| 授業名 | ENGLISH INTERMEDIATE 600 F |
|---|---|
| Course Title | ENGLISH INTERMEDIATE 600 F |
| 担当教員 Instructor Name | Stuart Warrington |
| 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 | 2023 UG Nisshin Fall |
| コード Couse Code | NUC023_N23B |
授業の概要 Course Overview
Mission 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
The course will provide students with the foundation 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.
学修到達目標 / Achievement Goal
The goal of this course is to enhance students knowledge of grammar, vocabulary and usage of the the English language along with developing their reading, writing, speaking and listening skills such that their overall proficiency is enhanced, 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 a instruction in the form of 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 regularly throughout the term, and will be supplemented with individual work.
授業スケジュール Course Schedule
第1日（Day1）
* This is a tentative course schedule and subject to change based on students abilities and needs.Day 1: Class 1 & 2 - Needs Assessment / Building Class Rapport / Course Outline
第2日（Day2）
Day 2: Class 1 & 2- Unit 1 Meeting people - Meeting for the 1st Time; Introductions; Developing Conversation第3日（Day3）
Day 3: Class 1 & 2 - Unit 1 Meeting People - Talking about a company; Finishing a conversation; Reading & Writing Practice (At a reception); Culture File (Gestures)第4日（Day4）
Day 4: Class 1 & 2 - Unit 2 Telephoning - Calling Contacts; Making a call; Leaving a message●使用するケース
Business Communication (Types of), Business Venture 2, p. 17第5日（Day5）
Day 5: Class 1 & 2- Unit 2 Telephoning - Voicemail Messages; Taking a message; Telephone Practice; Culture File (Business Communication)第6日（Day6）
Day 6: Class 1 & 2- Unit 3 Schedules & Appointments - Talking about schedules; Days, dates, and times; Making an appointment●使用するケース
A Good Time to Meet (Cultural Differences in Working Time), Business Venture 2, p. 24第7日（Day7）
Day 7: Unit 3 Schedules & Appointments - Listening Practice (A busy schedule); Speaking Practice(Rescheduling a Meeting); Speaking Practice (Finding a Free Day); Culture File (A good time to meet)
***Term 4***
Day 1: Class 1 & 2: Review of Term 1 (Units 1-3)
Day 2: Class 1 & 2- Unit 4 Company Performance - Presenting Figures; Describing Graphs; Listening & Speaking Practice (Numbers)
Day 3: Class 1 & 2- Unit 4 Company Performance - Comparing Information; Presenting Information; Culture File (Working Conditions)
HW: Via the SAC: The Case of 'Working Conditions'
- Via the SAC, students are given specific academic vocabulary with their pronunciations and meanings from the case to assist with their reading and understanding of it.
*** Case: 'Working Conditions', Business Venture 2, p.30
Day 4: Class 1 & 2- Case Discussion of 'Working Conditions'
*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 what are the ideal working conditions based on the case on p.30.
*** Case: 'Working Conditions', Business Venture 2, p.30
Unit 5 Products & Services - Product Features; Asking about products; Talking about company activities
Day 5: Class 1 & 2- Unit 5 Products & Services - Talking about Services; Visiting a Client; Understanding Passwords; Culture File (Living & Working Abroad)
Day 6: Class 1 & 2- Unit 6 Talking about Decisions - An Industry history; Cause & Effect; Business Decisions
Day 7: Class 1 & 2- Unit 6 Talking about Decisions - Explaining Decisions; Franchises; Culture File (Decision-making Styles)
●使用するケース
'Working Conditions' at Wegman's, Business Venture 2, p.30 (For Weeks 13 and 14)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%
Case Exam = Business Case (Case Discussion & Case Report) = 25%
Class Contribution = Face-to-face and Virtual Participation = Showing you want to learn English through your actions and regularly communicating (speaking and writing) actively in English both inside and outside of the classroom = 30%
*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 | 30 % |
| クラス貢献度合計 Class Contribution Total | 30 % |
| 予習レポート Preparation Report | 20 % |
| 小テスト Quizzes / Tests | 15 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 25 % |
| 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 | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Quizzes/Tests = TOEIC test(s) = 15%Preparation Report = SAC-related Work = 20%
Case Exam = Business Case (Case Discussion & Case Report) = 25%
Class Contribution = Face-to-face and Virtual Participation = Showing you want to learn English through your actions and regularly communicating (speaking and writing) actively in English both inside and outside of the classroom = 30%
教科書 Textbook
- Roger Barnard, Jeff Cady, Michael Duckworth, Grant Trew「Business Venture 2 (Student Book)」Oxford University Press（2009）978-0194578189
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
TOEIC tests make up 15% of the final grade. The final exam represents 10% of the final grade, and the remaining 75% will come from class participation (30%), the Business case (25%) and reported SAC related self-study (20%). With respect to the latter, students are required to study over 20 hours in the fall semester (Terms 3 & 4) 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 (October and November). 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 (October and November). 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 30 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 self-access learning and advising, learner autonomy and agency, ecological language learning, and the language learner ecologies. He also researches professionalism, professionalisation and continuing professional development in language learning advising and managing. Stuart holds a B.A. in Psychology (University of Manitoba, Canada), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary, Canada), a TESL Professional Certificate - Standard 3 Trainer (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, does language teacher-training workshops abroad, and occasionally edits and reviews articles for peer-reviewed journals.
Refereed Articles
- (2025) Enhancing EFL Teacher Participation in an Asynchronous Online Forum: Integrating the Delphi Technique with Emancipatory Participatory Action Research. Action Learning and Action Research Journal 31(2): ISSN Print: 1326-964X, Online: 2206-611X
- (2024) Autonomous learning in Cambodia: A solution for problematic educational conditions?. Cambodian Journal of Educational Research 4(2): 3005-2149 (Online) / 3006-290X (Print)
- (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