シラバス Syllabus

担当教員 Instructor Name Stuart Warrington
コード Couse Code NUC026_N24B
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 2024 UG Nisshin Term3

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, the 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 --> The November TOEIC is necessary to receive course credit.

到達目標 / Achievement Goal

The goal of this course is to enhance students knowledge of grammar, vocabulary and usage of the former and latter 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


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 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 lecture 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 throughout the term, and will be supplemented with individual work.

授業スケジュール Course Schedule


Day 1: Class 1 & 2: Review of Term 2 (Units 4-7)

Unit 8 Orders - Working with Words (Orders & Deliveries); Language at Work (The passive voice)

HW: The Case of 'E-Commerce: Lessons Learnt from Black Friday'

- Students are given specific academic vocabulary with their pronunciations and meanings from the case to assist with their reading and understanding of it.


Day 2: Class 1 & 2: Unit 8 Orders - Practically Speaking (How to discuss payment terms); Business Communication (Making requests); Talking Point (Comparing payment methods)

Preparation for discussing the ' E-Commerce: Lessons Learnt from Black Friday ' case - checking of student comprehension and any points not understood.

Based on their reading, student discuss in small groups their analysis of the case, suggestions for solving it, and tentative conclusions on the best type of business communication.

'E-Commerce: Lessons Learnt from Black Friday' (Business Result: Pre-Intermediate, 2nd edition, p.52)


Day 3: Class 1 & 2: Unit 9 Selling - Working with Words (Advertising); Language at Work (Modal verbs 1 - obligation, necessity and permission)


Day 4: Class 1 & 2: Unit 9 Selling - Practically Speaking (How to interrupt and avoid interruption); Business
Communication (Controlling the discussion in meetings); Talking Point (Going viral)

Viewpoint 3: Video - What colour is your logo?

Social Media & The Start-Up (Business Result: Pre-Intermediate, 2nd edition, p.58)


Day 5: Class 1 & 2: Unit 10 Environment - Working with Words (Environmental Protection); Language at Work (First conditional)


Day 6: Class 1 & 2: Unit 10 Environment - Practically Speaking (How to ask for clarification); Business Communication (Giving a formal presentation); Talking Point (Nudging)

Green Data (Business Result: Pre-Intermediate, 2nd edition, p.66)


Day 7: Class 1 & 2: Unit 11 Entertaining - Working with Words (Corporate hospitality); Language at Work (countable and uncountable nouns); Practically Speaking (How to ask about food on a menu); Business Communication (Inviting and offering); Talking Point (Hospitality or bribery?)

***Term 4***

Day 1: Class 1 & 2: Review of Term 3 (Units 8-11)

Unit 12 Performance - Working with Words (Evaluating performance); Language at Work (Present Perfect 2
with 'for' and 'since')

Day 2: Class 1 & 2: Unit 12 Performance - Practically Speaking (How to say complex numbers); Business
Communication (Describing trends); Talking Point (The performance game)

Viewpoint 4: Video - Green Business

Day 3: Class 1 & 2: Unit 13 Future Trends - Working with Words (Global issues); Language at Work (Future predictions)

Day 4: Class 1 & 2: Unit 13 Future Trends - Practically Speaking (How to link ideas); Business Communication (Predicting and forecasting); Talking Point (Cause marketing)

Day 5: Class 1 & 2: Unit 14 Time - Working with Words (Managing Time); Language at Work (Second conditional)

Day 6: Class 1 & 2: Unit 14 Time - Practically Speaking (How to use time expressions); Business Communication (Negotiating Conditions); Talking Point (What happened to our free time?)

Day 7: Class 1 & 2: Unit 15 Training - Working with Words (Personal development and training); Language at Work (Modal verbs 2 - giving advice); Practically Speaking (How to give positive feedback); Business Communication (Making and responding to suggestions); Talking Point (Ambition!)

Viewpoint 5: Video - A successful partnership

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

Quizzes/Tests = Quizzes & Homework (20%) + TOEIC test (10%) = 30%

Preparation Report = SAC-related Work = 20%

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 = 20%

使用ケース一覧 List of Cases


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, the TOEIC test (November), and regular homework assignments will make up 30% of the final grade. The final exam represent 30% of the final grade, and the remaining 40% will come from class participation (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 twice at NUCB: Once during the spring semester (May) and once during fall semester (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 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