EIL 223 Listening and Speaking II Course Syllabus, Spring 2016 Semester

Transcription

1 1 EIL 223 Listening and Speaking II Course Syllabus, Spring 2016 Semester Class Class: McKay Building 195 7:30 8:30 am M, T, Th, F Instructor Seth Robins Phone: robinss@byui.edu; robinss@go.byuh.edu Office: JFS Library 102, Online Department Office Hours: by appointment (please ) Text/Materials Quest: Listening and Speaking Student Book with Audio Highlights, 2nd edition by Laurie Blass. ISBN 10: , ISNB 13: Course Description Builds listening and speaking skills, including the development of conversational English, comprehension of short lectures, and brief note-taking. Includes pronunciation and vocabulary instruction. (4 credits) Course Goal By the end of this course, students will: Communicate more effectively in one-on-one, group, and class discussions Gain greater abilities in comprehending and delivering academic presentations and lectures in regards to business, art, psychology, and/or health Improve in their speaking and listening proficiency Be more prepared for academic success at BYU-Hawai i Objectives Students will: gain greater listening proficiency by: o demonstrating understating of academic topics from in-class lectures, BYU-Hawai i devotionals, dictations, and other listening activities. gain greater speaking proficiency by: o improving abilities to speak in daily conversations and social media o improving abilities to communicate knowledge and opinions regarding academic topics, current events, and conveying spiritual growth and experiences o improving abilities to deliver presentations

2 2 o improving pronunciation, stress, and intonation EIL Program Learning Objectives (PLO) Reading - Students efficiently read and process academic texts (noting length, complexity, and time constraints) and apply the information to academic tasks. Listening - Students listen to and process academic discourse in formal (such as lectures, presentations, and videos) and interactional contexts (such as group discussions, tutor sessions, and office hours), and apply the information to academic tasks. Speaking - Students communicate orally in academically appropriate ways in both formal (such as individual and group presentations) and interactional contexts (such as group meetings, class discussions, tutor sessions, and office hours). Writing - Students write in academically appropriate ways. Vocabulary - Students apply effective vocabulary strategies when learning and using academic (including AWL) and content-specific vocabulary. Grammar - Students notice, recognize, and employ grammatical structures that are appropriate to various academic tasks. Learner Autonomy - Students apply effective language learning strategies to their academic study beyond the EIL program. BYU-Hawai i Framework for Student Learning

3 3 You are expected to come to class having prepared in advanced. In class and in the online portion of the course, you are expected to be active in learning and teaching one another. Lastly, your English will improve as you apply learning strategies and reflect upon your study habits and skills and seek to improve them. BYU-Hawai i Institutional Learning Outcomes (ILO) A student who graduates from BYUH is competent in ILO Outcomes 1. Knowledge Breadth of knowledge (General Education & Religion) Depth of knowledge for a particular discipline (Major) 2. Inquiry Demonstrating information literacy and critical thinking to understand, use, and evaluate evidence and sources. 3. Analysis Using critical thinking to analyze arguments, solve problems, and reason quantitatively 4. Communication Communicating effectively in both written and oral form, using integrity, good logic and appropriate evidence. 5. Integrity Integrating spiritual and secular learning and behaves ethically. 6. Stewardship Using knowledge, reasoning and research to take responsibility for and make wise decisions about the use of resources. 7. Service Using knowledge, reasoning and research to solve problems and serve others. Grading Grades reflect how well students have mastered the course objectives, but may not reflect language proficiency gains. These gains are entirely dependent upon how much English students use outside of class, in addition to the in-class activities. You must use English as much as possible each day to improve in your speaking and listening skills. Grades are divided into two categories: citizenship (20% or overall grade) and assessment (80% of overall grade). Grading Scale % A 90 93% A % B % B 80 83% B % C % C 70 73% C % D % D 60 63% D- 59% > F

