シラバス Syllabus

授業名 TOEIC PREPARATION 1
Course Title TOEIC PREPARATION 1
担当教員 Instructor Name 栗原　典子（Noriko Kurihara）
科目ナンバリングコード Course Numbering Code
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
学位 Degree BSc
開講情報 Terms / Location 2026 UG Nisshin Term3
コード Course Code NUC297_N26B

授業の概要　Course Overview

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

To achieve our Mission Statement, this course focuses on Business English reading and listening skills to foster students with their 'Frontier Spirits', global perspectives, and abilities to contribute to the business world where English is considered as a common language for business communication.

授業の目的（意義） / Importance of this course

This course is designed for students who want to improve their English proficiency for business communication, and aims to prepare the students for the TOEIC tests in June and November. With this course, students will learn the foundation to develop their productive and receptive English skills in preparation to achieve the CEFR B1 level at the TOEIC® Listening and Reading score (550-780 score range).

学修到達目標 / Achievement Goal


Students will learn TOEIC test strategies alongside general English skills (speaking, listening, reading, grammar and vocabulary) to achieve a TOEIC score of minimum 500 points.

Note: This is a TOEIC-compulsory subject where 2nd, 3rd, and 4th year students are required to take a TOEIC in November. If they do not take the TOEIC in November, they will lose the credits for failing to complete the course (regarded as being "incomplete").
【注意】本科目は、2年生以上の受講生はTOEIC受験必須の科目です。11月の学内TOEIC試験を受験しなかった場合、本科目は不完全履修となります。

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)

受講後得られる具体的スキルや知識　Learning Outcomes


Through this course, students can understand the TOEIC test structure and develop the following skills and knowledge:
・test strategies for taking the TOEIC test
・listening skills to understand descriptive statements, short dialogues, conversations between two or three people, and talks
・reading comprehension skills for the workplace
・vocabulary and grammar to achieve a CEFR B1 level at the TOEIC® Listening and Reading score
・communication skills for business situations

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

1. Course Approach
This course will be guided by lectures, which will be supported by independent study completed by the students outside of class. Group and peer interaction will occur throughout the term and will be supplemented with individual work. Case Method is also incorporated.

2. Pre- and Post-Course Learning
Students will be expected to spend 2 hours a week to prepare and review each lecture in advance, which will include written as well as online homework tasks.

3. Feedback Methods
Oral and written feedback will be provided for assignments in class or Google Classroom.

4. Resources for Self-Study
Students are encouraged to use the resources available at SAC in the Central Information Center (Library).

授業スケジュール　Course Schedule

第1日（Day1）

*Please note that the course schedule is subject to change depending on the progress of the course. (Last update: 2026/04/19)
*授業スケジュールは、進捗状況によって変更される場合があります。
Introduction. Explanation of course, grading policy, and classroom rules.
Introduction of Google Classroom and its functions during the present course.
Ice-breaker
Introduction of TOEIC test - explanation of sections, scores and examples.
Unit 1: Restaurants
Unit 2: Offices



第2日（Day2）

Unit 3: Daily Life
Unit 4: Personnel




●使用するケース
Case 1: Eating at Home vs. Eating at a Restaurant

第3日（Day3）

Review of Week 2
Unit 5: Shopping
Unit 6: Finances


第4日（Day4）

Unit 7: Transportation
Unit 8: Technology

●使用するケース
Case 2: Working at a Japanese Office

第5日（Day5）

Review of Week 4
Unit 9: Health
Unit10:Travel


第6日（Day6）

Unit11: Business
Unit 12:Entertainment


●使用するケース
Case 3: Cash or Cashless?

第7日（Day7）

Unit 13: Education
Unit 14: Housing
Final Review & Class Evaluations


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 20 %
クラス貢献度合計 Class Contribution Total 20 %
予習レポート Preparation Report 20 %
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 30 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

定期試験　Final Exam

あり

評価の留意事項　Notes on Evaluation Criteria

Your final grading will be based on the following four categories/下記の4つの項目の評価に基づき、成績をつけます。

1. Class Contribution 20%/授業内での挙手発言
Active class participation and attitude (pair & group work, discussion)/積極的な授業への参加態度（ペア・グループワーク、ディスカッション）

2. Preparation Report 20%/予習レポート
Homework (3 case assignments + homework from the textbook)/ 課題（ケース課題3つ＋教科書からの課題）

3. Quizzes, Tests/小テスト30%
Weekly vocabulary quizzes 20%, Two grammar quizzes 10%/毎週の語彙小テスト20%, 文法小テスト2回10%

4. Final Exam /期末試験 30%

使用ケース一覧　List of Cases

    ケースは使用しません。

配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials

  1. ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
  2. 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
  1. Active participation and shared learning is at the core of the case method learning. Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
  2. Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class. Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author's permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.

