シラバス Syllabus

担当教員 Instructor Name Gavin Brooks
コード Couse Code NUC004_N22A
授業形態 Class Type 講義 Regular course
授業形式 Class Format On Campus
単位 Credits 4
言語 Language EN
科目区分 Course Category 専門教育科目400系 / Specialized Subject 400
学位 Degree BSc
開講情報 Terms / Location 2022 UG Nisshin Spring

授業の概要 Course Overview

This advanced English language course provides students with complex readings and listening activities that emphasize the foundational English they learned in the previous terms. The productive and receptive tasks will contain material at the CEFR B2 & C1 and TOEIC® 700 levels score range. This course adopts a case study method to help students develop their critical thinking and analytic skills that they can use to understand different cases.

Various activities in this course will also facilitate students' 'Frontier Spirit' and help them develop their skills to advance business and society in New Asia and beyond.
Across the classes, assignments and tasks are repeated and presented in individual and pair work formats, and homework and individual study components for active learning through online modules are also woven throughout the course. This course will be supported by your required completion of the designated hours for learning support in the self-access study center (SAC).
This course has a special focus on grammar and vocabulary relevant for the TOEIC® exam learned through reading, writing, listening, speaking and communication tasks that reinforce previously covered materials throughout the current and previous academic terms but with an increase in the complexity of the materials presented and the tasks required of the students.

Note: This is a SAC compulsory subject.

本授業の該当ラーニングゴール Learning Goals


LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)

受講後得られる具体的スキルや知識 Learning Outcomes

Grammar: to review grammar previously learned, to use the grammar of each week in productive statements and questions;

Vocabulary: to review and recycle vocabulary via receptive and productive tasks;

Reading: to improve reading fluency, and to learn and use critical reading strategies, such as skimming and scanning and context and situational cues;

Listening: to learn and use critical listening strategies to identify key language. concepts and subsequent facts, to search for and recognize information via audio or video samples;

Speaking: to discuss topics using open and closed practice, to accurately describe/explain business-related or ethical actions and events, to be able to ask and respond to questions about one's and someone’s daily business life;

Writing: to learn a variety of writing styles with a focus on meaning over accuracy as a means to overall effective business communication.

SDGsとの関連性 Relevance to Sustainable Development Goals

Goal 4 質の高い教育をみんなに(Quality Education)

教育手法 Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 80 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 20 %
フィールドメソッド Field Method 0 %
合計 Total 100 %

学習方法、レポート、課題に対するフィードバック方法 Course Approach, Report, Feedback methods

This learner-centred course (participant-centred course) will be guided by a lecture in the form of grammar, vocabulary, listening and reading input (supported by individual study completed by the students) as well as pedagogic tasks (speaking and writing practice) in equal components. Individual study will include work from the course materials available in the online platform of the textbook. Group/peer interaction, feedback, and discussion will occur throughout the term and will be supplemented with individual work. Students are encouraged to use the Central Information Center (library).

授業スケジュール Course Schedule


Week 1: Introduction to the course
- Course overview and needs assessment
- Introductory student presentations and getting to know your classmates

Week 2: Unit 1 First Impressions
- Background information: Vocabulary and grammar
- Activities: Working with Words, Language at Work, Practically speaking
- Task: Group work


Week 3: Unit 1 First Impressions
- Activities: Business Communication, Talking Point
- Extension: Finding a work-life balance: What is important for you

Week 4: Unit 2 Motivation
- Background information: Vocabulary and grammar
- Activities: Working with Words, Language at Work, Practically speaking
- Task: Writing Task


Week 5: Unit 2 Motivation
- Activities: Business Communication, Talking Point
- Extension: How to motivate yourself

Week 6: Unit 3 On schedule
- Background information: Vocabulary and grammar
- Activities: Working with Words, Language at Work, Practically speaking
- Tasks: Pair work: Planning


Week 7: Unit 3 On Schedule
- Activities: Business Communication, Talking Point
- Extension: Planning a project
- Viewpoint 1and Video - A company profile
- Review

Week 8: Unit 4 New ideas
- Background information: Vocabulary and grammar
- Activities: Working with Words, Language at Work, Practically speaking
- Tasks: Writing task


Week 9: Unit 4 New ideas
- Activities: Business Communication, Talking Point
- Extension: Surveys: What type of person are you?