4 4 Grading Categories Citizenship 20% BYU-Hawai i Framework Application 10% Preparation Engaging One Another Improving Assignments/Classwork 10% Assessment 80% Speaking Tutor Weekly s 10% Extensive Listening 10% Class Presentations 10% Video Boards 10% Listening Tests 10% Speaking Tests 10% Final Exam 20% Total 100% Learning Activity Descriptions BYU-Hawai i Learning Model Application You are expected to come to class each day prepared and ready to engage fellow students in meaningful discussion. You will have opportunities to teach one another to increase your understanding and the understanding of fellow students. Additionally, you will seek for ways to improve your learning each day. Report each class your level of preparation, your level of engagement, and your level of improvement. The instruction will do the same in the daily participation grades and this score will be averaged between your report and the instructor s report. Speaking Tutor Weekly will enable students the opportunity to practice listening and speaking with a tutor each week. You will need to complete TWO 30 minute tutor sessions each week and turn in the tutor assignment worksheets to your instructor on Friday morning during class. Extensive Listening You will have the opportunity to listen to a variety of different listening mediums each week. You can choose any of the following listening logs, but you must listen every day for 4 days a week for fifteen minutes. You must submit your listening log by Friday morning before class. Class Presentations You will be expected to deliver two presentations on the topics covered in class. A signup sheet will be passed out during the first week of class. One will be ten mintues, and the other will be 30 minutes. This needs to be a memorized presentation about one of the topics we discussed in the course.

5 5 Video Boards You will engage in weekly video-based discussion board conversations. These will help you improve your listening and speaking. They will also be helpful in preparing you for your class presentations. Your first post is due by Tuesday at 10:30 am (a half-hour before devotional). You will continue discussing your conversation in the discussion board until the conversation closes on Thursday evening at midnight. Topics from the video discussion board may be addressed during class as well. Tests and Final Exam There will be tests at the end of each chapter and a comprehensive final exam. These will assess your mastery of the course objectives and course goals. Class Rules No late assignments If you miss class, you are still responsible for submitting assignments If you are sick, please me before class. You will be counted as absent is you after class. Be punctual, your citizenship grade depends, in part, upon your punctuality. Class Schedule Week 1 Introduction Monday, March 7 th Tuesday, March 8 th Thursday, March 10 th Friday, March 11 th Class Orientation Quest Chapter 1, Part 1 Quest Chapter 1, Part 2 Quest Chapter 1, Part 3 Prepare: Begin Self-Introduction Video Part 1 Assignments Class Presentation Sign-up Part 2 Assignments Self-Introduction Video Part 3 Assignments Self-Introduction Video Begin Extensive Listening Self-Introduction Video Extensive Listening Extensive Listening Syllabus Quiz Due Extensive Listening Speaking Tutor Assignment Worksheet Week 2 Monday, March 14 th Tuesday, March 15 th Thursday, March 17 th Friday, March 18 th Quest Chapter 1, Part 4 Quest Chapter 1, Part 5 Quest Chapter 1, Test Review Quest, Chapter 1 Test Part 4 Assignments Part 5 Assignments In-class test review In-class Test Video Video Video Video Extensive Listening Extensive Listening Extensive Listening Extensive Listening Due Speaking Tutor Assignment Worksheet Week 3 Monday, March 21 st Tuesday, March 22 nd Thursday, March 24 th Friday, March 25 th Quest Chapter 1 Test Quest Chapter 2, Part 1 Quest Chapter 2, Part 2 Kuhio Day No Class Part 1 Assignments Part 2 Assignments Begin Video Video Video Begin Extensive Listening Extensive Listening Extensive Listening

