to ask for help, but you are scared that the lights will come on. You don’t want the police to catch u.Expression: I’m terrified we’ll get caught

A: You are on the metro when the blackout happens. There is a pregnant woman in the train with you and you think she is going to have her baby. You phone the emergency services for help.B: You work at the emergency services. Give A advice on what to do with a pregnant woman.Expression: I’m freaking out here!

A: You are a student. You were finishing your homework on the computer when the blackout occurred. You have to phone your teacher and explain that you can’t do the homework now.B: You are the teacher. You won’t accept A’s excuse because the homework is already two weeks late!Expression: I was frightened of losing it, so I did it on the computer.

A: You are the President of the United States. You want an explanation of what is happening. You are worried that this is a terrorist attack.B: You are the Head of the FBI. You were fishing when the blackout happened and have no information. Expression: Frankly, I’m quite anxious about all this.

A: You are a seventy-year-old man. You are very grumpy. You are waiting for your daughter to come and make you your dinner.B: You are the daughter. You can’t come to your father’s house now because you have no gas for your car and the gas stations don’t work. Explain how he can make his own dinner. Expression: I’m so scared!

3. Small talk material

Which topics are appropriate for small talk discussions? For those topics which are appropriate, think of one interesting comment to make when the teacher calls on you. For those topics which are not appropriate, be able to explain why you believe they are not appropriate for small talk.

The latest films The One True Path to Eternal Life The local basketball team Cars A product you would like to sell to everyone The Death Penalty Your home town How much you make Your last holiday Your favorite movie-star The correct political party The weather Gardening Your health problems Your family

Play this game quickly in small groups. Throw one dice to move forward from one subject to the next. When you get to the end, return to the beginning to start again. You have thirty seconds to begin making a comment about the suggested subject. If you can not, you lose your turn!

Your best friend The last film you saw Pets Rock and roll A magazine Learning a language Playing tennis Your current job An interesting excursion nearby The Internet Marilyn Monroe Keeping healthy Human cloning Your favorite food Finding a job in your country The last book you read Your worst holiday Something you've never done, but would like to do Teachers - what you like

Lesson Plan 3

Lesson Plan Week 3 (Reading)


Aims: - To make students read and understand the text about lying- To be able to answer questions after reading the text.

Objectives: - To make students understand the written language;- Students to understand the text and the message of the text- To learn new vocabulary- To practice the new words.

Previous knowledge: The previous knowledge assumed for this lesson is:- Understanding written language,- To be able to read texts and figure out the meaning, such as reading between the lines,- To be able to think critically and analyse the text.

Resources: - Cutting Edge Advanced, Students’ Book. Longman University Press.

Teacher Students

Reading and discussion activity

(22 min)

The teacher will start the class by introducing the topic. Then, the teacher will ask general question closely related to the topic. The teacher will give them a text to read. The text is about lying “How do you know when someone is lying” The teacher will put students in groups of four, will give the instruction and then go to each group to listen to their ideas.

Students are expected to answer the question and also give personal examples. Students have to go to page 100-101, and the read the text individually. Students in groups of four discuss the possible ways of lying and the techniques to catch a liar, also give some positive and negative sides of that.

Checking understanding

(6 min)

The teacher will put the students in pairs to do a true false exercise about the text.

Students with a partner will decide if the statement is true or false.

Game(10 min)

The teacher will give a game. She will put students in groups of five and will give them some unknown words from the text, each group has to find the meaning of the word and also make an original sentence using that word. Which group will have both, gets two points .The group that has more points is the winner.

Students have to be organized and help each other, in order to find the correct meaning of the word and also to make an original sentence with that word.

ExercisesSharing experiences

(20 min)

The teacher will give students 4 question to answer. These questions are related with the texts but they have also to give their own opinions. The teacher will give them another exercise, where the students should tell their own experiences in short.

