シラバス Syllabus

担当教員 Instructor Name Stuart Warrington
コード Couse Code NUC014_N23B
授業形態 Class Type 講義 Regular course
授業形式 Class Format On Campus
単位 Credits 2
言語 Language EN
科目区分 Course Category 専門教育科目200系 / Specialized Subject 200
学位 Degree BSc
開講情報 Terms / Location 2023 UG Nisshin Term3

授業の概要 Course Overview

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.
The course introduces students to the key aspects of what it takes to make a good presentation in English. It focuses on developing students into good business presenters who sound dynamic, motivated and enthusiastic. It identifies the key skills used by effective presenters in business with a specific focus on:

1. the basics of introducing a topic

2. organising and sequencing a talk/lecture

3. making use of visual aids.
The goal of this course is for students to be able understand the purpose of making a presentation, the common problems with presentations, the types of presentations, the use of voice and body language in presentations, and the place of visual aids in presentations as a means to ultimately knowing what makes a good and bad presentation and, in turn, being able to demonstrate what a good presentation is.

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

*Students will be able to understand how to prepare and start a presentation
*Students will be able to understand how to use and exploit body language and visuals to their advantage
in a presentation
*Students will be able to give a presentation with a better voice and delivery
*Students will be able to better understand the place of the audience in relation to presenting

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 uses a learner-centred approach with a focus on students learning basic but important presentation skills and language necessary for business. Students will make use of self- and peer-evaluation in terms of feedback with an emphasis on seeing, reflecting, and improving upon certain aspects of the presentation skills.

授業スケジュール Course Schedule


Introduction to Business Presentation Skills

Class 1:
*Course and Syllabus Outline
*Needs Analysis - What makes a good presentation? What makes a bad presentation?
*Task: Can you introduce yourself? Testing student presentation abilities

Class 2:

* How are presentations social?
* How are presentations cultural?
* Why is presenting important?
* What are common Problems with presenting?
* What is the purpose of PowerPoint?


Class 1:

* Group Work Tasks
- Video 1: What is bad about this presentation? Identify the problems.
- Video 2: What is good about this presentation? Identify the good points.

Class 2:

* How to plan your presentation?

Kawasaki's 10-20-30 rule



Class 1:

Types of Presentation
* Formal Vs. Informal Register
* Matching Fairly Formal and More Friendly (Informal) Introduction Language
* Examples of a Formal and Informal Introduction
* Modelling of Stress and Intonation
* Modelling of Body Language
* The Pairing of Stress and Intonation with Body Language

Class 2:

*Practice of Formal Introduction
*Practice of Informal Introduction

*Video of Formal Introduction for Feedback
*Video of Informal Introduction for Feedback


Class 1:

Formal Introduction for Peer Assessment
*Submission of Formal Peer-Assessment Via Google Classroom
*Peer Feedback

Class 2:

Informal Introduction for Peer Assessment
*Submission of Informal Peer-Assessment Via Google Classroom
*Peer Feedback

The Takahashi Method



Class 1:

Introduction to Group PowerPoint Task:
* Students put in groups
* Have to make a PowerPoint which any member in their group can use
* Group to Group Feedback on Individual PowerPoint Slide Shows
* My feedback on PowerPoint Slides

Class 2:

*Practice of Formal Presentation with PowerPoint
*Practice of Informal Presentation with PowerPoint

*Video of Formal Introduction with PowerPoint for Feedback
*Video of Informal Introduction with PowerPoint for Feedback


Class 1:

Formal Introduction with PowerPoint for Peer Assessment
*Submission of Formal Peer-Assessment Via Google Classroom
*Peer Feedback

Class 2:

Informal Introduction with PowerPoint for Peer Assessment
*Submission of Informal Peer-Assessment Via Google Classroom
*Peer Feedback


*Students are given specific vocabulary with their pronunciations and meanings to assist in comprehension
of the case 'Pecha Kucha – A Singularly Inane Presentation Phenomenon'.
*Students read and watch a video of the case, 'Pecha Kucha – A Singularly Inane Presentation
* Students are to think about answers to the following questions:* Is Pecha Kucha inane? Why or why not?


Class 1:

*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 the significance of pecha kucha as a presentation style.

Class 2:

Video Assessment: What's bad about this presentation?
* Students Watch and listen to the video.
1. Write down the bad points about this man's presentation.
2. Write down what you think he should have done for each bad point.
* Submission of Assessment via Google Classroom
* Review of Course Information - Key Concepts & Principles

Pecha Kucha – A Singularly Inane Presentation Phenomenon, Barry Brophy


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 40 %
クラス貢献度合計 Class Contribution Total 40 %
予習レポート Preparation Report 0 %
小テスト Quizzes / Tests 0 %
シミュレーション成績 Simulation 0 %
ケース試験 Case Exam 20 %
最終レポート Final Report 0 %
期末試験 Final Exam 10 %
参加者による相互評価 Peer Assessment 30 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

As this is an active skills- and language-based course, a greater portion of the evaluation focuses on these components.

使用ケース一覧 List of Cases


教科書 Textbook

  • N/A「There is no textbook for this course. All course materials will be provided by the instructor.」N/A(N/A)N/A

参考文献・資料 Additional Readings and Resource

All additional materials will be provided by the instructor.

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

As this is a skills- and language-based course, the evaluation has been designed to naturally reflect this.

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