講義科⽬名称

English Communication II

英⽂科⽬名称

English Communication II

開講期間
後期担当教員スネイプ

副題

Brushing Up English Communication Skills II

配当年
1・2

単位数
2単位

科目必選区分
必修選択ニール / 未定

英語コミュニケーション
添付ファイル講義

実務経験のある教員等による授業科目□実務経験のある教員による授業科目□実務家を招へいして実施する授業科目
実務経験・授業での活用、招へいする実務家等
授業種類

授業の内容（概要）

授業の目的
到達目標

授業で使用する言語
□日本語
■英語
□その他
アクティブラーニング■アクティブラーニング要素を取り入れている
The class format is a flipped classroom format, in which students deeply understand the new learning content they have prepared at home through interactive or multidirectional
discussions, such as discussions among students and discussions with teachers, while using assignment sheets. Furthermore, by applying the concept to a wider range of language
data while conducting group discussions, we will deepen our understanding of English topics. Students learn through conducting group discussions in class. Discussions areconducted among students and with teachers. [Classes with interactive or multi-directional discussions]
The purpose of this course is to discuss different topics in English. In addition, students will practice other skills such as listening, reading and writing.
By brushing up English skills, students will be better prepared for the graduate school courses in English. In addition, through discussions among students and with faculty
members, students will be able to practice their speaking and listening skills.
Introduction
第１回
The first week of the course will be Icebreakers and an overview of the course and the textbook.
Rise to the Challenge!
第２回
Listening: for stressed words, Comparing reduced and unreduced pronunciation, making predictions, Pragmatic understanding of a presentation, Recognizing tone of voice
Speaking: Sharing perspectives on academic lecture styles, Using appropriate expressions to request and offer clarification, Discussing learning styles, Solving riddles andbrainteasers, Giving a presentation on learning styles
Critical Thinking: Using graphic organizers to brainstorm and predict presentation content, Predicting what a presenter will say next, Analyzing academic instruction,
Discussing learning styles, Solving riddles and brainteasers
Language Focus: Stressed words, Reductions, Requesting and offering clarification
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]Compete or Cooperate?
第３回
Listening: for appropriate use of intonation in expressions used to ask for confirmation of understanding, stressed words, Outlining main ideas and supporting details in alecture, Pragmatic understanding of a lecture
Speaking: Challenging excuses with expressions used to ask for confirmation of understanding, Sharing observations on cooperation and competition, Identifying figurative
language and creating metaphors, Asking for confirmation of understanding, Giving a presentation on an endangered species
Critical Thinking: Using graphic organizers to brainstorm and predict lecture content, Constructing an outline of main ideas and supporting details, Classifying animals in afood pyramid, Discussing the pros and cons of exploration
Language Focus: Asking for confirmation of understanding, Stressed words, Asking for confirmation to challenge excuses, Analogies, metaphors, similes, and personification
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]
The Ties That Bind
第４回
Listening: for stressed words, Comparing reduced and unreduced pronunciation of h , Listening for data and details refuting straw man arguments, Pragmatic understanding ofa lecture, Reviewing an article about healthy family communication
Speaking: Sharing perspectives on sibling and family relationships, Paraphrasing and making generalizations, Comparing family relationships in different cultures, Discussing
the hallmarks of healthy family communication, Giving a presentation on good parenting skills
Critical Thinking: Using a graphic organizer to compare assumptions, Predicting straw man arguments, Constructing arguments to refute assumptions using expressions ofcontrast, Expanding on healthy family communication
Language Focus: Stressed words, Reductions: reduced h , Expressing contrast, Generalizing
Discussions are conducted among students and with instructors. [Classes with interactive or multi-directional discussions]
Healthy Mind, Healthy Body
第５回
Listening: for main ideas, expressions used to make analogies, Identifying intonation patterns in questions and requests, Outlining a presentation and answering comprehension
questions, Identifying context clues, Taking notes on ailments, remedies, and effects
Speaking: Sharing prior knowledge about the heart, Discussing flu epidemics, Reviewing symptoms and using expressions of opinion to reach a diagnosis and give medical
advice, Discussing home remedies and debating their effectiveness, Giving a presentation an alternative or complementary form of medicine/ therapy
Critical Thinking: Using a graphic organizer to record analogies, Using a graphic organizer to build background knowledge, Reviewing symptoms to diagnose an ailment,
Discussing the qualities of medical professionals, Debating the effectiveness of home remedies
Language Focus: Analogies, Intonation in questions and requests, Expressing opinions
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]
Hi-Tech, Low-Tech, or No Tech?
第６回
Listening: for phrasal verbs, stressed words, Taking notes on a field trip, Recalling and listening for numbers, Contrasting active and passive voice
Speaking: Sharing perspectives on astrology and horoscopes, Sharing prior knowledge and views of space exploration, Debating the pros and cons of the privatization of spacetravel, Presenting a news report using the passive voice, Giving a presentation on a topic related to astronomy
Critical Thinking: Researching to build background knowledge, Labeling diagrams, Selecting relevant notes to give a summary, Using transitions to express reason, purpose,and result, Analyzing the pros and cons of the privatization of space travel
Language Focus: Stress on phrasal verbs, Stressed words, Pronouncing numbers, Expressing reason, purpose, and result, Distinguishing between active and passive voice
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]

