CPHW 56

Sophomore SYLLABUS

Stretch 2

Course Name: English Conversation 1	Class Name: TBD	Class Location: TBD	Semester/Days/Times:
Units/Hours: 2/4	Textbook: Stretch 2:6 Skills to expand your English, Oxford

Teacher: TBD

Office & Office Hours: TBD

ASSESSMENT
Attendance	20% of final grade
Homework & Participation	20% of final grade
Midterm Exam (Oral) (Covering Units 1-6)	20% of final grade	Interview, Dialog, or Group Discussion (Standard-provided by program-tweaked by teacher)	Week 8 (either/both  lessons)
Final Exam (Written) (Covering Units 7-12; a small number of Qs may be drawn from Units 1-6)	40% of final grade	40%: Standardized written exam drawn from question banks provided (Teacher-created)	Week 15

*CURVE   (*CURVE  MAY CHANGE*)
A0-A+ ≤ 25%	B0-B+ ≤ 40%	D0-C+ ≥ 35%
F = i) score below 40, ii) did not sit final exam, iii) ≥33% absence, iv) proven cheating in exam(s)

COURSE DESCRIPTION & OBJECTIVES

Course Description: This course uses the communicative approach to language teaching/learning. It pays equal attention to developing all four language skills, listening, speaking, reading and writing, with a special emphasis on the oral aspects of speaking English, to provide students a well-rounded development progress in all areas of language learning. Students will also be exposed to basic presentation skills.

Course objectives:

     The general objectives for this course are to:

• Listening: Listen for understanding
• Speaking: Hold short conversations on a variety of topics
• Reading: Indentify and use strategies to read for understanding
• Writing: Write a short paragraph with a topic sentence.
• Develop basic presentation skills
• Develop critical thinking skills
• Develop inter-cultural awareness

By the end of this course you will have

• Held conversations: expressing personal opinions and responding to others’ opinions, asking for and giving information and examples, asking for and giving advice, shown appropriate emotions when speaking.

• Listened for: main ideas, specific information, speaker’s attitudes and opinions

• Used target language when discussing unit questions/topics.
• Given short presentations about topics in the book
• Used previewing, prediction, context clues, and scanning for understanding texts
• Written a short paragraph using a strong topic sentence.
• Created and performed a dialog and/or Q&A-based conversation for your midterm exam
• Participated actively and effectively in cooperative group work

Teaching Strategies:

Video, audio, group/pair work, role-plays, demonstrations, presentations, debates, portfolio, modeling, in-class preparation, and others as the instructor sees fit.

REQUIRED FROM STUDENTS
Textbook	All students must BUY the assigned textbook. PHOTOCOPIED TEXTBOOKS WILL NOT BE ALLOWED IN CLASS. Persistent refusal to comply with this directive may result in disciplinary action.
Materials	Each student should come to class with all their necessary books as well as pens and pencils and other required materials.
Cell phone	Cell phone use is permitted for dictionaries but should be limited for phone calls and messaging unless absolutely urgent. STUDENTS SHOULD POLITELY ASK TO BE EXCUSED TO TAKE/MAKE A CALL IF URGENT.
Behavior	Students are expected to behave respectfully toward the teacher, their classmates, Woosong property, and any Woosong staff. Students should pay attention, participate willingly, and always do their best. Effort and good attitude will be rewarded as well as ability.
Attendance	Attendance comprises 20% of each student’s final score. Attendance is calculated in half-hour increments. Persistent absence and/or tardiness will affect a student’s final score. ≥33% absence will result in a Fail.

