SYLLABUS

English Presentation

2

ACB

606

English Presentation is intended for low-intermediate students and focuses on giving presentations about everyday
experiences. The aim of this course is to offer students an opportunity to develop the important life skill of speaking clearly andeffectively about a topic of interest to an audience. Through this course, student can learn and practice some effective ways togive English presentations. Additionally, this course also covers other issues like body language, visuals, specific structures andhow to describe graphs or charts. During this course, every student should give short English presentations usually five times.

In our globalized world, effective English presentation skills are becoming increasingly important for success –academically, professionally, socially, and personally. Whether in a classroom or a conference room, the ability to compose
and convey a message clearly and persuasively to an audience of people in English can be a key to success. Nowadays, evenin Japan, in some companies, it is also becoming natural to have to give presentations in English. For student, making apresentation in English might be difficult. However, learning and practicing the effective way to give presentations in thiscourse, student will acquire and build their skills and confidence to present successfully. It will help student’s further growth inboth English and Japanese presentations.

The emphasis of this course is providing students with the skill to give presentations effectively in English. At the endof this course, students should be able to make an effective English presentation as a low- intermediate English learner.

The various components of this course will be introduced, based on the student’s progress in class.

Present Yourself 1(second edition), by Steven Gershon

Cambridge University Press

978-1-107-43563-6

to be announced

to be announced

Students will be graded on participation, reports, presentations, and examination results.

A=80% or more
B=70-79%,
C=60-69%,
D=50-59%,
F=less than 50%

1. During this course, students should give English presentations.
2. Students should come to every class with energy and a willingness to work and learn.
The teacher has much to share with you and offer you ample opportunities for practice and will try best
to help you gain confidence and competence to make an effective English presentation.

1

Course orientation
introduction : opening a presentation

2

Introduction & Unit “Getting ready”
Making effective note card.
Describing a friend’s personality, interests, and activities

3

Unit 1
Using eye contact to connect with an audience
Completing an activities survey about classmates
Unit 1

Giving a short presentation
Talking about your friend

45Unit 1
Making gestures for descriptions
Talking about favorite places

6

Unit 2Using body language, posture and hand position
Talking about activities people do in their favorite places

7

Unit 2
Giving a short presentation
My favorite place

8

Unit 2
Showing an object to an audience
Describing prized possession

9

Unit 3Using-show-and-tell expressions
Explaining the history and use of a possession

10

Unit 3
Giving a short presentation
My prized possession

11

Unit 3
Projecting your voice, speaking clearly and avoiding fillers
Describing a memorable experience

12

Unit 4Using stress to emphasize intensifiers
Setting the scene and using time expressions to describe an experience

13

Unit 4Giving a short presentation
My memorable experience

14

Unit 4Making gestures for actions
Demonstration how to do or make something

15

Unit 5Checking understanding when giving instructions
Presenting the materials you need and giving instructions
Unit 5
Final Test

English Presentation I

2

Anthony Rausch

To have the skills to create a meaningful and professional academic presentation about a topic of theirchoice.

The course consists of reading the textbook and evaluating the samples in the textbook, while also making
their own presentation. The creation of the final presentation is student-centered work.

Your First Speech and Presentation

The grades will be based on attendance, homework, optional homework and the Student’s Final
Presentation.

1

2

Course Introduction

We will look at the textbook.
Textbook Reading and begin Practical View of Making a Presentation
Unit 1 and Unit 2 and Appendix Materials on making a presentation

3

Textbook Reading and begin Practical View of Making a Presentation
Unit 3 and Unit 4 and Appendix Materials on making a presentation

4

Textbook Reading and begin Practical View of Making a Presentation
Unit 5 and Unit 6 and Appendix Materials on making a presentation

5

Textbook Reading and begin Practical View of Making a Presentation
Unit 7 and Unit 8 and Appendix Materials on making a presentation

6

Textbook Reading and begin Practical View of Making a Presentation
Unit 9 and Unit 10 and Appendix Materials on making a presentation

7

Textbook Reading and begin Practical View of Making a Presentation
Unit 11 and Unit 12 and Appendix Materials on making a presentation

8

Textbook Reading and begin Practical View of Making a Presentation
Unit 13 and Unit 14 and Appendix Materials on making a presentation

