| 授業名 | TOEIC PROGRESS C-3 |
|---|---|
| Course Title | TOEIC PROGRESS C-3 |
| 担当教員 Instructor Name | Sugene Kim |
| コード Couse Code | NUC071_N24B |
| 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 Term3 |
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-3 is the third 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
*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
LG5 Business Perspectives (BSc)
LG7 International Perspectives (BA)
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
第1日（Day1）
Unit 6: Office TechnologySection A. Photographs, Focus on Vocabulary 1, Listening: Conversations, Listening: Phonology
第2日（Day2）
Unit 6: Office TechnologySection A. Listening: Question-Response, Reading: Text Completion, Let’s Talk!
Section B. Focus on Vocabulary 2, Listening: Talks, Reading: Incomplete Sentences
●使用するケース
Case 1: "Volkswagen bugs" (Source: Intelligent Business Pre-Intermediate)第3日（Day3）
Unit 6: Office TechnologySection B. Focus on Grammar, Reading Comprehension, Let's Talk!
Review / Split Tasks
第4日（Day4）
Unit 7: PurchasingSection A. Photographs, Focus on Vocabulary 1, Listening: Conversations, Listening: Phonology
Listening: Question-Response, Reading: Text Completion, Let’s Talk!
●使用するケース
Case 2: "Organic growth" (Source: Intelligent Business Pre-Intermediate)第5日（Day5）
Unit 7: PurchasingSection B. Focus on Vocabulary 2, Listening: Talks, Reading: Incomplete Sentences
Focus on Grammar, Reading Comprehension, Let's Talk!
Review / Split Tasks
第6日（Day6）
Unit 8: Health CareSection A. Photographs, Focus on Vocabulary 1, Listening: Conversations, Listening: Phonology
Listening: Question-Response, Reading: Text Completion, Let’s Talk!
●使用するケース
Case 3: "Stock market challenge" (Source: Intelligent Business Pre-Intermediate)第7日（Day7）
Review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。
*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 | 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
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
改善点:
先生の日本語が分かりにくいところ
優れた点:
先生が優しい
先生の日本語が分かりにくいところ
優れた点:
先生が優しい
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