| 授業名 | ENGLISH READING 1 |
|---|---|
| Course Title | ENGLISH READING 1 |
| 担当教員 Instructor Name | Naheen Madarbakus-Ring |
| コード Couse Code | NUC213_N21B |
| 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 | 2021 UG Nisshin Term4 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
English Reading 1 is intended for pre-intermediate students who have studied English previously but need further practice in understanding formal and informal texts. Students practice reading for a variety of purposes and will read examples of different types of written English.
授業の目的（意義） / Importance of this course
This course focuses on understanding and using reading skills. Students will also develop their knowledge by practising with weekly test-taking skills to improve their practical approaches to the TOEIC Reading test. Students will discuss different academic reading resources and their business-related selections through communication tasks based on various self-access resources.
到達目標 / Achievement Goal
Assignments and tasks will focus on developing test-taking and academic reading skills to improve students’ awareness and confidence. Activities will be repeated and presented in individual and pair work formats. Homework and individual study components provide students with active learning opportunities throughout the course.
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
LG4 Effective Communication
LG2 Diversity Awareness
LG4 Effective Communication
受講後得られる具体的スキルや知識 Learning Outcomes
The course materials help students develop better reading skills while exposing them to formats from the reading sections of the TOEIC test and also develop students’ confidence in reading to a range of reading resources.
Strategies: to improve reading approaches and confidence, to learn and use test-taking strategies (e.g., question and answer), to learn and use reading strategies (e.g., skimming/scanning), to use vocabulary-based strategies to listen.
Vocabulary: Use and learn the first seven academic word lists, keep vocabulary lists, use the vocabulary when speaking/writing, use the vocabulary in context.
Reading: to improve reading confidence, to learn and use reading strategies (e.g., identifying key words), to search for and identify important information, to understand the reading text, to be able to annotate, write a summary, and give an opinion about the theme from the text.
Speaking & Communication: to discuss business-related topics using practiced and spontaneous speech, to accurately describe the main issues from students’ chosen reading, and to give opinions. Students will also be able to ask and respond to questions about one's own and someone else’s opinions in discussions.
Strategies: to improve reading approaches and confidence, to learn and use test-taking strategies (e.g., question and answer), to learn and use reading strategies (e.g., skimming/scanning), to use vocabulary-based strategies to listen.
Vocabulary: Use and learn the first seven academic word lists, keep vocabulary lists, use the vocabulary when speaking/writing, use the vocabulary in context.
Reading: to improve reading confidence, to learn and use reading strategies (e.g., identifying key words), to search for and identify important information, to understand the reading text, to be able to annotate, write a summary, and give an opinion about the theme from the text.
Speaking & Communication: to discuss business-related topics using practiced and spontaneous speech, to accurately describe the main issues from students’ chosen reading, and to give opinions. Students will also be able to ask and respond to questions about one's own and someone else’s opinions in discussions.
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 | 0 % |
| 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
This course will be guided by a lecture. Students will be supported by pair work and group work in class and independent study will be completed by the students outside of class. The course will enable learners to reflect on their own learning using book reports.
The grading criteria also involves a participation component during the class period. Active participation during group work is highly encouraged.
The grading criteria also involves a participation component during the class period. Active participation during group work is highly encouraged.
授業スケジュール Course Schedule
第1日（Day1）
Course OverviewAWL Introduction
Graded Reader Selections
●使用するケース
Unit 1 EngineeringReading 1 The History of Bicycles
The History of Bicycles – this article from a popular technology magazine tells about the many changes in bicycles during the past 200 years.
第2日（Day2）
Speed Reading 1AWL Quiz 1
Graded Reader Review 1
Reading Strategy 1
BNE Story of the Day
●使用するケース
Unit 1 Reading 2 Segway Into the FutureSegway Into the Future – this newspaper article poses questions
about the future of personal transport.
第3日（Day3）
Speed Reading 1AWL Quiz 2
Graded Reader Review 2
Reading Strategy 2
BNE Story of the Day
●使用するケース
Unit 2 MedicineReading 1 Fighting Diseases
This journal article includes information from the website of the Centers for Disease Control and Prevention (CDC), the principal public health agency in the United States.