Students will have to answer 4 questions individually, they have to give their ideas about the techniques and explain why he/she has that particular opinion. Students have to tell a moment when they were caught lying, and how they were noticed that they lied.

Materials1. Reading and discussion activity material

How do you know when someone is lying?

1. How the ancient Chinese did it?

The Chinese used rice. An examination for truthfulness might go something like this: ‘ Is your name Chiang? (They know the guy’s name is, in fact, Chiang.) ‘Yes’The interrogators hand Mr. Chiang some rice. They have already counted the number of rice grains.‘Ok. Put this handful of rice in your mouth. Hold it for three seconds. Spit it out’Then they count how many rice grains come out:‘Did you steal the chicken’ ‘No’‘Ok. Put this handful of rice in your mouth. Hold it for three seconds. Spit it out.’Again, they knew how many grains went in, and they count how many come out. If more grains come out after the question about the stolen chicken than came out after the easy question, where the suspect truthfully gave his name they know he’s lying. How? The stress of being caught lying makes the suspect’s mouth drier. Fewer grains stick. More come out, Mr. Chiang stole the chicken.

2. Modern lie detectors

Modern lie detectors – also known as ‘polygraphs’ rely on the same basic principle – that lying causes bodily changes, which can be detected and measured. Having agreed to do the test ( if the test is done under duress, the extra stress caused makes the test unreliable), the suspect is connected and electrodermal response ( the increased amount of electricity which flows to the skin when we sweat). Increased activity in these areas suggests increased stress…which means the subject might be lying.Lie detectors have been widely used in the US since the 1950s but they remain controversial and their results are not always accepted by courts.

3. Your voice

Cheaper and faster than polygraph, the voice stress analyser, or VSA is based on the promise that our voice changes when we are under stress – when we are lying for example. The VSA detects the changes and will work on a telephone, tape recording or from the next room via a wireless mic or bug. The analyser monitors the subject’s voice relative stress patterns to determine if they are lying or not. Niw you can even buy a ‘Truth Phone’, so when your other half rings to say they’re working late at the

office, you can imidiately know if it’s true or not!Research indicates this technology is not very precise at picking up deceitfulness. 4. Hesitation

The period of time between the last word of an investigator’s question and the first word of the subject’s response is known as ‘Response latency’. Research tells us that the average response latency for subjects who are telling the truth is 0.5 seconds…whereas the average latency for liars is 1.5 sec. This is because the subject is mentally considering whether to tell the truth, part of the truth or a complete lie. Latencies of two or three seconds should be regarded as highly suspicious…in other words, he who hesitates…is probably lying!!!

5. Blushing

According to researchers in the USA, when someone lies you get an instantaneous warming around the eyes ... commonly known as ‘blushing’. Dr James Levine of the Mayo Clinic in Rochester, Minnesota, speculates that people who lie are afraid of getting caught. ‘That fear triggers a primitive response to run away. Blood goes to the eyes so that the liar can more efficiently map out an escape route, ‘ he says. A high-definition, heat-sensing camera can detect such blushes; the new technology has proved more reliable than conventional lie detectors and could offer a new tool for mass security screening at places like airports, office buildings and high-profile events.

2. Checking understanding materialWhich statements below are true according to the text? Explain why, in pairs.

1. A) Lying makes it harder to spit out grains of riceB) Lying makes it easier to spit out grains of riceC) The rice makes your mouth go dry.

2. A) Lie detectors are reliable in the vast majority of cases.B) Lie detectors can only work if used voluntarily.C) Lie detectors rely on various forms of physical data.

3. A) You don’t have to be in same room as the subject to use the VSA.B) The main advantages of the VSA are its cheapness and reliability.C) The VSA measures how stressed you are rather than whether or not you’re lying

4. A) People hesitate before lying because they need to prepare their lie.B) The less hesitation there is, the less likely it is that you’re lying.C) The latency period are more than doubles when people are lying.

