COURSE SYLLABUS

CEN002: English for Social Communications

EN002: English in Daily Life (Inter & FIP)
Semester 2/2019

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Bangkok University: 5th Floor, Building C6, Main Campus

Reference Text: Evolve 3B
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COURSE DESCRIPTION:
This course focuses on using sentences and frequently used expressions about social
interactions, exchanging information related to other people and their environments.

COURSE OBJECTIVES:
The objectives of this course are to:
1. Enhance students’ vocabulary/grammar knowledge, listening, speaking and public
speaking skills.
2. Develop students’ creative thinking skills and critical thinking skills.
3. Learn to be a digital citizen through online learning.
4. Encourage students’ punctuality and responsibility for quality assignments & content.
5. Enhance collaborative / team-working skills.

SCORE ALLOCATION:

Activities Score
1. Best Entertainment 15%
2. Shopping Galore 15%
3. Blog: Work Life Balance 15%
4. Language Games 10%
5. Cambridge One Online Learning 10%
6. Success Story 15%
7. Class Attendance 5%
8. Participation 5%
9. Listening Quest 10%
TOTAL 100%
COURSE REQUIREMENTS:

1.) ‘Best Entertainment Compare 2 Movies Team Presentations (15%) – (Week 4)

An activity to promote abilities in practicing four important life-skills:

I) Critical thinking;
II) Improve [English] public speaking;
III) To create clear & concise presentation slides [using PowerPoint];
IV) Collaborative team working.

Please ensure work is shared equally, so that all members learn & benefit. More specifically,
each team member should try to speak for 2 minutes or more.

To try and ensure a good score, follow steps 1 to 6:

1. The team agrees a favourite type / genre of movie (page 68: 7.2/ 1A) that all members
are happy with;

2. Using YouTube, Netflix (or similar), the entire team watches two movies;

3. Ensure both movies use English [sub-titles, OK] and are recent (not too old!)

4. Movies must be compared, so both movies must be of the same type (genre)

Example: Type (genre): ‘Science-fiction’  Star Wars and Star Trek;

5. Watch each movie (you may do this over 2 days?)
6. For each movie, do the following:
6.1 In your own words, give a concise summary of each movie;
6.2 Your team’s opinion(s) about each movie;
6.3 Use grammar (page 67: 7.1 / 3 A & B) to talk about how your taste in movies as
changed since you were younger;
6.4 Use grammar (page 69: 7.2 / 3A) to talk about and compare the movies;
6.5 Describe how a scene could be changed or a different [twist ending?] created;

Creativity:
Take a few photos of your team watching the movies  incorporate these and other
visual aids (such as sort video clips), into your PowerPoint slides; Be careful … do not
include too much text on your slides  better to use Bullet Points that
support your speaking (if you show every word is bad presentation style, and is very boring
for the listeners/audience.
 Score Rubric  Compare Movie Presentation (15%)

CRITERIA 0 points 1 point 2 points 3 points 4 points

Always read Poorly Fairly Mostly Fully

Speaking/
script understandable; understandable; understandable; understandable;
Language
often read script some glances at some hesitation; natural flow;
(4)
script occasionally refer didn’t refer to
to script script
Grammar
‘Used to’
6 – 7 grammar
and None, or 1 2 – 3 grammar 4 - 5 grammar 8 or more
sentences
Comparison grammar sentences sentences grammar
used correctly
Sentences used used correctly used correctly sentences
used correctly used correctly
(4)

Summary and No//very Satisfactory Excellent summary

opinions clearly weak summary and and opinion(s) --
stated summary opinion(s) stated; --
(2) and stated;
opinion(s)
stated;
No Few Satisfactory
photos/visua photos/visual photos/visual aids; Excellent
Presentation l aids; movie aids; movie clip movie clip and a photos/visual aids;
Creativity clip and/or and/or weak fairly creative movie clip and a --
(3) no / poor ‘Twist Ending’ ‘Twist Ending’ very creative ‘Twist
‘Twist Ending Ending’

Speaking time
(not reading) < 2 minutes 2 – 3 minutes 3 minutes+ --
(2)

2.) “Shopping Galore “  Role Play (15%) (Group Work) – (Week 13)

This activity practices speaking, critical thinking, and creative presentation skills. They can also learn
to coordinate with others and work in groups. Students have to do a role play in reviewing and
presenting product.