Week 10: Unit 5 Ethical Business
- Background information: Vocabulary and grammar
- Activities: Working with Words, Language at Work, Practically speaking
- Getting ready for the case study


Week 11: Unit 5 Ethical business
- Activities: Business Communication, Talking Point
- Case study: Corporate responsibility: How much should a company have to do

Week 12: Unit 6 Making decisions
- Background information: Vocabulary and grammar
- Activities: Working with Words, Language at Work, Practically speaking
- Task: Group work: Agreeing on a course of action

This corporate responsibility case study examines the responsibilities of companies to support the communities and countries they

SDG 3: Good Health and Well-being
SDG 8: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production


Week 13: Unit 6 Making decisions
- Activities: Business Communication, Talking Point
- Viewpoint 2: Consumer behaviour

Week 14: Final class
- Final group discussions
- Wrap-up
- Planning a summer study schedule

成績評価方法 Evaluation Criteria

講師用内規準拠 Method of Assessment Weights
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 20 %
クラス貢献度合計 Class Contribution Total 20 %
予習レポート Preparation Report 20 %
小テスト Quizzes / Tests 30 %
シミュレーション成績 Simulation 0 %
ケース試験 Case Exam 0 %
最終レポート Final Report 0 %
期末試験 Final Exam 30 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

Preparation Report = SAC Writing Activities

Quizzes / Tests = June TOEIC Test score + Class writing activities

For SAC compulsory classes, students are required to study over 20 hours during the semester at SAC in the Central Information Center. Additionally, students enrolled in SAC Compulsory courses are all required to take the TOEIC exam 3 times at NUCB during the spring semester (June) and fall semester (October and November). Failing to do so, a student will receive an Incomplete for his/her grade for the SAC compulsory course in the semester in which the student failed to take the TOEIC exam.

使用ケース一覧 List of Cases


教科書 Textbook

  • John Hughes, Michael Duckworth, and Rebecca Turner「Business Result: Upper-Intermediate (Second Edition)」Oxford University Press(2016)978-0-19-473896-5

参考文献・資料 Additional Readings and Resource

Additional materials will be supplied by the instructor; other resources may be made available from tasks and materials in the SAC.

授業調査に対するコメント Comment on Course Evaluation

Teaching this course for the 1st time.

担当教員のプロフィール About the Instructor 

Gavin Brooks has over 20 years of experience teaching English both in Japan and overseas. He has been teaching in Japan at the university level for the past 15 years and has taught at Ritsumeikan University, Kwansei Gakuin University, Doshisha University, and Kyoto University. He has also taught overseas in Indonesia, Columbia, and Ecuador. His research interests include research into second language vocabulary, especially the vocabulary needs of English as an Additional Language students and international school students, and measures of the lexical diversity and frequency in learner-produced texts. He has also researched the development and usage of learner corpora in both the EFL and ESL contexts. Gavin holds a BA with honours in Japanese studies and Asian Religious studies from McMaster University in Hamilton, Canada and a Masters of Applied Linguistics from the University of New England in Australia. He regularly presents at conferences, publishes in peer-reviewed journals, end edits and reviews articles for peer-reviewed journals.

Refereed Articles

  • (2021) Exploring the Importance of Vocabulary for English as an Additional Language Learners’ Reading Comprehension. Studies in Second Language Learning and Teaching 11(2): 2084-1965
  • (2020) Vocabulary Usage in Second Language Presentations. Teacher Efficacy, Learner Agency

Refereed Proceedings

  • (2021). L2 Vocabulary Knowledge Across Modes of Production: A Pilot Study. Communities of Teachers & Learners .47th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition. 1. 2. Online