3. Game materialThink of a word or phrase that could replace the following without changing the meaning

Examination (1)Hand (1)Under duress (2)Promise (3)Other half (3)

Picking up (3)Mentally considering (4)Getting (5)High-profile (5)

4. Sharing experiencesDiscuss these questions-Did you find any of these techniques surprising?-Which seem to be the most/least reliable?-In what circumstances do you think such tests should be used and what objections can you think of?-Have you ever been in a situation where you were telling the truth and nobody believed you?

Lesson Plan 4

Lesson Plan Week 4 (Writing)


Aims: - Develop students writing skill through free writing.- Teach students to write well constructed paragraphs - Encourage students correct their own mistakes- Make students learn spelling of some words.

Objectives: - Teach the students how to construct sentences that convey ideas concisely and directly. - Make students develop a strategy for combining various ideas into well formed sentences.- Teaching students to correct their own mistakes - Improve students’ spelling and vocabulary range- To take a look at some common writing problems.

Previous knowledge: The previous knowledge assumed for this lesson is:

- Students should have an intermediate range of vocabulary- They should know how to use the connectors between sentences.

Resources: ESl lesson Plans (www.about.com)

Teacher Students

Error correction(20 min)

The teacher discusses the importance of

correcting mistakes with students. The

teacher asks students to correct the short

biography based on the correction marks.

An than he/she gives students corrected

version of short biography.

Students correct the mistakes in

the short biography using

correcting symbols. Then they

compare it with the original

biography.

Write descriptive paragraphs

(15 min)

The teacher asks students to group the

sentences in the example based on the

ideas that go together and write

descriptive paragraph.

Students write a descriptive

paragraph. They read their

paragraphs aloud and comment

their writing style.

Writing Storms(25min) The teacher tells students that they have

to write about a subject on the list that

he/she is going to give them for 7

minutes. The teacher cuts the list of

topics into strips and hands a different

After writing about their subject,

each student reads what he or

she has written to the class.

Other students ask questions

about what they have heard.

topic to each student.

Materials1. Error correction material

The Correction Key

T = tense P = punctuation WO = word order Prep = preposition

WW = wrong word GR = grammar Y upside down = word missing SP = spelling

Find and mark the mistakes in the following short biography: Jack Friedhamm was born to New York in October 25, 1965. He began school at the age of six and continued until he was 18 years. He then went to New York University to learn Medicine. He decided on Medicine because he liked biology when he was at school. While he was to University he met his wife Cindy. Cindy was a beautiful woman with hair long black. They went along for yeers before they decided getting married. Jack began to work like a doctor as soon as he graduated to Medical School. They had two children named Jackie and Peter, and have lived in Queens since the past two years. Jack is very interested painting and likes to paint portraits of his sun Peter.

Original biography

New York, New York is located on the Atlantic Coast of the United States of America. It was first settled as "New Amsterdam" in 1625 by the Dutch. Today, New York City is an important commercial and banking center which includes Wall Street. Among its many important skyscrapers are the World Trade Center and The Empire State Building. One of the most interesting museums is on Ellis Island which served as the entry point for many immigrants who passed through New York City at the turn of the century.

Compare your corrections with the image at the top and then correct the mistakes. Compare your corrected version with the following:

Jack Friedhamm was born in New York on October 25, 1965. He began school at the age of six and continued until he was 18 years old. He then went to New York University to learn Medicine. He decided on Medicine because he liked biology when he was at school. While he was at University, he met his wife Cindy. Cindy was a beautiful woman with long black hair.

They went out for years before they decided to get married. Jack began to work as a doctor as soon as he had graduated from Medical School. They have had two children named Jackie and Peter, and have lived in Queens for the past two years. Jack is very interested in painting and likes to paint portraits of his son Peter.

2. Writings descriptive paragraphs material:

Group the sentences in the example based on the ideas that go together and write a descriptive paragraph.