Simple present and passive must be used.

Step 1: Form a group of 3

Step 2: Each group thinks about a role play in reviewing and presenting product. Each
group has to choose one or more products to review e.g. clothes, shoes, cosmetics,
foodstuffs, wares (the products should be in the same category)

Step 3: Submit the script in class on Week 11 (5%) for teacher’s feedback.

Step 4: Do a 5-minute role play in front of the class with the real product
 SCORE RUBRIC: ‘SHOPPING GALORE’ SCRIPT (5%)

Criteria 0 point 1 point 2 points 3 points

Language Used No submission in Mostly write Write Write
(3) class incomplete comprehensible comprehensible
sentences; many sentences but sentences and
error sentences were sentences were
short; some errors long; a few or no
errors
Coherence, Mostly confusing Somewhat Appropriate and -
organization of sequences of ideas appropriate and detailed; a
ideas detailed; some coherent sequence
(3) confusing of ideas/events
sequences of
ideas/events

SCORE RUBRIC: ‘SHOPPING GALORE’ ROLE PLAY (10%)

Criteria 0 point 1 point 2 points 3 points 4 points

Speaking Always read A little Quite Mostly Fully
ability script understandable; understandable; understandable; understandable;
(Individual) often read a few glances of no script used; no script used;
(4) script script; a lot of some hesitation no hesitation
hesitation
Language Used No simple 3-5 simple 6-9 simple 10 or more -
(Group) present and present and present and simple present
(3) passive used passive used passive used and past passive
correctly correctly correctly used correctly
Describing No 2-3 vocabulary 4 or more - -
materials, vocabulary used correctly vocabulary used
productions, used correctly
and correctly
distribution
words
(Group)
(2)
Creativity Simple role Excellent role - - -
(Group) play; no play with props
(1) props or or visual aids
visual aids
Students who always read script will get ‘0’ from both speaking ability and language used.

3.) ‘Getting There’ (Unit 8)  On-line Blog: Work- life Balance – (15%) - (Individual Work)
An activity to promote abilities in practicing four important life-skills:
I) Critical thinking;
II) Improve [English] writing;
III) To promote use of an on-line technology
IV) Creative design/learning
Please ensure your work is original (not copied from anyone or any source).
 Use free blog developer site: https://www.wix.com

To try to ensure a good score, follow steps 1 to 6;

1. Think, critically, about your life now; are you entirely content/ happy?
2. Think, critically, about a life you hope for in the future; how do intend your life to be
content/happy?
3. Put your thoughts and ideas together, then … draft/write them on paper under the
categories (on your actual blog these are known as tabs): -
3.1 Work life now;
3.2 Hobbies & leisure interest(s) now;
3.3 Future, hoped-for work life;
3.4 Future, hoped-for hobbies & leisure activities.
4. Using the free blog application, transfer your draft ideas to create an on-line blog;
5. The English on the website needs to be more accurate than draft form … specifically, you
should ensure the following vocabulary and grammar is used:-
5.1 Use grammar (page 77: 8.1 / 3A & 8.2 / 3A) Present perfect continuous;
5.2 Use vocabulary (page 76: 8.1 / 2A & 8.2 / 2A) Describing experiences’
Describing progress;
6. Using no less than 400 words total, type your sentences for categories (3.1  3.4 above)
into each of your 4 blog tabs

Creativity:
This is up to you how creative you wish to be with your blog,
There are points for this, so try to be as creative as possible … adding pictures, photos and
graphics.