6 6 Week 4 Monday, March 28 th Tuesday, March 29 th Thursday, March 31 st Friday, April 1 st Quest Chapter 2, Part 3 Quest Chapter 2, Part 4 Quest Chapter 2, Part 5 Quest Chapter 2, Test Review Part 3 Assignments Part 4 Assignments Part 5 Assignments In-class test review Begin Video Video Video Video Begin Extensive Listening Extensive Listening Extensive Listening Extensive Listening Due Speaking Tutor Assignment Worksheet Week 5 Monday, April 4 th Tuesday, April 5 th Thursday, April 7 th Friday, April 8 th Quest, Chapter 2 Test Quest Chapter 2 Test Quest Chapter 3, Part 1 Quest Chapter 3, Part 2 In-class Test Video Part 1 Assignments Part 2 Assignments Begin Video Extensive Listening Video Extensive Listening Due Begin Extensive Listening Extensive Listening Speaking Tutor Assignment Class Presentation (10 min.) Worksheet Class Presentation (10 min.) Week 6 Monday, April 11 th Tuesday, April 12 th Thursday, April 14 th Friday, April 15 th Quest Chapter 3, Part 3 Quest Chapter 3, Part 4 Quest Chapter 3, Part 5 Quest Chapter 3, Test Review Part 3 Assignments Part 4 Assignments Part 5 Assignments Video In-class test review Begin Video Video Video Begin Extensive Listening Extensive Listening Extensive Listening Extensive Listening Due Class Presentation (10 min.) Class Presentation (10 min.) Class Presentation (10 min.) Speaking Tutor Assignment Worksheet Week 7 Monday, April 18 th Tuesday, April 19 th Thursday, April 21 st Friday, April 22 nd Quest, Chapter 3 Test Quest Chapter 3 Test Quest Chapter 5, Part 1 Quest Chapter 5, Part 2 In-class Test Video Part 1 Assignments Part 2 Assignments Begin Video Extensive Listening Video Extensive Listening Due Begin Extensive Listening Extensive Listening Speaking Tutor Assignment Class Presentation (10 min.) Worksheet Class Presentation (10 min.) Week 8 Monday, April 25 th Tuesday, April 26 th Thursday, April 28 th Friday, April 29 th Quest Chapter 5, Part 3 Quest Chapter 5, Part 4 Quest Chapter 5, Part 5 Quest Chapter 5, Test Review Part 3 Assignments Begin Video Begin Extensive Listening Class Presentation (10 min.) Part 4 Assignments Video Extensive Listening Class Presentation (10 min.) Part 5 Assignments Video Extensive Listening Class Presentation (10 min.) In-class test review Video Extensive Listening Due Speaking Tutor Assignment Worksheet

7 7 Week 9 Monday, May 2 nd Tuesday, May 3 rd Thursday, May 5 th Friday, May 6 th Quest, Chapter 5 Test Quest Chapter 5 Test Quest Chapter 6, Part 1 Quest Chapter 6, Part 2 In-class Test Part 1 Assignments Part 2 Assignments Begin Video Video Video Extensive Listening Begin Extensive Listening Extensive Listening Extensive Listening Due Class Presentation (10 min.) Speaking Tutor Assignment Worksheet Class Presentation (10 min.) Week 10 Monday, May 9 th Tuesday, May 10 th Thursday, May 12 th Friday, May 13 th Quest Chapter 6, Part 3 Quest Chapter 6, Part 4 Quest Chapter 6, Part 5 Empower Your Dreams Conference No Class Part 3 Assignments Part 4 Assignments Part 5 Assignments Begin Video Video Extensive Listening Begin Extensive Listening Extensive Listening Due Speaking Tutor Assignment Worksheet Week 11 Monday, May 16 th Tuesday, May 17 th Thursday, May 19 th Friday, May 20 th Quest Chapter 6, Test Review Quest, Chapter 6 Test Quest Chapter 6 Test Class Presentations In-class test review Begin In-class Test Class Presentations (30 Video Video Video mins.) Begin Extensive Listening Extensive Listening Extensive Listening Week 12 Monday, May 23 rd Tuesday, May 24 th Thursday, May 26 th Friday, May 27 th Class Presentations Class Presentations Class Presentations Class Presentations Class Presentations (30 mins.) Class Presentations (30 mins.) Class Presentations (30 mins.) Class Presentations (30 mins.) Begin Video Video Video Extensive Listening Begin Extensive Listening Extensive Listening Extensive Listening Due Speaking Tutor Assignment Worksheet Week 13 Monday, May 30th Tuesday, May 31 st Thursday, June 2 nd Friday, June 3 rd Final Exam - Review Final Exam - Review Final Exam Final Exam In-class test review In-class test review In-class test In-class test

