| 授業名 | BUSINESS READING |
|---|---|
| Course Title | BUSINESS READING |
| 担当教員 Instructor Name | Gavin Brooks |
| コード Couse Code | NUC206_N22B |
| 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200系 / Specialized Subject 200 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2022 UG Nisshin Term4 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course is for non-native speakers of English. It includes the development of intermediate skills and strategies in reading comprehension, fluency, and critical thinking; intermediate academic vocabulary and the application of level-appropriate grammar and mechanics; and the ability to respond to academic readings through paraphrasing and writing short paragraphs.
授業の目的（意義） / Importance of this course
This course will utilize traditional classroom strategies as well as case studies to improve the abilities of its participants to read business English.
到達目標 / Achievement Goal
By the end of this course, it is expected that students will be able to read business English at an intermediate level independently.
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
Using assigned texts, students will learn to:
1) Relate new information to prior knowledge.
2) Make predictions about the content of texts that they are about to read.
3) Skim and scan to determine main ideas, text patterns, and location of specific information
within a text.
4) Differentiate main ideas from major and minor supporting details in written materials.
5) Derive valid information from maps, charts, graphs, and diagrams within texts.
6) Demonstrate increasing word power by acquiring new vocabulary and the ability to guess
new words from context clues and word parts, then applying this knowledge through
subsequent practice exercises in new contexts.
7) Draw inferences.
1) Relate new information to prior knowledge.
2) Make predictions about the content of texts that they are about to read.
3) Skim and scan to determine main ideas, text patterns, and location of specific information
within a text.
4) Differentiate main ideas from major and minor supporting details in written materials.
5) Derive valid information from maps, charts, graphs, and diagrams within texts.
6) Demonstrate increasing word power by acquiring new vocabulary and the ability to guess
new words from context clues and word parts, then applying this knowledge through
subsequent practice exercises in new contexts.
7) Draw inferences.
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 | 50 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 50 % |
| 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
Feedback will be delivered both formatively and summatively to students for both assessed and unassessed work. While the focus of the class is on reading, students are expected to participate actively in discussions about the ideas that they have read. In order to do this, it is important that students complete the homework activities and prepare for class. Students are also encouraged to use the Central Information Center (library).
授業スケジュール Course Schedule
第1日（Day1）
Introduction to class- Introduction to the readings
- How to highlight and take notes on texts
- Getting ready for discussions: What to talk about and how to make discussion questions
- Introduction to case studies
●使用するケース
Case study introduction and practice第2日（Day2）
Unit 1a: Starting a new business- Background information and introduction to the topic
- Guessing vocabulary from context
- Learning new words
- Group work: Introduction to the case study
●使用するケース
Case study 1: Developing a business proposal第3日（Day3）
Unit 1a: Starting a new business- Reading Test 1
- Article discussion
- Reading for main ideas
- Summarizing the main ideas
- Group work: Case study discussion
●使用するケース
Case study 1: Developing a business proposal第4日（Day4）
Unit 2a: Ethics in business- Background information and introduction to the topic
- Skimming and scanning practice
- Highlighting the main ideas
- Summarizing the key points
- Group work: Introduction to the case study
●使用するケース
Introduction to Case study 2: Corporate responsibility第5日（Day5）
Unit 2b: Ethics in business- Reading Test 2
- Reading for supporting ideas
- Summarizing an article
- Group work: Case study discussion
●使用するケース
Case study 2: Corporate responsibility第6日（Day6）
Unit 3a: Current issues- Background information and introduction to the topic
- Understanding numbers and statistics in the reading
- Summarizing the data
- Group work: Introduction to the case study
●使用するケース
Introduction to Case study 3: Responding to environmental concerns in Europe第7日（Day7）
Unit 3b: Current issues- Reading Test 2
- Identifying and summarizing the important ideas
- Group work: Case study discussion
●使用するケース
Case study 3: Responding to environmental concerns in Europe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。
There will be three tests during the term that are designed to prepare students for the final exam. These are each worth 10% of the total marks for the course.
*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 | 30 % |
| クラス貢献度合計 Class Contribution Total | 30 % |
| 予習レポート Preparation Report | 15 % |
| 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 | 25 % |
| 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
Class contribution is a combination of class attendance and contribution. Students will lose marks for missing classes and not contributing to class discussions. Students are also expected to participate actively in the case study and group discussions. Students will be required to submit written summary activities and will receive feedback on these.There will be three tests during the term that are designed to prepare students for the final exam. These are each worth 10% of the total marks for the course.
教科書 Textbook
- None「Materials will be provided by the teacher」None（N/A）
参考文献・資料 Additional Readings and Resource
Additional resources will be supplied by the teacher.
Azar, Betty Schrampfer, and Stacy A. Hagen. Fundamentals of English Grammar: with Essential Online Resources. Pearson Education, 2011.
Engelhardt, Diane. Intermediate English Reading and Comprehension. McGraw-Hill Education, 2013.
Muñoz Page Mary Ellen. ESL, English as a Second Language: Grammar, Intermediate & Advanced. Research & Education Association, 2017.
Murphy, Raymond, and Louise Hashemi. English Grammar in Use: a Self-Study Reference and Practice Book for Intermediate Students of English. Cambridge University Press, 2012.
Richards, Olly. Short Stories in English for Intermediate Readers: Read for Pleasure at Your Level and Learn English the Fun Way! John Murray Learning, 2019.
Azar, Betty Schrampfer, and Stacy A. Hagen. Fundamentals of English Grammar: with Essential Online Resources. Pearson Education, 2011.
Engelhardt, Diane. Intermediate English Reading and Comprehension. McGraw-Hill Education, 2013.
Muñoz Page Mary Ellen. ESL, English as a Second Language: Grammar, Intermediate & Advanced. Research & Education Association, 2017.
Murphy, Raymond, and Louise Hashemi. English Grammar in Use: a Self-Study Reference and Practice Book for Intermediate Students of English. Cambridge University Press, 2012.
Richards, Olly. Short Stories in English for Intermediate Readers: Read for Pleasure at Your Level and Learn English the Fun Way! John Murray Learning, 2019.
授業調査に対するコメント Comment on Course Evaluation
Teaching this course for the first time.
担当教員のプロフィール About the Instructor
Gavin Brooks has over 20 years of experience teaching English both in Japan and overseas. He has been teaching in Japan at the university level for the past 15 years and has taught at Ritsumeikan University, Kwansei Gakuin University, Doshisha University, and Kyoto University. He has also taught overseas in Indonesia, Columbia, and Ecuador. His research interests include research into second language vocabulary, especially the vocabulary needs of English as an Additional Language students and international school students, and measures of the lexical diversity and frequency in learner-produced texts. He has also researched the development and usage of learner corpora in both the EFL and ESL contexts. Gavin holds a BA with honours in Japanese studies and Asian Religious studies from McMaster University in Hamilton, Canada and a Masters of Applied Linguistics from the University of New England in Australia. He regularly presents at conferences, publishes in peer-reviewed journals, end edits and reviews articles for peer-reviewed journals.
Refereed Articles
- (2021) Exploring the Importance of Vocabulary for English as an Additional Language Learners’ Reading Comprehension. Studies in Second Language Learning and Teaching 11(2): 2084-1965
- (2020) Vocabulary Usage in Second Language Presentations. Teacher Efficacy, Learner Agency
Refereed Proceedings
- (2021). L2 Vocabulary Knowledge Across Modes of Production: A Pilot Study. Communities of Teachers & Learners .47th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition. 1. 2. Online