シラバス Syllabus

担当教員 Instructor Name Niculina Nae
コード Couse Code NUC010_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

This course directly aligns with NUCB's mission statement to “educate innovative and ethical leaders who possess a ‘Frontier Spiritʼ and to create knowledge that advances business and society." In this course, students will continue to build upon their English language skills and knowledge as well as increase their ability to communicate about global issues and "bridge the gap between New Asia and the rest of the world.”
In ENGLISH FUNDAMENTALS 600 students will:

-Build on the skills obtained in year one ENGLISH FUNDAMENTALS 500
-Further their knowledge to reach receptive and productive English language tasks linked to the CEFR B2 level (and at the TOEIC® Listening and Reading score 785 - 940 score range).
-Deepen their understanding of the English language
-Enhance their ability to communicate in English
-Increase vocabulary and grammar knowledge
The aim of ENGLISH FUNDAMENTALS 600 is to:

-Build English language skills through reading, writing, listening, and speaking tasks embedded within a progressive complexity of information, materials and tasks presented.
-Encourage active learning by asking students to make use of individual, pair, group and technological formats to enhance the chances of acquisition.
-Help increase confidence and creativity when using English

PLEASE NOTE: This is a SAC compulsory course.

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

受講後得られる具体的スキルや知識 Learning Outcomes

Upon successful completion of this course, students will:

-Understand a wide range of intermediate-level English grammar constructions
-Be able to produce statements and questions at the CEFR B2 level
-Have broadened vocabulary knowledge through review and recycling via receptive and productive tasks
-Improve reading fluency using critical reading strategies such as skimming and scanning
-Learn and use critical listening strategies to identify key language and themes as well as search for and recognize information via audio or video samples
-Discuss topics using open and closed practice to accurately describe/explain business-related actions and events
-Produce effective business communication in a variety of writing styles
-Take part in a case study discussion using advanced English communication skills

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 course will be taught using lectures, small and large group discussion, peer review, and presentations. Active learning and task-based application will take place throughout the course.

Students should be prepared to spend approximately 1-2 hours preparing and completing homework BEFORE each weekly class meeting.

It is encouraged that students utilize the Central Information Center (library).

To be successful in class, students must complete the required weekly assignments, come to class prepared, and be ACTIVE participants in class.

The teacher will provide oral and written feedback on all assignments, either online (Google classroom) or in class.

授業スケジュール Course Schedule


Week 1:
Course overview
Introductory student presentations
Beginning Unit 1 Companies

Week 2:
Continuing Unit 1 Companies - Working with Words, Language at Work


Week 3:
Unit 1 Companies - Practically Speaking, Business Communication, Talking Point
Writing Task

Week 4:
Unit 2 Contacts - Working with Words, Language at Work
TOEIC Activity


Week 5:
Unit 2 Contacts - Practically Speaking, Business Communication, Talking Point
Reading Activity

Week 6:
Unit 3 Products & Services - Working with Words, Language at Work
Peer Activity


Week 7:
Unit 3 Products & Services - Practically Speaking, Business Communication, Talking Point, Viewpoint 1
Debate Activity

Week 8:
Unit 4 Visitors - Working with Words, Language at Work


Week 9:
Unit 4 Visitors - Practically Speaking, Business Communication, Talking Point
Grammar Activity

Week 10:
Unit 5 Customer Service - Working with Words, Language at Work
Vocabulary Activity


Week 11:
Unit 5 Customer Service - Practically Speaking, Business Communication, Talking Point
Case Study Discussion

Week 12:
Unit 6 Employment - Working with Words, Language at Work

Case Study: Blackpink & the Baby Pandas


Week 13:
Unit 6 Employment - Practically Speaking, Business Communication, Talking Point, Viewpoint 2

Week 14:
Review Q & A
Planning a Summer Study Schedule

成績評価方法 Evaluation Criteria

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

評価の留意事項 Notes on Evaluation Criteria

Quizzes/Tests = In-class tests (15%) + TOEIC (15%) = 30%

Preparation Report = SAC-related Work = 20%

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 (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.

使用ケース一覧 List of Cases


教科書 Textbook

  • David Grant, Jane Hudson and John Hughes「Business Result: Pre-Intermediate (Second Edition)」Oxford University Press(2016)978-0-19-473876-7

参考文献・資料 Additional Readings and Resource

Azar, Betty Schrampfer, and Stacy A. Hagen. Fundamentals of English Grammar: with Essential Online Resources. Pearson Education, 2011.

Engelhardt, Diane. Intermediate English Reading and Comprehension. McGraw-Hill Education, 2013.

Muñoz Page Mary Ellen. ESL, English as a Second Language: Gammar, Intermediate & Advanced. Research & Education Association, 2017.

Murphy, Raymond, and Louise Hashemi. English Grammar in Use: a Self-Study Reference and Practice Book for Intermediate Students of English. Cambridge University Press, 2012.

Richards, Olly. Short Stories in English for Intermediate Readers: Read for Pleasure at Your Level and Learn English the Fun Way! John Murray Learning, 2019.

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

Student progress will be evaluated throughout the course. If students have any questions concerning their course standing, they should contact the professor.

担当教員のプロフィール About the Instructor 

Prof. Nae holds an MA in translation and a PhD with a dissertation in linguistics from Nagoya University. She has been teaching English to students of all ages and levels for over two decades. Besides an extensive teaching experience, Prof. Nae has been actively involved in research and translation/interpretation work. Her research interests are translation studies, internationalization in higher education, gender studies, and active learning in Japanese clasrooms.

Refereed Articles

  • (2021) Lessons Learned in the Year of the Pandemic: A Case Study of Nagoya University of Commerce and Business. Euromentor Journal, Studies about Education 12(1): ISSN 2068-780X
  • (2020) Online Learning During the Pandemic: Where does Japan Stand?. Euromentor, Journal Studies about Education 11(2): ISSN 2068-780X
  • (2019) The Plight of Women in Positions of Corporate Leadership in the United States, the European Union, and Japan: Differing Laws and Cultures, Similar Issues. Michigan Journal of Gender and Law 26(2): 1095-8835
  • (2019) Teaching English with the Case Method: A Tentative Approach. Euromentor Journal Studies about Education 10(1): 2068-780X
  • (2019) Japan's Cross-Cultural Kids (CCK) and Their Quest for Identity. Cogito 11(1): 2068-6706

Refereed Proceedings

  • (2020). Conventional Education vs. Remote Education – “Just Put it Online?” A Report from Japan. Innovation in Language Learning 13th Edition Proceedings .Pixel Conferences. 1. 2. Florence, Italy
  • (2017). Womenomics: Is the Workforce Ready?. 10th Annual Conference of the EuroMed Academy of Business (Book of Proceedings) .EuroMed Academy of Business. 1. 4. Rome, Italy
  • (2017). From Home to Workplace: Is Womenomics Possible?. IAFFE 2017 Book of Abstracts .IAFFE. 1. 3. Sungshin University, Seoul, South Korea