8 8 University Policies Attendance and Punctuality Students who miss class frequently and/or miss several classes in a row will be reported to the EIL Academic Advisor. Students with serious attendance problems will be referred to the International Student Office. Lack of attendance violates U.S. immigration policies for international students and could result in a student being sent home. University Final Exam Policy Final exams for EIL classes are TBA. The BYU Hawaii Final Examination Policy in the university catalog states: Students must plan travel, family visits, etc., in a way that will not interfere with their final exams. Less expensive air fares, more convenient travel arrangements, family events or activities, and any other non emergency reasons are not considered justification for early or late final exams. Exceptions to this policy are as follows and should be submitted in writing to the Dean of the college or school as soon as possible: A BYUH sponsored activity which takes an individual or a team away from the campus at the time an examination is scheduled; Emergency situations that are beyond the student s control. Complaints about Instruction The English as an International Language Department at BYUH is committed to providing students with the best possible language instruction. However, sometimes different teaching styles, philosophies, learning styles, cultural diversity and expectations may cause conflicts. Therefore, in order for students to feel comfortable expressing their concerns and needs in an appropriate way, they should follow these guidelines: Students should approach the teacher either after class or during his/her office hours and explain their concern. If students are not comfortable approaching the teacher, they should talk to either the EIL Academic Advisor or the EIL Department Chair. Students should not complain to one teacher about another teacher s class. If students feel their complaint is serious, it is their responsibility to take it to the appropriate person. If students do not feel the problem has been resolved after a reasonable period of time, they should follow up with the person they spoke with earlier. Title IX and Sexual Misconduct Brigham Young University Hawaii is committed to promoting and maintaining a safe and respectful environment for the campus community. Title IX prohibits all sexual misconduct against any participant in an educational program or activity. Sexual Misconduct is defined as: Sexual Harassment is unwelcomed speech or conduct of a sexual nature which includes unwelcomed sexual advances, request for sexual advances, request for sexual favors and other verbal, non-verbal, or physical conduct is unwelcomed if it not requested or invited.

9 9 Stalking is repeatedly following, monitoring, harassing, threatening or intimidating another by phone, mail, electronic communication or social media without legitimate purpose. Domestic and Dating violence is a pattern of abusive behavior in any relationship that is used by one partner to control another partner. This includes behaviors that intimidate, manipulate, humiliate, isolate, frighten, terrorize, coerces threaten, blame, hurt, injury or wound. Sexual violence/assault is actual or attempted sexual contact with another person without that persons consent. Consent cannot be obtained when someone is a minor, under the influence of drugs or alcohol or has certain disability. In the absence of an outward demonstration, consent does not exist. If at any time it is reasonably apparent that either party is hesitant, confused, or uncertain, both parties should stop. The following individual has been designated to handle reports of sexual misconduct and other inquiries regarding BYU-Hawaii compliance with Title IX: Debbie Hippolite-Wright PhD Title IX Coordinator Vice President of Student Development & Life Lorenzo Snow Administrative Building Kulanui St. Laie, HI Office Phone: [808] titleix@byuh.edu Sexual Harassment Hotline: (808) BYU-Hawaii s Office of Honor upholds a standard which states that parties can only engage in sexual activity freely within the legal bonds of marriage between a man and a woman. Consensual sexual activity outside the bonds of marriage is against the Honor Code and may result in probation, suspension, or dismissal from the University. Discrimination The University is committed to a policy of nondiscrimination on the basis of race, color, sex (including pregnancy), religion, national origin, ancestry, age, disability, genetic information, or veteran status in admissions, employment, or in any of its educational programs or activities. Disability Services If you have a disability and need accommodations, you may wish to self-identify by contacting: Disability Services McKay 181 Phone: [808] or [808] address: leilani.auna@byuh.edu

10 10 *Disability Officer/Coordinator is Leilani Auna. Students with disabilities who are registered with the Disability Services should schedule an appointment with the instructor to discuss accommodations. If the student does not initiate this meeting, it is assumed no accommodations will be necessary to meet the requirements of this course. After registering with Disability Services, Letters of accommodation will be sent to instructors with the permission of the student. Academic Honesty BYUH students should seek to be totally honest in their dealing with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including plagiarism, fabrication or falsification, cheating and other academic misconduct. (see university catalog for complete policy) Dress and Grooming The dress and grooming of both men and women should always be modest, neat, and clean, and consistent with the dignity adherent to representing The Church of Jesus Christ of Latter day Saints and any of its institutions of higher education. Please see the university catalog for more specific information on dress and grooming. Students not dressed appropriately will be reminded to dress according to university standards.