シラバス Syllabus

授業名 ENGLISH INTERMEDIATE 600 S
Course Title ENGLISH INTERMEDIATE 600 S
担当教員 Instructor Name Wenjing Li
コード Couse Code NUC290_N21A
授業形態 Class Type 講義 Regular course
授業形式 Class Format On Campus
単位 Credits 4
言語 Language EN
科目区分 Course Category 専門教育科目300系 / Specialized Subject 300
学位 Degree BSc
開講情報 Terms / Location 2021 UG Nisshin Spring

授業の概要 Course Overview

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

Building on Year 1, this course will provide Year 2 students with further knowledge and skills to complete receptive and productive English language tasks linked to the CEFR B2 level (and at the TOEIC® Listening and Reading score 785 - 940 score range).

授業の目的(意義) / Importance of this course

This course has a special focus on vocabulary and grammar learned inductively and deductively through reading, writing, listening, and speaking tasks embedded within a progressive complexity of information, materials and tasks presented.

到達目標 / Achievement Goal


Across the course, language is recycled and practiced through engaging in active learning tasks and making use of individual, pair, group formats to enhance the chances of language acquisition. Homework and individual study components through online learning are also integrated throughout the course.

*This is a SAC compulsory subject.

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)
LG6 Managerial Perspectives (BBA)
LG7 International Perspectives (BA)

受講後得られる具体的スキルや知識 Learning Outcomes


Grammar: to review grammar previously learned, to use the grammar of each week in productive statements and questions;

Vocabulary: to review and recycle vocabulary through receptive and productive tasks;

Reading: to improve reading fluency, and to learn and use critical reading strategies, such as skimming and scanning and context and situational cues;

Listening: to learn and use critical listening strategies to identify the key information such as people, time, date, opinions, and events, to search for and recognize information through audio or video samples;

Speaking: to discuss topics using the vocabulary and grammar they learned, to describe/explain business-related actions and events, to be able to ask and respond to questions about one's and someone’s daily business life;

Writing: to learn a variety of writing styles with a focus on meaning over accuracy and accuracy over meaning as a means to overall effective business communication.

Case study: Students should be able to use the vocabulary and information they learned before the class to participate in the discussion of the case presented. They should be able to analyze, critique, provide suggestions to the specific business issues presented in the case study.

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 learner-centered course will be guided by grammar, vocabulary, listening, and reading input, supported by an individual study component completed by the students. The individual study will include work from the course materials available in the online platform of the textbook. Group and peer interaction will occur throughout the term and will be supplemented with individual work.

授業スケジュール Course Schedule

第1日(Day1)

Class 1: Needs Assessment / Building Class Rapport / Course Outline / Group Presentation Project

Class 2: Unit 1 Companies - Working with Words; Language at Work

第2日(Day2)

Class 3: Unit 1 Companies - Practically Speaking; Business Communication; Talking Point

Class 4: Unit 2 Contacts - Working with Words; Language at Work; Group Presentation

第3日(Day3)

Class 5: Unit 2 Contacts - Practically Speaking; Business Communication; Talking Point; Group Presentation

Class 6: Unit 3 Products & Services - Working with Words; Language at Work; Group Presentation

第4日(Day4)

Class 7: Unit 3 Products & Services - Practically Speaking; Business Communication; Talking Point; Viewpoint 1; Group Presentation

Class 8: Review Week 1-7; Unit 4 Visitors - Working with Words; Language at work; Group Presentation

第5日(Day5)

Class 9: Unit 4 Visitors - Practically Speaking, Business Communication, Talking Point; Group Presentation

Class 10: Unit 5 Customer Service - Working with Words, Language at Work; Group Presentation
Case Study: Pre-reading / Vocabulary (SAC)

●使用するケース

第6日(Day6)

Class 11: Unit 5 Customer Service - Practically Speaking; Business Communication; Talking Point;
Case Study: Reading / Discussion (in-class)

Class 12: Unit 6 Employment - Working with Words; Language at Work; Group Presentation
Case Study: Review / Report Writing (SAC)

●使用するケース
Case Discussion: Business Ethics

第7日(Day7)

Class 13: Unit 6 Employment - Practically Speaking; Business Communication; Talking Point; Viewpoint 2; Group Presentation

Class 14: 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。
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 10 %
クラス貢献度合計 Class Contribution Total 10 %
予習レポート Preparation Report 20 %
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 15 %
期末試験 Final Exam 30 %
参加者による相互評価 Peer Assessment 10 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

Quizzes/Tests refers to in-class tests & Homework (15%) + TOEIC (15%) = 30%

Preparation Report = SAC-related Work = 20%

Peer Assessment = Group Presentation = 10%

For SAC compulsory classes, students are required to study over 20 hours during the semester at SAC in the Central Information Center. Additionally, students enrolled in SAC Compulsory courses are all required to take the TOEIC exam 3 times at NUCB during the spring semester (June) and fall semester (September and December). Failing to do so, a student will receive Incomplete for his/her grade for the SAC compulsory course in the semester in which the student failed to take the TOEIC exam.

使用ケース一覧 List of Cases

    ケースは使用しません。

教科書 Textbook

  • David Grant, Jane Hudson, & John Hughes「Business Result: Pre-Intermediate (Second Edition)」」Oxford University Press(2017)978-0194738767

参考文献・資料 Additional Readings and Resource

Additional materials will be supplied by the instructor; other resources may be made available from tasks and materials at the SAC.

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

Quizzes, TOEIC tests, and regular homework assignments will make up 30% of the final grade. The final exam represents 30% of the final grade, and the remaining 40% will come from class participation, group presentation, and reported SAC related self-study. With respect to SAC related self-study, students are required to attend one 100 minute self-study session every week in the SAC.

担当教員のプロフィール About the Instructor 


Wendy Li is an assistant professor at NUCB. She obtained her PhD from Michigan State University, USA. She taught English language courses in China and English language teaching courses in the USA. Her research interests include identity development of language learners and teachers, transnational students' language and literacy learning.

Refereed Articles

  • (2021) The use of le 了 in Mandarin Chinese oral discourse: A sociolinguistic perspective. Chinese Language and Discourse 12(2): 1877-7031
  • (2021) Embracing diversity, inclusion, equit and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching. RELC Journal 52(2): 00336882
  • (2021) Problematizing language policy and practice in EMI and transnational higher education: Challenges and possibilities. Australian Review of Applied Linguistics 44(2): 1550640
  • (2020) Problematizing enterprise culture in global academic publishing: Linguistic entrepreneurship through the lens of two Chinese visiting scholars in a U.S. university. Multilingua-Journal of Cross-Cultural and Interlanguage Communication
  • (2020) TRACING CHINESE INTERNATIONAL STUDENTS’ LANGUAGE AND LITERACY SOCIALIZATION TRAJECTORIES WITHIN AND OUTSIDE THE FIRST-YEAR WRITING CONTEXT IN A U.S. UNIVERSITY. Michigan State University






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