| 授業名 | ENGLISH INTERMEDIATE 600 S |
|---|---|
| Course Title | ENGLISH INTERMEDIATE 600 S |
| 担当教員 Instructor Name | Stuart Warrington |
| コード Couse Code | NUC009_N21A |
| 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300系 / Specialized Subject 300 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2021 UG Nisshin Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
In line with NUCB's mission statement, this English language course aims to educate and inspire students to become innovative and ethical leaders through the medium of English. In so doing, it is hoped they can grasp and take on the ideal of ʻFrontier Spiritʼ and the ability to create knowledge in English for the advancement of business and society.
授業の目的（意義） / Importance of this course
Building on Year 1, this course will provide Year 2 students with further knowledge and skills to complete receptive and productive English language tasks linked to the CEFR B2 level (and at the TOEIC® Listening and Reading score 785 - 940 score range). This course has a special focus on vocabulary and grammar learned inductively and deductively through reading, writing, listening, and speaking tasks embedded within a progressive complexity of information, materials and tasks presented. Across the term, language is recycled via engaging active learning tasks making use of individual, pair, group and technological formats to enhance the chances of acquisition. Homework and individual study components via online learning are also integrated throughout the course.
*This is a SAC compulsory (required) course.
*This is a SAC compulsory (required) course.
到達目標 / Achievement Goal
The goal of this course is to enhance students' knowledge of grammar, vocabulary and usage of the English language along with improving their reading, writing, speaking and listening skills such that their overall proficiency is developed, challenging them to move closer to CEFR B2 level (a TOEIC® Listening and Reading score range of 785 - 940).
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
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 recognise information via audio or video samples; Speaking: to discuss topics using open and closed practice, to accurately describe/explain business-related 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 and accuracy over meaning 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 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
This learner-centred course will be guided by grammar, vocabulary, listening and reading input (supported by individual study completed by the students) as well 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 and peer interaction will occur throughout the term, and will be supplemented with individual work.
授業スケジュール Course Schedule
第1日（Day1）
Day 1: Class 1 & 2: Needs Assessment / Building Class Rapport / Course Outline第2日（Day2）
Day 2: Class 1 & 2: Unit 1 Companies - Working with Words (Company Facts); Language at Work (Present Simple)第3日（Day3）
Day 3: Class 1 & 2: Unit 1 Companies - Practically Speaking (How to ask someone to repeat something); Business Communication (Making introductions); Talking Point (Make that contact!)第4日（Day4）
Day 4: Class 1 & 2: Unit 2 Contacts - Working with Words (Describing your job and contacts); Language at Work (Present Continuous/Progressive)第5日（Day5）
Day 5: Class 1 & 2: Unit 2 Contacts - Practically Speaking (How to say Phone Numbers and Spell Names); Business Communication (Making and Receiving Phone Calls); Talking Point (Do you work too much?)第6日（Day6）
Day 6: Class 1 & 2: Unit 3 Products & Services - Working with Words (Describing Products and Services); Language at Work (Past Simple)第7日（Day7）
Day 7: Class 1 & 2: Unit 3 Products & Services - Practically Speaking (How to show interest); Business Communication (Giving a Research Report); Talking Point (Products you can't live without)Viewpoint 1: Video - A Company Profile
***Term 2***
Day 1: Class 1 & 2: Review of Term 1 (Units 1-3)
Unit 4 Visitors - Working with Words (Company Structure); Language at Work (Asking questions)
Day 2: Class 1 & 2: Unit 4 Visitors - Practically Speaking (How to confirm information); Business Communication (Welcoming a Visitor); Talking Point (The question game)
Day 3: Class 1 & 2: Unit 5 Customer Service - Working with Words (Customer Service); Language at Work (Comparisons)
HW via the SAC: Read the case 'The Wow Awards'
-Students are given specific academic vocabulary with their pronunciations and meanings from the case to assist with their reading and understanding of it.
Day 4: Class 1 & 2: Case Discussion: The Wow! Awards
*Preparation for discussing the case - checking of student comprehension and any points not understood.
*Based on their reading, students discuss in small groups their analysis of the case, inclusive of their viewpoints, and tentative conclusions on which criteria should be included for selecting a winner and which candidate deserves the Wow! Award from p.137.
Unit 5 Customer Service - Practically Speaking (How to 'soften' a message); Business Communication (Making and Dealing with Complaints)
***Case: The Wow! Awards, Business Result (Pre-Intermediate, 2nd edition, p.37)
Day 5: Class 1 & 2: Unit 6 Employment - Working with Words (Employment); Language at Work (Present Perfect 1)
Day 6: Class 1 & 2: Unit 6 Employment - Practically Speaking (How to avoid negative answers); Business
Communication (Evaluating options); Talking Point (The best companies to work for?)
Viewpoint 2: Video - The customer journey
Day 7: Class 1 & 2: Unit 7 Travel - Working with Words (Air Travel); Language at Work (will /going to /present continuous); Practically Speaking (How to ask for directions); Business Communication (Arranging to meet); Talking Point (The travel game)
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
Preparation Report = SAC-related Work = 20%
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 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
Quizzes/Tests refers to in-class tests (15%) + TOEIC (15%) = 30%Preparation Report = SAC-related Work = 20%
教科書 Textbook
- David Grant, Jane Hudson, John Hughes「Business Result: Pre-Intermediate (Second Edition)」Oxford University Press（2016）978-0194738767
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
Quizzes, TOEIC tests, and regular homework assignments will make up 30% of the final grade. The final exams represent 30% of the final grade, and the remaining 40% will come from class participation (20%) and reported SAC related self-study (20%). With respect to the latter, students are required to study over 20 hours during the spring semester (Terms 1 & 2) in the 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 (September and December). Failing to do so, a student will receive Incomplete for his/her grade for the SAC compulsory course in the semester in which the student failed to take the TOEIC exam.
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 (September and December). Failing to do so, a student will receive Incomplete for his/her grade for the SAC compulsory course in the semester in which the student failed to take the TOEIC exam.
担当教員のプロフィール About the Instructor
Stuart Warrington, Ed.D., has over 20 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in professionalism, professionalisation and continuing professional development in English language teaching, critical and public pedagogy in English language teaching, and self-access and self-directed learning and advising. Stuart holds a B.A. in Psychology (University of Manitoba), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary), a TESL Professional Certificate - Standard 3 (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences and occasionally edits and reviews articles for a few peer-reviewed journals.
Refereed Articles
- (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
- (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
- (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762
- (2018) Push, Don't Pull: One Self-Access Centre's Struggle for an Identity. Studies in Self-Access Learning Journal 9(2): ISSN 2185-3762
- (2015) Exploring the Construal of Membership in English Language Teachers' Associations: A Window into Professional Identity through Japanese Voices. Open Research Exeter