シラバス Syllabus

授業名 TOEIC PREPARATION 1
Course Title TOEIC PREPARATION 1
担当教員 Instructor Name 室谷 章子(Akiko Muroya)
コード Couse Code NUC130_N21A
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 教養教育科目100系 / Liberal Arts 100
学位 Degree BSc
開講情報 Terms / Location 2021 UG Nisshin Term1

授業の概要 Course Overview


1. Relevance to NUCB Mission Statement
This course aims to enhance students' English proficiency by tackling TOEIC Reading/Listening
questions. Students must gain excellent English command to "succeed in the globalised
business reality" because English has already become the global language.
2. Importance of this Course
This course concentrates on reinforcing the knowledge of basic grammatical/ vocabulary/phonological
rules: students will be able to improve their English proficiency, targeting TOEIC Score for 500
This course employs integrated-skill approach (e.g., synchronised reading; prosodic/contents
shadowing): students will be able to enhance both reading and listening skills in parallel.

[IMPORTANT NOTICE]
1.This is a TOEIC-Compulsory Subject where students are required to take a June TOEIC for Terms 1/2. If you do not take the TOEIC in June, you will lose the credits for failing to complete the course (regarded as being "incomplete").
2. As clearly indicated above, this course is intended for students who aim for a TOEIC score of 500, not those with a score of 500 and over. Therefore, to ensure the fairness of evaluation, a different target score (their current score + 100) is set to evaluate students with a TOEIC score of over 500.

[NOTE]
1. Please be sure to bring a copy of the TOEIC score report, as well as the textbook below, on Day1.
TOEIC part (20%) cannot be included in their evaluation unless the students submit their current TOEIC
score.
2. Students without a TOEIC score who belong to the faculties other than International Studies are exempt
from the above condition.
3. The course schedule is subject to change, depending on the needs/progress of the class.
3. Learning Goals
This course aims to motivate students to study English diligently and autonomously, which could
serve as a springboard to further international learning/working experiences: students will be able to
achieve an international perspective and cross-cultural communication skills.
This course provides a lot of opportunities to be exposed to cultural and linguistic differences: students
will be able to become an engaged and global-minded person.

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。

LG2 Diversity Awareness
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


Intended Learning Outcomes

Upon successful completion of this course, students will be able:
(1) to gain both practical knowledge of and active vocabulary for Business English
(2) to read English without going back over the same parts
(3) to listen to English without translating into Japanese
(4) to develop confidence and motivation in English learning

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 45 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 15 %
フィールドメソッド Field Method 40 %
合計 Total 100 %

学習方法、レポート、課題に対するフィードバック方法 Course Approach, Report, Feedback methods

1. Course Approach
At-home assignments: at least one hour per day to prepare for a vocabulary quiz and a dictation test
In-class tasks: slash reading, reading aloud, repeating, synchronised reading, and prosodic/contents
shadowing; explanation of grammatical rules to a partner
2. Feedback Methods
Interactive lectures allow students to receive individual feedback on both the results of at-home
assignments and in-class tasks.
3. Use of Information Centre for this course
Students are expected to expose themselves to as much English as possible, by reading/listening/
watching materials there to practice using what they already learned in class.

授業スケジュール Course Schedule

第1日(Day1)

1.Course overview and TOEIC introduction: what to prepare for and how to participate in/review
2.Basic Rules of Sentence Structures and Grammatical Categories

第2日(Day2)

1. Review of Basic Grammatical Rules (sentence structures and grammatical categories)
2. Vocabulary Quiz
3. Listening 1 Dictation Quiz Phonology (Linking)
4. Reading 5 Questions on grammatical categories (introduction)





第3日(Day3)

1. Review of Basic Grammatical Rules (sentence structures and grammatical categories)
2. Vocabulary Quiz
3. Review of Day 2
4. Listening 1 Dictation Quiz Phonology (Linking)
5. Reading 5 Questions on grammatical categories (Copula Verbs/Thematic Verbs)

第4日(Day4)