The Battle Against Malaria
第4日（Day4）
Speed Reading 3AWL Quiz 3
Graded Reader Review 3
Reading Strategy 3
BNE Story of the Day
●使用するケース
Unit 2 Reading 2 Searching for New MedicinesThis article from a popular science magazine describes some of the sources for new medicines.
第5日（Day5）
Speed Reading 4AWL Quiz 4
Graded Reader Review 4
Reading Strategy 4
BNE Story of the Day
●使用するケース
Unit 3 MarketingReading 1 They Know What You Want
This introduction to a marketing textbook discusses ways that marketing reaches customers.
第6日（Day6）
Speed Reading 5AWL Quiz 5
Graded Reader Review 5
Reading Strategy 5
BNE Story of the Day
●使用するケース
Unit 3 Reading 2 What’s in a Name?This excerpt from a marketing textbook discusses the factors that go into choosing a good name for a new product.
第7日（Day7）
Course ReviewVocabulary Review
Reading Strategy Review
Graded Reader Discussion
BNE Story of the Day
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。
Quizzes/Test – Weekly AWL Vocabulary Quizzes
Final Report = Graded Reader Book Report
*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 | 15 % |
| 小テスト Quizzes / Tests | 15 % |
| 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
Preparation Report = Weekly Speed ReadingQuizzes/Test – Weekly AWL Vocabulary Quizzes
Final Report = Graded Reader Book Report
教科書 Textbook
- Arline Burgmeier Cheryl Boyd Zimmerman「Inside Reading 1」Oxford Univ Press（2019）978-0-19-441627-6
参考文献・資料 Additional Readings and Resource
Graded readers as chosen by each student from the SAC.
授業調査に対するコメント Comment on Course Evaluation
Reading comprehension, reading skill, vocabulary activities, writing and discussion topics will be used to evaluate students' achievement. Reading assignment will be given before each class. During the class time students are encouraged and evaluated discussing the reading material. Students participation is vital in earning their mark for this course.
担当教員のプロフィール About the Instructor
VICTORIA UNIVERSITY, WELLINGTON, NEW ZEALAND
Ph.D. - Applied Linguistics
Areas of focus: Listening Strategies / Teacher Cognition / Curriculum Design
SHEFFIELD HALLAM UNIVERSITY, SHEFFIELD
MA TESOL
UNIVERSITY OF LEEDS, LEEDS
MA Communication Studies
Research interests:
- Second Language (L2) Listening,
- Language Learning Strategies,
- Curriculum Development.
（実務経験 Work experience）
2018-2020
ENGLISH LANGUAGE INSTITUTE, VICTORIA UNIVERSITY, WELLINGTON
English Preparation Programme (EPP) – Teacher
English Language Training For Officials (ELTO) Programme – Tutor
Language Teaching: Principles to Practice (TESL 301) – Tutor/Examiner
2012-2017
KOREA UNIVERSITY, SEOUL, SOUTH KOREA
English For Academic Purposes - Assistant Professor
Electives Program – Head Teacher
2010-2012
UK TEFL, LONDON
TEFL Trainer
EUROCENTRES, VICTORIA, LONDON
OISE, LONDON
Teacher
Teacher Trainer
2009-2010
E-THAMES GRADUATE SCHOOL, ILFORD, LONDON
Lecturer
2007-2009
KOREA UNIVERSITY, SEOUL, SOUTH KOREA
University Instructor,
Program Co-Ordinator
Project Supervisor
2003-2007
NOVA ENGLISH CORPORATION, OSAKA, JAPAN
NOVA ENGLISH CORPORATION, FUKUOKA, JAPAN
Instructor
Assistant Trainer
Block Trainer
Assistant Area Manager
Refereed Articles
- (2022) Applying the Research (4). Modern English Teacher 31(3): 0308-0587
- (2022) SIG Focus: Listening SIG. The Language teacher 46(3): 0289-7938
- (2022) Using TED Talks in the listening classroom. Modern English Teacher 31(2):
- (2022) Applying the Research (3). Modern English Teacher 31(2):
- (2022) Applying the Research (2). Modern English Teacher 31(1):