授業計画

Dollars, Deeds, and Dreams
第７回
Listening: Identifying appropriate expressions of agreement and disagreement, taking notes on pro and con arguments and Making inferences
Speaking: Using expressions to disagree politely, Sharing prior knowledge about the World Bank, Agreeing and disagreeing with views about the World Bank, Brainstorming
and presenting ways to invest money, Examining a case study to present development projects, Presenting a proposal for a development project requiring financial aid
Critical Thinking: Evaluating the pros and cons of a development project, Formulating challenging questions, Analyzing the pros and cons of World Bank practices, Using aVenn diagram to compare banking schemes, Reaching a consensus on the best way to invest money, Analyzing data to propose development projects
Language Focus: Agreeing and disagreeing
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]Standing Out From the Crowd
第８回
Listening: for modifiers of comparatives and superlatives, stressed words, time expressions, Completing a timeline with chronological events, appropriate expressions and toneof voice to show likes and dislikes
Speaking: Sharing views on people who have done remarkable feats, Presenting a biography using expressions of time, Sharing perspectives on cycling, Sharing views on why
doping should be prohibited in sport, Collaborating to create and present a sports code of ethics, Discussing interests, Conducting a survey on people's opinions about
remarkable people and presenting the findings
Critical Thinking: Using a Venn diagram to compare remarkable feats, Putting events in chronological order, Labeling a diagram, Using expressions of reason, purpose, andresult, Choosing appropriate ways to express likes and dislikes, pleasure and displeasure
Language Focus: Modifying comparatives and superlatives, Stressed words, Expressing time and sequence, Expressions of like and dislike
Discussions are conducted among students and with instructors. [Classes with interactive or multi-directional discussions]Imagine, Create, Succeed
第９回
Listening: for signal words and information, Making inferences, Recognizing and taking notes on divulged information, Identifying main ideas in a lecture, Taking notes on
signal words
Speaking: Sharing perspectives about art and creativity, Speculating on creative drive in the workplace, Interpreting and discussing modern art, Sharing ideas about motivation
at work, school, and play, Brainstorming and presenting ways to become more creative, Giving a presentation on different types of corporate culture
Critical Thinking: Using a Venn diagram to compare artists, Speculating on factors that influence creativity at work, Using creativity to solve puzzles, Analyzing images tospeculate on corporate culture, Matching descriptions of art styles to images
Language Focus: Recognizing when information is being divulged
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]
第１０回 Social Behavior
Listening: Identifying types of tag questions, stressed words, expressions introducing digressions and returns to the main topic, Recognizing digressions and their purpose in alecture, Identifying and categorizing tag questions in a lecture, specific information in a lecture, Taking notes on an article about leadership
Speaking: Sharing experiences about social groups, Reporting on digressions in a lecture, Sharing perspectives on group dynamics, Using tag questions in role-plays,
Brainstorming and discussing leadership qualities, skills, and styles, Designing a questionnaire about the qualities of a successful leader and presenting the results
Critical Thinking: Speculating about social behavior, Distinguishing between main points and digressions, Identifying and analyzing reasons for digressions, Analyzing groupdynamics, Evaluating leadership skills and styles
Language Focus: Tag questions, Stressed words, Grammar forms of tag questions
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]
第１１回 It's a Crime!
Listening: Identifying hopes and wishes, stressed words, Comparing reduced and unreduced pronunciation, Paraphrasing key points in a lecture, Making inferences,
Paraphrasing wishes and hopes, Taking notes and answering idea-connection questions
Speaking: Making wishes and expressing hopes and dreams, Reviewing cases and discussing if punishments fit their crimes, Sharing points of view on the issue of legal
insanity, Discussing cases and reasons for guilt and innocence, Acting out a mock trial, Giving a presentation on cbercrime and its prevention
Critical Thinking: Interpreting quotes about hopes and wishes, Speculating about free will and predetermination, Paraphrasing ideas of a lecture, Determining whether
punishments fit their crimes, Debating details of a case to reach a verdict
Language Focus: Expressing hopes, wishes, and desires, Stressed words, Reductions
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]
第１２回 Further topics (1)TBA in class with students choosing a topic that they wish to include. Authentic materials will be used from the internet.
Discussions are conducted among students and with instructors. [Classes with interactive or multi-directional discussions]
第１３回 Further topics (2)TBA in class with students choosing a topic that they wish to include. Authentic materials will be used from the internet.
Discussions are conducted among students and with instructors. [Classes with interactive or multi-directional discussions]
Further topics (3)
第1４回
TBA in class with students choosing a topic that they wish to include. Authentic materials will be used from the internet.
Discussions are conducted among students and with instructors. [Classes with interactive or multi-directional discussions]
第１５回 Review
Students have to summarize what they did in class and what they are particularly interested in in a report and present it. In addition, the content will be discussed in class.
Discussions are conducted among students and with teachers. [Classes with interactive or multi-directional discussions]
テキスト
テキスト購入方法
参考文献
成績評価の方法
教員への連絡方法
履修上の注意New Interactions Listening and Speaking 4, McGraw Hill.
Students are able to purchase the course book online at https://www.amazon.co.jp
Students will be able to access any assignments through Google Classroom.
Homework assignments 100%
email: nealsnape@mail.gpwu.ac.jp
Students are required to purchase the course book.

Pre-study: Read the planned parts of the text and references carefully in advance.
授業外学修情報（予習復習）Post-learning: Review and deepen your understanding of what you have learned in class.
学生へのメッセージk

Most of the classes given throughout the course are based on the course book Where the book does not cover a particular topic, handouts will be provided to students.