9

Textbook Reading and begin Practical View of Making a Presentation
Unit 15 and Unit 16 and Appendix Materials on making a presentation

10

Textbook Reading and begin Practical View of Making a Presentation
Unit 17 and Unit 18 and Appendix Materials on making a presentation

11
Unit 19 and Unit 20

and Appendix Materials on making a presentation

12

Individual Advising on Making Presentations

13

Individual Advising on Making Presentations

14

Individual Advising on Making Presentations

15

Individual Advising on Making Presentations

Submission and Review of Individual Presentations

Public Speaking lBenneth Esiana

2

to be confirmed
602

ACB
Lecture,roleplaydemonstration,

The module is designed to provide a step-by-step guide to oral communication in English. It aims to familiarise
students with the basic principles of public speaking, taking them through the various processes of speechpreparation, beginning from selection of topic and purpose, speech composition to eventual delivery of speech.
It employs a communicative, task-based approach to guide learners to apply theoretical principles in practicalsettings in order to develop hands-on experience. Emphasis is given to the use of non-verbal communication
as well as techniques for engaging the audience, overcoming speech anxiety, and boosting self-confidence inpublic speaking. During the course of the module, students are expected to work individually, in pairs, and ingroups, as dictated by the nature of the activity, to complete meaningful exercises and tasks. Please be advisedthat the module is taught almost entirely in English, therefore it is ideal for students at an intermediate to highintermediate level of English.

Proficiency in public speaking/presentation is an indispensable skill in this day and age, given its wide-ranging
applications in personal, professional, and social/public settings. The module presents students with theopportunity to create their own authentic presentations/speeches by providing them with the necessary tools
to do so, whilst also encouraging them to draw upon their own interests, experiences, and beliefs to augment
and to bring more meaning into their work. Learners will engage in meaningful practises through class tasks
and/or exercises to study various skills for speech, identify and analyse sample speeches and how to apply
them in one’s own speech. Furthermore, students will learn that public speaking is not simply a one-way
sharing of information but a two-way reciprocal exchange of information where both the speaker and audience
are equally involved.

Throughout this module, students will observe improvements in their communication skill in English, and by
the end of the course, they should be able to prepare and deliver a speech/presentation in public on their desired
topic.

The various components of the module will be introduced based on the students’ progress in class.

Dynamic Presentations, by Michael Hood, Kinseido, ISBN: 978-4-7647-4029-7

Not applicableNot applicableNone

Students will be assessed through the following methods:- Mandatory assignment(s)- Mandatory test(s)- In-class activities (e.g., short presentations/speeches)- Final project (extended presentation/speech)- Others (attendance)

A=80% or more
B=70 – 79%
C=60 – 69%
D=50 – 59%
F=49% or less

- Students are expected to attend class with the desire to learn.
- They must actively participate in all aspect of the lesson.
- An expectation for students to complete all assigned tasks, assessed or otherwise, in class or at home (selfstudy)
The instructor will support students throughout the course by providing a conducive learning environment
where students, regardless of their skill/ability, will be able to improve in one form or another.

1: Identifying purpose- Importance of Public Speaking/Ethics- Outlining / Using a Dictionary- Working in Pairs & Groups
Unit1: Good speeches, good speakers

2

Self Introduction - Describing- Elements of Introduction- Making Eye Contact
Unit 2: Introduce Yourself

3

Introducing Others - Describing- Descriptive Details- Maintaining Posture
Unit 3: Someone You Should Know

4

Talking About Places - Describing- Brainstorming & Clustering- Using Gestures
Unit 4: Have You Ever Been There

5

Talking About Places - Explaining- Transitions & Connectors- Enunciating
Unit 5: How to Make a Spectacular Dish

6

Talking About the Past - Informing- Audience Analysis- Brainstorm WH - Questions- Projecting
Unit 6: Let Me Tell You What Happened

7

Talking About Current Events - Informing- Selecting Details- Facts & Opinions- Pacing
Unit 7: In the World Today

8

Causes of Problems - Explaining- Explaining Causes- Expressing
Unit 8: Cause and Consequences

9

Future Plans - Explaining- Explaining Reasons- Repetition
Unit 9: What Dreams May Come

