| 授業名 | ENGLISH FUNDAMENTALS 500 F |
|---|---|
| Course Title | ENGLISH FUNDAMENTALS 500 F |
| 担当教員 Instructor Name | May Oo Khin |
| 科目ナンバリングコード Course Numbering Code | ENG212 |
| 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 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2026 UG Nisshin Fall |
| コード Couse Code | NUC027_N26B |
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
This course focuses on developing grammar and vocabulary through reading, writing, listening, and speaking activities. The goal is to help students reach the CEFR B1 level, which corresponds to a TOEIC® Listening and Reading score of 405–600.
学修到達目標 / Achievement Goal
Students can strengthen and enhance their essential English skills, reading, writing, listening, and speaking, through active participation in case method class activities and by completing all required homework and written assignments.
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 productively
- 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 listening strategies to identify key information, facts, and main ideas via audio or video samples;
- Speaking: to discuss topics from multiple perspectives, to accurately describe/explain business-related actions and events, to be able to ask and respond to questions about one's and someoneʼs daily business life;
- Writing: to learn a variety of writing styles with a focus on meaning and process over accuracy and production as a means to overall effective business communication.
- 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 listening strategies to identify key information, facts, and main ideas via audio or video samples;
- Speaking: to discuss topics from multiple perspectives, to accurately describe/explain business-related actions and events, to be able to ask and respond to questions about one's and someoneʼs daily business life;
- Writing: to learn a variety of writing styles with a focus on meaning and process over accuracy and production 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 | 60 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 40 % |
| 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 course will be delivered through lectures and supported by students’ independent study. Independent study includes homework assigned on Google Classroom and tasks from the online platform of the Business Result Elementary textbook. Throughout the semester, students will also take part in group and peer activities, which will be evaluated and supported with feedback from the instructor.
授業スケジュール Course Schedule
第1日（Day1）
Week 1Reviewing after the summer break
Unit 7 Departments
Vocabulary: Departments and Responsibilities
Grammar: Prepositions of place and movement
Speaking: How to use this, that, these and those
第2日（Day2）
Unit 7 Review QuizUnit 8 Employment
Vocabulary: Employment
Grammar: Present Continuous
Speaking: How to tell time, Arranging to meet
●使用するケース
Case 1: Job Advertisements第3日（Day3）
Unit 8 Review QuizUnit 9 Competition
Vocabulary: Competition
Grammar: Comparatives
Speaking: Comparing and choosing
第4日（Day4）
Unit 9 Review QuizUnit 10 Teamwork
Vocabulary: Working in teams
Grammar: Superlatives
Speaking: How to respond to news
●使用するケース
Case 1: Job Advertisements第5日（Day5）
Unit 10 Review QuizUnit 11: Travel
Vocabulary: Staying at a hotel
Grammar: Going to; Infinitive of purpose
Speaking: How to talk about money, Eating out
●使用するケース
Case 2. Supermarket competition第6日（Day6）
Unit 11 Review QuizUnit 12 Schedules
Vocabulary: Calendars and schedules
Grammar: Present perfect
How to use prepositions of time
Speaking: How to talk about money, Eating out
●使用するケース
Case 3: More efficient business trips第7日（Day7）
Unit 12 Review QuizPlanning a schedule
Review for the Final Exam
Class Evaluation
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。
Quizzes and Tests = Quizzes & Homework (20%) + TOEIC (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%
*This is a SAC compulsory course --> The November TOEIC is necessary to receive course credit.
*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 % |
定期試験 Final Exam
あり評価の留意事項 Notes on Evaluation Criteria
Quizzes and Tests = Quizzes & Homework (20%) + TOEIC (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%
*This is a SAC compulsory course --> The November TOEIC is necessary to receive course credit.
配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials
- ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
- 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
- 詳細は「教室における電子機器の利用マナー・教材の適切な利用に関するガイドライン」を確認のうえ、教員の指示に従い、責任をもって遵守してください。
- Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
- Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.
- Please refer to the "Classroom Technology Guidelines / Guidelines for Properly Using Course Materials” for details, and follow the instructor’s directions. You are expected to comply with these guidelines responsibly.
教科書 Textbook
- David Grant, John Hughes, Nina Leeke, Rebecca Turner「「「Business Result Elementary」」Oxford University Press（（201）9780194738668
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
Your final grade in this course is based on three main areas: quizzes and tests (including homework and the TOEIC), your Preparation Reports related to SAC work, and your class contribution. Quizzes and tests check your understanding and progress in English. The Preparation Reports show how you practice and study English independently outside of class. Class contribution includes your active participation in both face-to-face and online classes, such as speaking and writing in English, joining discussions, asking and answering questions, and showing a positive attitude toward learning. In this course, your effort, responsibility, and willingness to actively use English are very important.
担当教員のプロフィール About the Instructor
Academic Degree： Ph.D. in Applied Linguistics (Tohoku University)
Research Area： Critical Thinking, English Language Teaching, Argumentative Writing, Case Study
（実務経験 Work experience）
2012 - 2017 Full-time lecturer (English Department, Mandalay University of Foreign Languages, Myanmar)
2024 - 2025 Post Doctorate Researcher (Tohoku University)
2025 - Present Assistant Professor (Nagoya University of Commerce and Business)
Refereed Articles
- (2024) Myanmar EFL Learners’ Perspectives, Structure, Reasoning and Literacy Practices of Argumentative Writing: A Needs Analysis Study. International Journal of Education & Literacy Studies 12(1): 2202-9478
- (2023) Integrating Learning to Argue and Arguing to Learn Instructions: Enhancing English Language Proficiency and Argumentative Writing of EFL Learners. Journal for Research Scholars and Professionals of English Language Teaching 7(40): 2456-8104