COURSE CALENDAR
Week/Dates*	Unit/Page Information	Outcomes*
Week 1	Introductions Unit 1	Students have been made familiar with the course Students and Teacher have introduced themselves Students must have an original textbook Listen for main ideas about hobbies Sound polite by softening opinions Be able to use verbs + infinitives Identify details in a reading Ask questions before watching a video Use gestures when giving a short presentation
Week 2	Unit 2	Listen for reasons in conversations about clothes Ask for opinions about clothes Use comparatives to describe clothes Make a T-chart before writing Be able to identify comparisons Make eye contact while giving a short presentation
Week 3	Unit 3	Be able to predict content about sports Repeat information to show interest Use verbs + nouns Guess the meanings of new words Identify cause and effect Stress key words in a presentation
Week 4	Unit 4	Listen for main ideas about public transportation Use expressions to interrupt politely Be able to form indirect questions Make an outline before writing Take notes while watching a video Ask the audience questions in a presentation
Week 5	Unit 5	Make inferences about personality from clues Be able to use expressions to show surprise Use the simple present and the present continuous Recognize key words in a reading Be able to notice key words while watching a video Use phrases to change the focus in a presentation
Week 6	Unit 6	Listen to follow the order of events in cooking Be able to use expressions to show understanding Use imperatives and sequence markers Show steps in a process with sequence markers Be able to notice cultural differences Use a series of images to explain a process
Week 7	Supplemental & Review for Midterm	Supplemental Activities Review for MidTerm Exam
Week 8	MIDTERM EXAM	Exam practice Oral MidTerm Exam
Week 9	Unit 7	Listen for key words about the weather Ask questions to confirm understanding Use the superlative forms of adjectives Make predictions about a reading Use visuals to learn vocabulary Focus on key information while giving a short presentation
Week 10	Unit 8	Listen for everyday activities Use expressions to apologize Use the past continuous Make a timeline to organize ideas Use visuals to understand main ideas Contrast information in a presentation
Week 11	Unit 9	Listen for details about school subjects Soften opinions about how students feel Use adjectives ending in –ing and -ed Make inferences from reading Being able to identify motivation while watching a video Rank things in order of importance
Week 12	Unit 10	Make predictions about school events Use expressions to show agreement Use the present perfect Give feedback to a partner Be able to identify examples Explain a diagram while giving a short presentation
Week 13	Unit 11	Identify favors while listening Use reasons to explain why students can’t do something Be able to make requests Use the title and headings to preview a reading Make predictions before watching a video Be able to summarize the main points
Week 14	Unit 12 & Review for Final	Listen for verb phrases related to traveling Ask follow-up questions to show interest Use have to and have got to for obligation Proofreading their writing Make connections to a video Repeat a key phrase Review for Final Exam
Week 15	FINAL EXAM	Written Final Exam

* Note that for this semester, academic weeks begin on a Monday and finish on Friday. So, Lesson 1 of an academic week will be a Monday

* It is HIGHLY RECOMMENDED that teachers also cover the vocabulary listed at the end of each unit. This will heighten students’ preparedness for the post-test.

* It is upon the discretion of the teacher with understanding of the level and abilities of their class whether all or only some of the suggested unit outcomes are achievable or even desirable though it is entirely expected that teachers will not stray far from the spirit of the syllabus. For higher-achieving classes or when otherwise considered desirous, additional outcomes may be sought by the teacher upon studied and professional consideration.

* If a teacher wishes to seek outcomes vastly different to or at the exclusion of those found in the syllabus, they must seek the direct approval of the Programs Coordinator or Academic Director in a timely manner and must accept the considered verdict of the Coordinator or Director in question.

STAR ENGLISH, ENGLISH CORNER, ENGLISH TUTORING LAB (Extra non-credit services offered to assist students)

Star English	W6 #101, M-Th	15-minute conversation, one-on-one 1 stamp per visit 5 stamps for 1 participation point Maximum = 3 points (15 stamps)
English Corner	W6 #101, M-Th	One-hour lessons 1 stamp per visit 3 stamps for 1 participation point Maximum = 3 points (9 stamps)
English Tutoring Lab	n/a, M-Th	“Drop-in” class for General English students to provide one-on-one assistance for any kind of English study question No stamps/points given for attendance

• Lost cards (stamps) will not be replaced (student may start over with new card)

• Maximum 3 points per student per semester
• One or more cards may be submitted to KET or NET but points given may never exceed 3
• Submitted cards used to obtain points should be taken by teacher and included with archiving
• Card(s) must include student name and ID number
• Points accrued are added to HW/Participation grade (as raw points out of 20)
• A column for Star/Corner points is included on the CAS to assist with calculating points; USE THIS COLUMN IF YOU TAKE STAR/CORNER POINTS FROM STUDENTS
• Attendance needs to be logged in special sheets shared and linked in Google Drive (WSU GEL > [semester] > 06. Special Programs)
• If you have any questions, please speak with Special Programs Coordinator, Assistant Special Programs Coordinator, or Lead Teacher.

If you miss a class, it is your responsibility to make up missed class work.
Leaving class without permission or for extended periods of time may impact your attendance and participation grades.