10

Comparison and Contrast - Explaining- Using Examples- Patterns of Organisation- Simple Language
Unit 10: For Example

11

Point and Counterpoint - Persuading- Patterns of Organisation- Active Voice
Unit 11: Make a Stand; Hold Your Ground12

Problem Solving - Persuading- Evaluating Evidence- Patterns of Organisation- The Rule of Three
Unit 12: Measuring Solutions; Solving Problems

13

Statistical and Visual Support - Various- Creating Visual Aids
- Using Statistics- Appealing to Character
Unit 13: Lies and Statistics

14

Presenting a Position - Persuading- Using Quotations- Appealing to Emotions- Using Visual Aids
Unit 14: Picture This

15

Mediating Conflict - Persuading; Policy Presentation - Persuading- Finding Information- Patterns of Organisation- Mediating- Elements of the Conclusion- Evaluating Information- Concluding- Preparing for Questions (Impromptu Speaking - Various)- Answering Questions- Avoiding Plagiarism
Unit 15: Common Ground; & Unit 16: Conclusion
Final Assessment (presentation/speech)Public Speaking I

2

Anthony RauschTo be able to speak in conversation and in mini-presentation about various topics.

The course consists of reading aloud various examples of conversations and mini-presentations about
various topics. With the practice, students will then create their own conversations andmini-presentations.

Communication Upgrade

The grades will be based on attendance, homework, optional homework and a final test.

1

2

Course Introduction

Uniforms
Talking about Uniforms

3

Unit 1
Cram Schools
Talking about Cram Schools

4

Unit 2
University Life
Talking about University Life

5

Unit 3Your Health
Talking about Health6

Unit 4
Media
Talking about Media Resources

7

Unit 5
Explanations
Talking about how to make explanations

8

Unit 6the Environment
Talking about the Environment

9

Unit 7
Priorities
Talking about Social Priorities
Unit 810Globalization
Talking about Globalization versus Local Economy

11

Unit 9Books and Movies
Talking about Media Products

12

Unit 10
Safe Society
Talking about a Safe Society

13

Unit 11
VacationsTalking about Vacation Preferences

14

Unit 12
Review of the Textbook

15

All Units
Review of the Textbook

All Units
Test on speaking and making mini-presentations about the contents of the Textbook.

Writing as a Social Act I

2Susumu Onodera
susumu@hirosaki-u.ac.jp

The purpose of this course is to enhance students’ writing abilities of English and to build up specific English
vocabulary and phrases that will help them in their working lives after graduation.
Students will practice how to write an English essay. The goal of the class is to facilitate English
improvement while generating student enthusiasm.

Writing is one of the most important skills for learning English. Improving your writing skill will serve todevelop your English abilities. Active writing is necessary for students who would like to present theiropinions and thoughts to customers and clients. Through this writing course, students are able to practicereading skill.

The goal of this course is to enhance students’ basic writing abilities. Besides, students will build up their
vocabulary in English and acquire its related knowledge.

The teacher will make an effort to meet the students’ needs, based on their progress in class.

(Basic), Yumiko Ishitani(978-4-523-17911-5)

To be announced.

To be announced.

Students will be graded on regular class performance, submissions of their reports and examination results.

A=80% or more
B=70-79%
C=60-69%
D=50-59%
F=Less than 50%

Students should attend every class with preparation for a unit.
The teacher has to do his best to offer students wonderful opportunities for develop their English skills and to
give them confidence in writing English.

1

Course orientation and introduction
How to write an essay in English: learn about using dictionaries.

2

Writing English
Ch.1 Conclusions/Reasons

3

Writing English
Ch. 2 Social Phenomenon

4

Writing English
Ch. 3 Result/Cause

5

Writing English
Ch. 4 Several Explanations

6

Writing English
Ch. 5 Comparison

7

Writing English
Ch. 6 For and Against

8

Writing English
Ch. 7 Classification

Writing English

9
Ch. 8 History

Writing English

10
Ch. 9 Process

11

Writing English
Ch. 10 Cause and Effect12

Writing English
Ch. 11 Definition of a New Word

13

Writing English
Ch. 12 Research

14

Writing English
Ch. 13 New Products

15

Writing English
Ch. 14 Reading Graphs

Examination: Writing an essay.

