| 授業名 | ENGLISH INTERMEDIATE 2 |
|---|---|
| Course Title | ENGLISH INTERMEDIATE 2 |
| 担当教員 Instructor Name | 市川 裕理（Yuri Ichikawa） |
| 科目ナンバリングコード Course Numbering Code | ENG342 |
| 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 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2026 UG Nisshin Term4 |
| コード Couse Code | NUC030_N26B |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
The ENGLISH INTERMEDIATE course is a component of the teaching credentials program, which builds on the ENGLISH FUNDAMENTALS course to further help students develop the core English language skills of reading, writing, listening and speaking to be successful English teachers in Japan. By actively participating in class activities, students will have the confidence and ability to strengthen their ʻFrontier Spiritʼ and bridge the gap between New Asia and the rest of the world.
授業の目的（意義） / Importance of this course
The ENGLISH INTERMEDIATE course provides students with further opportunities to learn the English language and productive & receptive skills in preparation to achieve the CEFR B2 level at the TOEIC® Listening & Reading score 785-940 score range. This course has a special focus on grammar and vocabulary learnt through reading, writing, listening, speaking and communication tasks that reinforce previously covered materials throughout the current academic term and from their senior high school coursework, but with an increase in the complexity of the materials presented and the tasks required of students in the ENGLISH FUNDAMENTALS course.
学修到達目標 / Achievement Goal
Students will be able to develop and improve their core English language skills, particularly oral communication by actively participating in class activities and completing all homework and 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
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
The ENGLISH INTERMEDIATE course is designed to assist students to become more competent, efficient, and perceptive users of English as English teachers, who are able to effectively communicate to others the writing and speaking contents of English education in a classroom context.
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 | 20 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 30 % |
| フィールドメソッド Field Method | 50 % | 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
Class assignments and tasks that are typical to the junior high school and senior high school English classrooms in Japan will be assigned in individual and pair (group) work formats. Students will review the grammatical forms of English and the use of these forms in communicative class activities. They will also be required to organize discussions on social or SDG-related issues.
Feedback will be provided for all formal assessment.
Feedback will be provided for all formal assessment.
授業スケジュール Course Schedule
第1日（Day1）
Designing a lesson plan to teach English 1.●使用するケース
"Business Presentation Skills".第2日（Day2）
Designing a lesson plan to teach English 2.●使用するケース
"Auxiliary Verbs".第3日（Day3）
Designing a lesson plan to teach English 3.●使用するケース
"The Definite Article".第4日（Day4）
Providing evidence and examples●使用するケース
Will "Black Companies" Survive in the Future?第5日（Day5）
Powerpoint Presentations for peer review.第6日（Day6）
Expressing agreement with reasons●使用するケース
What Can We Do to Help Stop Child Labor?第7日（Day7）
Expressing disagreement●使用するケース
How Can We Reduce Food Waste?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。
Peer Assessment (PowerPoint Presentation): 20%
Quizzes / Tests (Grammar and writing focused quizzes): 20%
Final Exam: 40%
*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 | 0 % |
| 小テスト Quizzes / Tests | 20 % |
| 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 | 40 % |
| 参加者による相互評価 Peer Assessment | 20 % |
| 合計 Total | 100 % |
定期試験 Final Exam
あり評価の留意事項 Notes on Evaluation Criteria
Class Contribution: (Active participation in class activities): 20%Peer Assessment (PowerPoint Presentation): 20%
Quizzes / Tests (Grammar and writing focused quizzes): 20%
Final Exam: 40%
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
- 吉原令子 / 林千代 / 糸井江美 / 岩本典子 / Audrey Morrell「SDGs × Discussion SDGsで学ぶ英語ディスカッション」金星堂（2022）978-4-7647-4150-8
参考文献・資料 Additional Readings and Resource
Additional materials will be distributed by the course instructor.
授業調査に対するコメント Comment on Course Evaluation
Students appreciate many opportunities to communicate in English and are encouraged to participate in class activities.
基本的な会話は全て英語で行われ、スピーキングとリスニングの能力を同時に鍛えることができる。
グループ討論とアクティビティのバランスがとてもいい。
生徒の発言の機会がたくさんあって良かった。
基本的な会話は全て英語で行われ、スピーキングとリスニングの能力を同時に鍛えることができる。
グループ討論とアクティビティのバランスがとてもいい。
生徒の発言の機会がたくさんあって良かった。
担当教員のプロフィール About the Instructor
Ichikawa Yuri holds a PhD in Education at Aichi University of Education. She has been devoting herself to the education of English in secondary schools (Aichi prefecture) and higher education (National Institute of Technology, Toyota College). Her research interests include implementing CLIL, in English classes where students collaborate to learn about social issues and SDGs. She has also engaged in educational activities aimed at fostering global citizenship.
Refereed Articles
- (2026) CLIL and Gender Issues: A Pathway to Critical Engagement and Cognitive Growth. JACET International Convention Selected Papers 12
- (2026) Relationship Between Machine Translation Use and English Writing Production. CELES Journal 55
- (2025) Methodology of English Education for Junior High and High Schools: From the Perspective of “Proactive, Interactive and Deep Learning” Using Tablets. CELES Journal 54
- (2025) Developing Intercultural Communicative Competence through International Exchange Video Contest. CELES Journal 54
- (2024) The Impact of Collaborative Dialogue for Creating Speech Manuscripts on the Production of English Speech: From the Perspective of CAF and Appropriateness of English Expression. CELES Journal 53
Refereed Proceedings
- (2026). Effect of Team Teaching as a Bridge to Take More Advanced Classes. International Symposium on Advances in Technology Education (ISATE 2025) .International Symposium on Advances in Technology Education (ISATE 2025). 1. 3. Toyota, Japan
- (2024). A Long relationship brings a synergistic effect to prompt students to join international exchange programs. International Symposium on Advances in Technology Education .International Symposium on Advances in Technology Education. 1. 3. Singapore
- (2023). Evaluation of international exchange activities focusing on global citizenship at Toyota KOSEN. 16th International Symposium on Advances in Technology Education .16th International Symposium on Advances in Technology Education . 1. 3. Matsue
- (2022). How input and output activities to foster a global mindset were implemented into the institutional project. 15th International Symposium on Advances in Technology Education 2022 .15th International Symposium on Advances in Technology Education 2022. 1. 3. Singapore