Score Rubric  On-line Blog: Work-Life Balance (15%)

(Individual Work)

Criteria 1 2 3 4

Unclear Simple information; Good information Full information/

Information
information; satisfactory details and details excellent details
(4)
irrelevant /
unsupported
details
Sentence Less than 400 400+ words 400+ words
structures words AND AND
(3) OR some grammar and/or
spelling errors
 many grammar no/few grammar
and/or spelling and/or spelling
errors errors

Grammar No/few Some grammatical Very many

Used grammatical points points used correctly grammatical points
(3) used used correctly
correctly

Vocabulary No/few vocabulary Some Very many

Used used vocabulary vocabulary
(3) used used

Creativity Little / satisfactory Very good -

(2)

Plagiarism: Students get 0 points if they copy sentences from any source

4.) Language Games- Individual (10%) (Week 9 &15)

On week 9 and 15, students play games related to language points they studied from
Cambridge One Online and Evolve 3B book. Both language game is worth 5 points each. Students
use their smart phones or tablets with Internet connection to complete the games. A paper-based
format is allowed in case of Internet connection failure.

5.) Cambridge One On Line Learning – Individual (10%)

Cambridge One Online Learning is a self-study activity that students can practice using
English in their own time. The lessons are related to what they learn in class. Students can review
and practice more from what they have learned in class whenever and wherever they would like to.
Students are required to complete Cambridge One online exercises. An Online learning workshop
is conducted for students in the classroom.

“Cambridge One Score Criteria” – Individual (10%)

Activities Completed Score
Above Target Score
86 or more 10
81-85 9
76-80 8
71-75 7
66-70 6
61-65 5
56-60 4
51-55 3
46-50 2
40-45 1
0-39 0
6.) ‘Success Story’ – Individual Work (15%) – (Week 14)
This activity allows students to practice their listening, critical thinking, and creative
presentation skills. Students need to choose a famous person who they would like to emulate.
Step 1: This famous person is going to give you advice to you on how to have success in your
life.
Step 2: How would you like this famous person to help you?
2.1 Teach your class?
2.2 Help you do something that you’re afraid to try?
2.3 Show you how they do their job?
2.4 Teach you a new skill?
2.5 Give you advice about money?
Step 4: Present to the class how this famous person will help you.
Step 5: Give a 3-minute presentation.

SCORE RUBRIC: ‘Success Story’ (15%)

Criteria 0 point 1 point 2 points 3 points 4 points 5 points
Speaking Always read A little Quite Mostly Fully Always
Ability script understandable; understandable; understandable understandable read
(Individual) often read script a few glances of ; no script used; ; no script used; script
(5) script; a lot of some hesitation no hesitation
hesitation
Language No simple 3-5 simple 6-9 simple 10 or more - -
Used present and present and present and simple present
(Individual) future future unreal future unreal and future
(3) unreal conditionals conditionals unreal
conditionals used correctly used correctly conditionals
used used correctly
correctly

Details & 1 subtopic; 2-3 subtopics 4-5 subtopics More than 5

Information unclear with simple with simple subtopics with
(Individual) details information; information; full information
(3) some details some details and excellent
details
Vocabulary No unit 11 3-5-unit 11 6 or more-unit -
Used vocabulary vocabulary used 11 vocabulary
(2) used correctly used correctly
correctly
Creativity No visual Visual aids; - - - -
(Individual) aids; not creative
(1) creative
7.) Attendance – (5%)
To be able to join in any in-class activities, students are required to attend the class. Failure to do so
deprives them to acquire the score allotted for this. Also, students who come 15 minutes late to
class are not awarded any points for that day.

8.) Participation – Individual (5%)

Students will be marked according to their active participation whenever in class. Teachers
will monitor students closely in class, i.e., submitting assignments on time, answer questions, join
the group in activities, etc.

9.) Listening Quest – (10%) – LAB (Week 12)

Students in each section will be assigned to watch unseen movie/role-play/documentaries
by themselves in the LAB. They will have to listen and watch it closely to be able to answer the
questions that follows after listening to it twice. They will take the listening quest at the lab room
during their classroom schedule.

