シラバス Syllabus

担当教員 Instructor Name Sugene Kim
コード Couse Code NUC061_N24A
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400系 / Specialized Subject 400
学位 Degree BSc
開講情報 Terms / Location 2024 UG Nisshin Term1

授業の概要 Course Overview

Misson Statementとの関係性 / Connection to our Mission Statement

In line with the NUCB mission of educating innovative and ethical leaders, this course focuses on developing students' literacy in English for global connectivity.

授業の目的(意義) / Importance of this course

TOEIC Progress C-1 is the initial segment of a four-term course mandatory for third-year students in the Faculty of International Studies. It focuses on fostering a global perspective and improving English reading and listening skills. It provides a comprehensive examination of the fundamental components of contemporary English usage, with a specific goal for students to achieve the CEFR (Common European Framework of Reference for Languages) B1 level (corresponding to a score of 550–780 on the TOEIC). Additionally, the course incorporates a communicative component designed to improve students' speech intelligibility and listening skills.

到達目標 / Achievement Goal

Upon successful completion of the course, students will be familiarized with commonly used vocabulary words and expressions in business English, fostering both overall language skills and an improved performance on the TOEIC.

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
LG5 Business Perspectives (BSc)
LG7 International Perspectives (BA)

受講後得られる具体的スキルや知識 Learning Outcomes

Students will enhance their business vocabulary and deepen their grammatical knowledge. Additionally, students will develop advanced confidence in articulating in English.

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 course will include guided lectures and independent study. Students are encouraged to dedicate approximately 2 hours per week to preview upcoming materials and an additional 2 hours for reviewing course content. Supplementary materials are available at the Central Information Center.

授業スケジュール Course Schedule


Course introduction
Unit 1. Companies & Organizations
Section A: Photographs, Focus on Vocabulary1, Listening: Conversation, Phonology, Question-Response


Unit 1. Companies & Organizations
Section A: Reading: Text Completion
Section B: Focus on Vocabulary 2, Listening: Talks, Reading: Incomplete Sentences

Case 1: "A good employee" (Source: Intelligent Business Elementary textbook)


Unit 1: Companies & Organizations
Section B: Focus on Grammar, Reading Comprehension

Unit 2: Work Routines
Section A: Photographs, Focus on Vocabulary 1, Listening: Conversations


Unit 2: Work Routines
Section A: Reading: Text Completion, Phonology and Question-Response
Section B: Focus on Vocabulary 2, Listening: Talks

Case 2: "Devising a chocolate advertising campaign" (Source: Market Leader Elementary textbook)


Unit 2: Work Routines
Section B: Reading: Incomplete Sentences, Focus on Grammar, Reading: Comprehension


Unit 3: Travel & Entertainment
Section A: Photographs, Focus on Vocabulary 1, Listening: Conversations

Case 3: "Problem Solving: Apologizing for a mistake" (Source: TOEIC Skills 3 textbook)


Unit3: Travel & Entertainment
Section A: Phonology, Question-Response, Reading: Text Completion

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 0 %
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 20 %
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

使用ケース一覧 List of Cases


教科書 Textbook

  • A. Graham-Marr, J. Anderson, R. Howser, & A. Sato「TOEIC Skills 3」Abax ELT Publishers(2016)978-1-78547-083-7

参考文献・資料 Additional Readings and Resource

Supplementary materials will be provided by the instructor.

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



担当教員のプロフィール About the Instructor 

Sugene Kim is an associate professor of English at Nagoya University of Commerce & Business. (The correct pronunciation of "Sugene" is "スウジン.") She holds a master’s degree in professional English writing and a doctorate in applied linguistics from Ewha Womans University. Her research focuses on academic writing, second language (L2) acquisition, and morphosyntax within the framework of pedagogical grammar. She is particularly interested in examining the cognitive and linguistic strategies utilized by adult L2 learners to address writing difficulties in different rhetorical contexts. Her related research interests include sociolinguistic variation and World Englishes.

Refereed Articles

  • (2023) A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students. Language Teaching Research 1362-1688 (print), 1477-0954 (web)
  • (2023) “Sorry, I don’t good English”: Japanese L2 students’ written peer feedback in the face-to-face and anonymous review modes. Journal of Writing Research 15(2):
  • (2022) ‘Who expresses an honest opinion as it stands in Japan?’: Cultural issues and Japanese L2 students’ experiences of face-to-face and anonymous peer review. Higher Education Research & Development
  • (2022) ‘Ehh? Order through kiosk? What’s that?’ Public attitudes towards the excessive Anglicisation of commerce in South Korea. Journal of Multilingual and Multicultural Development 42 ‎0143-4632 (print); 1747-7557 (web)
  • (2021) Prepping for the TOEFL iBT Writing test, Gangnam style. Assessing Writing 50 1075-2935

Refereed Proceedings

  • (2019). Revisiting Causes of Korean EFL Learners’ Article Errors: Prioritisation of Specificity over Definiteness. Proceedings of the 24th Pan-Pacific Association of Applied Linguistics International Conference .24th Pan-Pacific Association of Applied Linguistics International Conference. 2. 2. Korea University, Seoul, Republic of Korea
  • (2019). Japanese EFL Student Writers’ Perspectives on Anonymous Peer Review. Proceedings of the 24th Pan-Pacific Association of Applied Linguistics International Conference .24th Pan-Pacific Association of Applied Linguistics International Conference. 1. 2. Korea University, Seoul, Republic of Korea