Course Syllabus

Teacher: James R. Hunt

email: hitjameshunt@gmail.com
Academic Listening 2

1. What is the course about?

1.1 Description
This course makes use of aspects found in the CLEAR educational research project at
Toyo University. The philosophy of CLEAR emphasizes student-centered
communication in English, encourages collaboration in learning, task-based projects,
life-long learning, autonomy and empowerment.

This listening course is the second part of a two-quarter Academic English Listening
skills course. As in Q1, a range of activities provide students opportunity to improve
their listening skills, and importantly it will help them to tune their ear to natural
English pronunciation that they are likely to encounter when studying overseas. This
class will enable you to continue to practice listening to naturally spoken English.

The input for this class will include podcasts, lectures, and interviews both within the
assigned textbook and from outside sources. The course will rely heavily on a textbook
but students will also complete listening tasks outside of the text to provide variety and
allow students more choice in their listening materials. This class will also help students
to develop their note-taking skills, and provide opportunities to practice speaking in
clear, considerate English so that your audience can understand you.

In real life, language skills are rarely used in isolation, and for this reason this course
will contain speaking, reading, vocabulary development, and writing activities in
addition to the listening focus.

1.2 Content
learn how to listen to and understand naturally spoken English
learn techniques to help you write down notes from lectures more quickly
develop more confidence speaking about academic topics
learn more vocabulary to help you express yourself with greater accuracy and more
precision
learn how to summarize and paraphrase lectures more effectively
learn how to assess texts more critically
learn some interesting facts about science, social science and the arts

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2. How does this course contribute to my learning?
Specific Learning Outcomes Assessment Tasks Graduate Qualities

On successful completion of this You will be assessed on the Completing these tasks
course you should be able to: learning outcome in tasks: successfully will contribute to you
becoming

Communication in small groups 1, 3 and 4 creative and analytical,

and to a large group empowered, knowledgeable, and
ethical

Develop capacity for critical 1, 2, 3 creative and analytical, engaged,

reflection and creative thinking and knowledgeable

Take advantage of learning 1, 2, 3 creative and analytical and

technologies empowered

Engage actively in learning while 1, 2, 3, 4 knowledgable and creative and

gaining knowledge and analytical
understanding from familiarity

Develop critical thinking skills 1, 2, 3 creative and analytical,

and autonomy through empowered
experiential learning

Collaboration in small groups for 2, 3, 4 engaged, empowered,

a shared goal knowledge

3. How am I going to be assessed?

3.1 Grading Scale

S (outstanding), A (noteworthy), B (good), C (passing), D (fail), F or/ (insufficient for
consideration).

Note: A minimum of 3 Listening Journals entries (see Assessment Task 1) and evidence
of at least 1 hour of extensive listening (see Assessment Task 5) is required for eligibility
to be considered for a passing grade in this course. Any students not meeting these
minimum requirements will receive a / grade, indicating failure of the course due to
insufficient participation.

3.2 Attendance Policy

Any student who is absent 2 classes during the quarter for any reason other than illness
confirmed by a medical practitioner will receive a / grade, indicating failure of the
course due to insufficient participation. Three late arrivals to class will be considered
one absence. Arriving 15 minutes after class begins or later will be treated as an absence.

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Participation may be included in some task assessment criteria, however attendance
will NOT be a factor in determining the final grade.

3.3 Assessment tasks

Task Assessment Individual or % of Course Length or When to Where to
Number Tasks Group Grade Duration submit submit

1 GINOS Listening Individual 30% 2 page Lessons In class

Journals worksheet 2-16
per video. At
least one a
week

2 Unit Research Individual 30% Half a page Lessons 4, In class

Notes and group (>50 words 6, 8, 11, 13,
in note form) 15

3 Unit Research Individual 22% 10 minute Lessons 8 In class

Presentations and group poster and 15
presentation

4 Mini lectures Group 18% 5-10 minutes Lessons 2, In class

depending 4, 6, 9, 11
on topic and 13

Assessment Task 1: GINOS Listening Journals

Goal: To allow for students to have autonomy in the English materials they choose to listen to, and the
topics they wish to discuss in the class.