Course Schedule:

Week Activity Learning Focus

1 Course Introduction & Overview

 Syllabus
 Score allocation
 Assignments/projects/etc
2 Unit 7: ENTERTAIN US  Vocabulary:
 Start Speaking A-C (page 66)  Music
 Lesson 7.1 (pages 66-67)  TV shows and movies
 Lesson 7.2 (pages 68-69)  Grammar:
 Grammar (used to;
comparisons with (not) as … as
)
3 Unit 7: ENTERTAIN US (continuation)  Functional Language
 Refuse invitations; respond to
 Lesson 7.3 (pages 70) a friend
 Lesson 7.4 (pages 72-73)  Reading:
 An online article about
animated movies and TV
shows
 Writing:
 A movie review
 Organizing ideas
4 Movie Review Presentation (15%)  Speaking:
 Talk about a movie
 Comparing two movies
5 Unit 8: GETTING THERE  Vocabulary:
 Start Speaking A-C (page 75)  Describing experiences
 Lesson 8.1 (pages 76-77)  Describing progress
 Lesson 8.2 (pages 78-79)  Grammar:
 Present Perfect vs. present
perfect continuous
6 Unit 8: GETTING THERE (continuation)  Functional Language:
 Lesson 8.3 (pages 80-81)  Say how long it’s been; ask
 Lesson 8.4 (pages 82-83) about someone’s news;
answer
 Real-world strategy (optional)
Re-Explain BLOG: Work-Life Balance  Writing:
 A post about time
management
 Time expressions
7 Unit 9: MAKE IT OVER  Vocabulary:
 Start Speaking A-D (page 85)  College subjects
 Lesson 9.1 (pages 86-87)  Employment
 Lesson 9.2 (pages 88-89)  Grammar:
 Lesson 9.3 (page 99)  Modals of necessity
 Modals of prohibition and
permission
 Functional Language:
 Express confidence; express
lack of confidence
9 Language Game 1 (5%)  Vocabulary:
 Describing materials
Unit 10: WHY WE BUY
 Production and distribution
 Start Speaking A-C (page 97)
 Grammar:
 Lesson 10.1 (pages 98-99)
 Simple present passive
 Lesson 10.2 (pages 100-101)
 Simple past passive
 Lesson 10.3 (pages 102-103)
 Functional Language:
 Question someone’s choices;
Preparation for “Shopping Galore”
approve someone’s choice
10 Unit 11: PUSHING YOURSELF  Vocabulary:
 Start Speaking A-C (page 107)  Succeeding
 Lesson 11.1 (pages 108-109)  Opportunities
 Lesson 11.2 (pages 110-111)  Grammar:
 Phrasal verbs
 Present and future unreal
conditionals
11 Submit the Blog: Work Life Balance (15%)

Unit 11: PUSHING YOURSELF (continuation)  Functional Language:

 Lesson 11.3 (pages 112)  Ask for agreement; agree
 Lesson 11.4 (pages 114-115)  Reading:

Re-explain “Success Story”
Submit the script for “Shopping
Galore”
12 Listening Quest (10%)
 An online article about
benefits of leaving your
comfort zone
 Writing:
 A story about pushing yourself
 Comparing facts

Unit 12: LIFE’S LITTLE LESSONS  Vocabulary:

 Start Speaking A-C (page 117)  Describing accidents
 Lesson 12.1 (pages 118-119)  Describing extremes
 Lesson 12.2 (pages 120-121)  Grammar:
 Lesson 12.3 (page 123)  Indefinite pronouns
 Lesson 12.4 (page 125)  Reported speech
 Functional Language:
 Describe your feelings; ask
about or guess other’s feelings
 Writing:
 An anecdote about life lesson
 Using different expressions
with similar meanings
13 Shopping Galore (15%)  Speaking:
 Reviewing and presenting
products
14 Success Story (15%)  Speaking:
 Discuss what makes people
successful (experiences,
mistakes, skills, etc.)
15 Language Game 2 (5%)

Course Wrap Up

SCORE REPORT

Activities Scores Grading Online Scores

1. Movie Review 15%

2. Blog: Work Life Balance 15% Assignments (45)
3. Success Story 15%
4. Language Game 10%
5. Participation 5% Class Activities (40)
6. Cambridge One Online Learning 10%
7. Shopping Galore 15%
8. Attendance 5% Attendance (5)

9. Listening Quest 10% LAB (10)

TOTAL 100%