1. Collocations/Review of Basic Grammatical Rules (sentence structures and grammatical categories)
2. Vocabulary Quiz
3. Review of Day 3
4. Listening 2 Dictation Quiz Phonology (Elision)
5. Reading 5 Questions on grammatical categories (Adjectives/Adverbs)

第5日(Day5)

1. Review of Basic Grammatical Rules (sentence structures, grammatical categories, and collocations)
2. Vocabulary Quiz
3. Review of Day 4
4. Listening 2 Dictation Quiz Phonology (Elision)
5. Reading 5 Questions on grammatical categories (Reflective Pronouns/Conjunctions & Prepositions)

第6日(Day6)

1. Review of Basic Grammatical Rules (sentence structures, grammatical categories, and collocations)
2. Vocabulary Quiz
3. Review of Day 5
4. Case Study (Jobs) Definition and Discussion

●使用するケース
Developing Inteview Skills

第7日(Day7)

1. Review of Basic Grammatical Rules (sentence structures, grammatical categories, and collocations)
2. Vocabulary Quiz
3. Review of Day 1-6 in preparation for the final exam (Questions and Answers)

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。
講師用内規準拠 Method of Assessment Weights
予習レポート Preparation Report 0 %
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 20 %
ケース試験 Case Exam 0 %
参加者による相互評価 Peer Assessment 0 %
シミュレーション成績 Simulation 20 %
小テスト Quizzes / Tests 20 %
最終レポート Final Report 0 %
期末試験 Final Exam 40 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

1.Students' active participation in in-class tasks and diligent engagement in at-home assignments
are essential for students to learn effectively.
2.Tardiness is never allowed because it does disrupt attention and learning of both the late student and
the other students.

使用ケース一覧 List of Cases

    ケースは使用しません。

教科書 Textbook

  • TEX 加藤「TOEIC L&R TEST 出る単特急 金のフレーズ」朝日新聞出版社(2017)978-4023315686

参考文献・資料 Additional Readings and Resource

1.TOEIC TEST 英文法 出るとこだけ    小石裕子 アルク  2016 978-4757428454
2.TOEIC(R)テスト 中学英文法で600点!!  小石裕子 アルク 2016 978-4757428096
3. はじめて受けるTOEIC(R) L& R テスト 小石裕子 アルク 2018 9784757430587
4.TOEIC L&R TEST 出る単特急 銀のフレーズ TEX加藤 朝日新聞出版社 2018 978-4023316843
5. 公式TOEIC Listening &Reading 公式問題集7 国際ビジネスコミュニケーション協会 2020 978-4906033614

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

I will make every effort to encourage beginner EFL students to find English learning enjoyable.

担当教員のプロフィール About the Instructor 

学位     修士(応用言語学)・ 博士(言語学)
取得大学   エセックス大学(英国)
研究分野   言語学

Degrees M.A. in Applied Linguistics ・ Ph.D. in Linguistics
Conferred by the University of Essex (the United Kingdom)
Research Field Linguistics

Refereed Articles

  • (2018) L1 Transfer in L2 Acquisition of English Verbal Morphology by Japanese Young Instructed Learners. Languages 2019/4(1): 2226-471X
  • (2015) Testing theories of second language acquisition: evidence from Japanese learners' English / Ph.D. Thesis. University of Essex
  • (2014) Knowledge of syntax and verbal morphology in adolescent L2 English: a Feature Reassembly account. Kansas Working Paper in Linguistics 34
  • (2014) Selective variability in verbal morphology production by adolescent Japanese learners of English: testing two current approaches. Current Research in Applied Linguistics: Issues on Language and Cognition. Cambridge: Cambridge Scholars Publishing. 978-1-4438-5354-5
  • (2013) The form of English Wh-questions produced by Japanese adolescent learners: a Feature Reassembly account. Essex Graduate Student Papers in Language and Linguistics 14

Refereed Proceedings

  • (2019). Why are Subject wh-Questions More Difficult than Object wh-Questions?: A Study of Japanese Young Learners of English. The Selected Proceedings of the 2017 Second Language Research Forum (SLRF) .2017 Second Language Research Forum. 1. 2. the Ohio State University, Columbus, the United States






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