Product: A collection of worksheets that include the title and url of the recording, summary details,
opinion/reaction comments, discussion questions and recommendation score. These will be
submitted for assessment based on quantity and content, and also used for discussions during
any free class time that may occur. Worksheets will be downloaded from the internet (url will be
provided in the first class) and it is the students responsibility to print out worksheets as needed.
All worksheets should be kept together neatly in a folder and brought to every listening and
speaking class. A minimum of seven complete worksheets must be submitted for consideration
for a credit in this quarter.

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Format: Students choose a listening input of at least 5 minutes in length, such as a podcast, TED talk,
news or feature broadcast to listen to and process. After listening several times, students
complete a two-page worksheet which includes the following sections: title and URL link or other
source of listening input, a summary of what you have heard, a reaction/opinion about what you
have heard, along with a set of discussion questions on the subject to discuss with classmates.
Students will submit the collection of worksheets at the end of quarter.

You should demonstrate competence in the following:

1. Dedication to frequent listening practice outside of class.
2. The ability to summarize what you have listened to.
3. The ability to give an opinion/reaction to what you have listened to.
4. The ability to reflect upon what you have listened to, and generate discussion questions on
the topic (which may be used in group discussions).

Criteria: 1. Worksheets will be handwritten neatly and thoroughly (no excessively large print, large
margins, or wide spaces between lines).
2. A minimum of seven complete worksheets must be submitted for consideration for a credit in
this quarter. Add 10 to the number of complete worksheets you submit to get your total %
points for this task, up to a maximum of 30.
3. Quality of writing in all sections of the worksheet.
4. Quality of understanding and reflection demonstrated by the contents of the worksheets.

Core Skills Applying technologies, Organization, Information literacy, Communication

Assessed:

Assessment Task 2: Unit Research Notes

Goal: To further research the topics presented in each unit of the textbook. To practice effective note-
taking skills as they are introduced throughout the textbook.

Product: A collection of well-written notes showing further research into the unit topics. All notes will be
entered into a B5 notebook and will be submitted at the end of the quarter for assessment.
Assessment will be based on quantity and quality of the notes made.

Format: Each unit expands upon the listening exercises through project work. You are asked to research
(using English sources) some aspect of the unit topic more fully, and to take notes in your B5
notebook. A minimum of a page of notes per unit is expected, with more being better.

You should demonstrate competence in the following:

1. Following instructions presented in the textbook.
2. Undertaking research on your own or with a partner (as instructed per assignment).
3. The ability to take effective notes by hand and organize them in a meaningful way in your
notebook.
4. The ability to refer to your notes and use them to talk with confidence about your research.
5. An ability to expand your notes at a later date into full sentences for a report or presentation.

Criteria: 1. Quality of notes.

2. Quantity of completed assignments.
3. Ability to use notes effectively when talking about your research at a later date.

Skills Assessed: Applying technologies, Organization, Information literacy, Communication

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Assessment Task 3: Unit Research Presentations
Goal: For you to use your own notes at a later date and to expand them into a presentation. To realize
your strengths and weaknesses at note taking. To understand the importance of well organized
and thorough note-taking.

Product: 2 poster presentations (one pair, one individual) demonstrating your research from the unit
project work assignments.

Format: After completing three units of the textbook you will be assigned one of the unit topics to create a
poster presentation for. You will then have to refer back to your notes to refresh your memory
and create your presentation. This will be repeated in the second half of the quarter for the
second presentation. You will make a 10 minute poster presentation.

You must show competence in:

1. Reviewing your notes.
2. Expanding your notes into a final presentation.
3. Ability to convey your research in a poster presentation format.
4. Ability to ask and answer questions in poster presentations.