New York City is in the United States.New York City is located in New York State.It borders on the Atlantic Ocean.It was founded in 1625 as "New Amsterdam".It was first settled by the Dutch.It is important for commerce.Wall Street is located in New York City.It has many national and international banks.It has many important skyscrapers.The World Trade Center is located in New York City.The Empire State Building is in New York City.New York City is an important city for immigration.Ellis Island used to be the entry point for many immigrants at the turn of the century.There is an interesting immigration museum on Ellis Island.

How should the paragraph look like:

New York, New York is located on the Atlantic Coast of the United States of America. It was first settled as "New Amsterdam" in 1625 by the Dutch. Today, New York City is an important commercial and banking center which includes Wall Street. Among its many important skyscrapers are the World Trade Center and The Empire State Building. One of the most interesting museums is on Ellis Island which served as the entry point for many immigrants who passed through New York City at the turn of the century.

3. Writing Storm Material

1. The best thing to happen to me today2. The worst thing to happen to me today3. Something funny that happened to me 4. What I really hate!5. What I really like!6. My favorite thing7. A surprise I had8. A landscape

9. A building10. A monument11. A museum12. A memory from childhood13. My best friend14. My boss15. What is friendship?16. A problem I have

17. My favorite TV show18. My son19. My daughter20. My favorite grandparent

Final Quiz

Name:________________ ID:____________ Date:____________ Points:_______

English language skills III Quiz

1) Read the text and circle the correct answer.

Change your Friend’s Taste

Suppose a friend of yours has the habit of wearing absolutely atrocious clothes. You decide to go

on a campaign to help reform his taste. How do you go about it? Your friend has just one outfit

in which he looks great, but which he rarely wears. Every time he wears a shirt the same colour

as the one you like, you compliment him, and perhaps you also mention the shirt you’re trying to

promote. After that appears more frequently for a while you reinforce only it, not the less

attractive ones for the same colour. At the same time you try to suggest that your favourite shirt

looks so good on him that he really should get more like it. And when he does, you compliment

him on the new outfits. Gradually, you are shaping his behaviour, though you might not call it

that.

1. Is this text about:

a) Accepting your friend’s way of getting dressed

b) Reform a friend’s taste about getting dressed /4

c) Helping someone look

d) Make him change his taste of getting dressed

2. In order to change your friend’s taste you

a) Tell him that he looks awful the way he gets

b) Tell him he looks great the way he gets dressed /4

c) Compliment him whenever he wears a shirt that fits him

d) Compliment him when he buys new jeans

3. When your friend starts wearing more frequently the shirt you like you

a) Think he looks stupid by wearing it so often

b) Tell him he should keep wearing it /4

c) Are happy you could change his taste.

d) Are jealous

4. By going on this campaign to reform a friend’s taste you

a) Help a friend

b) Change his behaviour /4

c) Want to show that you have different tastes

d) Want to tell him that you have a better taste than him

5. When your friend finally changes his outfit you

a) Are proud you have such an influence on him /4

b) Think you can control your friend’s tastes

c) You tell others how good you are in changing people

d) You shape his behaviour, although you might not agree with that.

2). Put the words in their correct order.

a) the walking was mailman his toward ? building /5 ____________________________________________________________________________

b) about to came his o'clock 3 the building mailman . at /5

____________________________________________________________________________

c) was landlord envelope . for the his /5

d) ? he into office did the doctor's walk /5

______________________________________________________________________________

e) . had an if him asked she he appointment /5

______________________________________________________________________________

f) her how ask paid she she ? much did had /5

______________________________________________________________________________

g) shoes for paid . I these $100 /5

______________________________________________________________________________

/ 45

Answer key

1.

1. b)

2. c)

3. b)

4. a)

5. d)

2.

a) Was the mailman walking toward his building?

b) The mailman came to his building at about 3 o’clock.

c) The envelope was for his landlord.

d) Did he walk into the doctor's office?

e) She asked him if he had an appointment.

f) Did she ask her how much she had paid?

g) I paid $100 for these shoes.

Course Analysis

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