教科書　Textbook

  • • Teruhiko Kadoyama, Simon Capper, Toshiaki Endo「A Communicative Approach to the TOEIC L&R Test」Seibido（2022）9784791972524

参考文献・資料　Additional Readings and Resource

【公式問題集/Official Textbook】
(1)Educational Testing Service『公式TOEIC Listening & Reading 問題集 11』国際ビジネスコミュニケーション協会、2024年、ISBN: 978-4906033744
(2)Educational Testing Service『公式TOEIC Listening & Reading 問題集 12』国際ビジネスコミュニケーション協会、2025年、ISBN: 978-4906033775

【初学者向けの語彙&文法教材/Vocabulary & Grammar for beginners】
(3) 高橋 恭子(著)『TOEIC(R)L&Rテスト 英単語 ゼロからスコアが稼げるドリル』アルク、2020年、ISBN: 9784757436503
(4) 高橋 恭子 (著), TEX 加藤 (監修)『TOEIC(R) L&Rテスト 英文法 ゼロからスコアが稼げるドリル』アルク、2017年、ISBN: 9784757430129
(5) TEX加藤 (著)『TOEIC L&R TEST 出る単特急 銀のフレーズ』朝日新聞出版社、2017年、ISBN: 9784023315686

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

This is the first year in charge of this course.
初年度担当科目

担当教員のプロフィール　About the Instructor　

学位：博士（人間・環境学）京都大学
　　　修士 ( MA in TESOL/ Applied Linguistics ) Teachers College Columbia University, Japan

Noriko Kurihara has many years of English teaching experience at both secondary school and at higher education institutions such as Kyoto University, Ritsumeikan University, Nara Women’s University, Okayama University and Kurashiki City College. Her research interests include learner autonomy, critical thinking, and sociolinguistics. Her main focus has been on process-oriented writing and the impact of peer review on the development of student writing skills. She has given numerous academic presentations for professional organizations such as JALT, JACET, TESOL, IATEFL and AILA, and her research has appeared in international publications such as TESOL Journal and the Asian Journal of Applied Linguistics. She has also been active in international youth exchange programs and occasionally edits and reviews articles for peer-reviewed journals.

（実務経験 Work experience）

1981 ~ 2014 兵庫県立高等学校　（教諭）
2014 ~ 2018 奈良女子大学、立命館大学、京都大学、岡山大学、兵庫県立大学、神戸芸術工科大学　（非常勤講師）
2018 ~ 2023 倉敷市立短期大学　（准教授）
2023 - 2025 名古屋商科大学　　（准教授）
2025 - 名古屋商科大学　　(教授)

1981 ~ 2014 teacher at senior high schools in Hyogo Prefecture
2014 ~ 2018 instructor at Nara Women's University, Ritsumeikan University, Kyoto University,
Okayama University, Hyogo Prefectural University, Kobe Design University
2018 ~ 2023 associate professor at Kurashiki City College　
2023 ~ 2025 associate professor at NUCB
2025 - professor at NUCB

Refereed Articles

  • (2025) How Does Peer Review Impact Writing Abilities of High School Students?. The Language Teacher 49 (4): 0289-7938
  • (2023) Training High School Students on Summary Writing. The Bulletin of the Writing Research Group, JACET Kansai Chapter 15 1883-7840
  • (2019) The Significance of Collaborative Learning in Foreign Language Education: A Sociocultural Perspective. Kyoto University Research Information Repository (KURENAI)
  • (2017) Do Peer Reviews Help Improve Student Writing Abilities in an EFL High School Classroom?. TESOL Journal 8 (2): 1056-7941
  • (2017) Peer review in an EFL classroom: Impact on the improvement of student writing abilities. The Asian Journal of Applied Linguistics 4 (1): 2308-6262

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