Criteria: 1. A well made, creative and attractive poster to support your presentation.
2. A knowledgeable presentation of 10 minutes, delivered without reading a script (referring to
your original notes in your notebook is permitted).
3. Active listening when others are presenting and an eagerness to discuss their work.

Skills Assessed: Organization, Information literacy, Communication, Problem Solving, Collaboration

Assessment Task 4: Mini Lectures

Goal: To practice giving mini lectures (2 minutes) in small groups, and to practice note-taking while
listening to lectures.

Product: Notes taken in your notebook.

Format: Each unit contains a mini lectures activity in which students work in groups of three, taking turns
to read parts of a short mini lecture to their peers. When not speaking, you should be taking
notes of what your partner is saying.

You should demonstrate competence in the following skills:

1. Active listening.
2. Asking for clarification.
3. Effective note-taking.
4. Considerate delivery of your lecture.

Criteria: 1. Quantity of notes taken.

2. Quality of notes taken.

Skills Assessed: Organization, Collaboration, Communication

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 (ALS - Academic Listening and Speaking 1 textbook)
Course Activities
Lesson # What key concepts/content will I Directed Study Independent Study
learn? Activities Activities

1 Introduction to Q2 Introduction of class Listening Journals

components
Individual conferencing to discuss How to locate
listening journals and GINOS listening materials for listening
journals

2 Marine Sciences: Aquaculture ALS p.43-46 Presentation

preparation
Listening skills: disappearing sounds and Listening Journals
linking sounds

Note-taking: first letters

3 Marine Sciences: Aquaculture ALS p.46-48 Presentation

preparation
Critical thinking: writer purpose 1 Listening Journals

4 Education: Time on Task ALS p. 49-52 Presentation

preparation
Listening skills: sentence stress Listening Journals

Note-taking: abbreviations

5 Education: Time on Task ALS p.52-54 Presentation

preparation
Critical thinking: supporting evidence 4 Listening Journals

6 Psychology: Sports Psychology ALS p.55-58 Presentation

preparation
Listening skills: weak forms and linking Listening Journals
sounds

Note-taking: idea maps

7 Psychology: Sports Psychology ALS p.58-60 Presentation

preparation
Critical thinking: writer purpose/evidence Listening Journals

8 Expression of opinion, group discussion, Presentation 1 (pair, Listening Journals

presenting information to a group based poster) demonstrating
on research research into
international relations,
the environment or
space.

9 Economics: Money and Trade ALS p.61-64 Presentation

preparation
Listening skills: disappearing sounds Listening Journals

Note-taking: using lists

10 Economics: Money and Trade ALS p.64-66 Presentation

preparation
Critical thinking: writer purpose 2 Listening Journals

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 11 Engineering: The Tenerife Disaster ALS p.67-70 Presentation
preparation
Listening skills: guessing meaning Listening Journals
through patterns

Note-taking: using capital letters

12 Engineering: The Tenerife Disaster ALS p.70-72 Presentation

preparation
Critical thinking: informing vs persuading Listening Journals

13 Biology: Photosynthesis ALS p.73-76 Presentation

preparation
Listening skills: linking sounds and Listening Journals
disappearing sounds

Note-taking: review

14 Biology: Photosynthesis ALS p.76-78 Presentation

preparation
Critical thinking: clear definitions Listening Journals

15 Expression of opinion, group discussion, Presentation 2 Listening Journals

presenting information to a group based (individual, poster)
on research demonstrating
research into
anthropology, history
or the fine arts.

16 Review Review

4. What resources do I need to take this course?

Access to a computer and the internet. CD player to listen to the textbook CD.

Craft supplies to create eye-catching and informative posters. B5 notebook.

Smartphones may be utilized in the classroom from time to time, but are not required.

4.1 Prescribed Texts

Academic Listening and Speaking 1 by Alastair Graham-Marr. ABAX publishing.
ISBN: 978-1-896942-87-2.