Writing as a Social Act I

Narita Fumi

2
to be announced
Room 609

This course helps students to further improve in writing skills. Students are expected to write as many correct
English sentences as they can on familiar topics. In each class, they will learn many practical words andphrases through reading the model sentences in the text. Then they will be required to write about their daily
lives and express their opinions on some social issues. Interactive activities, both among students andbetween teacher and students, will often be encouraged.

For better communication in an international society, it is a great advantage to develop clear English writing
skills. With the successful use of these skills, students can make themselves understood in written English.
Practice in writing skills also encourages the well-balanced development of students’ English ability. In-classactivities will prepare students for writing in various situations, helping to make them more confident of theirwriting skills.

Students are expected to be able:
1. to increase vocabulary.
2. to use correct English to make themselves understood more clearly.
3. to write about themselves more fluently.

The teacher will try her best to offer the students whatever is necessary to improve their writing ability. These
needs and the students’ progress will be carefully monitored through various class activities and tests. The
rate of progress may change the class schedule shown on the following pages.

Manabu Miyata and Joseph Stavoy,
ISBN: 978-4-384-33434-0[revised] (

2018)

None

to be announced when and if it is necessaryNone

Evaluation will be based primarily on assignments and tests to be completed during class. Performance on
homework is also important. In addition, extra points may be awarded for the completion of optional tasks.

100-80% = A, 79-70% = B, 69-60% = C, 59-50% = D, 49% and lower = F

Students who practice the following can expect higher grades.
1. Prepare for every class by determining the areas one finds difficult to understand, and thus be able to ask
the teacher or other students useful questions during class.
2. Attend every class. Assignments and tests will be completed during class sessions.
3. Revise after class the words and phrases one has learned.
Students must bring English-Japanese and Japanese-English dictionaries to class for use in assignments.

1

2

Orientation
What is the aim of this course? What will you write? What is important or necessary inthis class?
Warm-up Unit
Learn from the models and write
Self-Introduction

3

Unit 1
Improve what you have written
Self-Introduction

4

Unit 1
Learn from the models and write
My College

5

Unit 2
Improve what you have written
My College

6

Unit 2
Learn from the models and write
Family and Hometown

7

Unit 3
Improve what you have written
Family and Hometown

8

Unit 3
Learn from the models and write
Pastimes and Hobbies
Unit 4

9

Improve what you have written
Pastimes and Hobbies

10

Unit 4
Learn from the models and write
Weekends

11

Unit 5
Improve what you have written
Weekends
Unit 5
Learn from the models and write

12
Friends

Unit 6
Improve what you have written

13
Friends

14

Unit 6
Learn from the models and writeHigh School Days

15

Unit 7
Improve what you have writtenHigh School Days
Unit 7

Essay Writing (

2

)

ACB

to be announced#606

Essay writing in English may be different not only from essay writing in Japanese, but even from other writing in English.
This course is designed to take college-level students with an intermediate ability in English as a foreign language fromparagraph writing through essay writing. During this course, students will have many opportunities to learn how to organize
topics, write cohesive paragraphs, and organize them into clear, logical expository compositions. The focus throughout is on
academic writing the type of writing used in university courses and exams in English-speaking institutions of higher learning.
paragraph writing

Essay writing

Writing is a skill and an especially important part of studying English. The more you practice, the better you will be.
During this course, students will have opportunities to study and discuss examples of English academic writing. Students will
also have many opportunities to discuss their own writing and the writing of their classmates. Additionally, students will learn
how important the reader is to the writer and how to express clearly and directly what you mean to communicate. Although thisis a writing course, students practice their reading and analytical skills as they progress through this course.
,

At the end of this course, students should be able to write a structured essay in English.

The various components of this course will be introduced, based on the student’s progress in class.

(Upper Intermediate) Message Delivered by Leonid Yoffe, Soichiro Oku, Mari Kakuta, Yukinobu Satake & Akira Morita: 9784523179030

to be announced

to be announced

Students will be graded on attendance, participation, quizzes, reports, and final exam.
Additionally, students are expected to produce original essays. Simply copying examples will not result in a passing grade.

A=80% or more
B=70-79%,
C=60-69%,
D=50-59%,
F=less than 50%-

1. Students should come to every class with energy and a willingness to work and learn.
2. Students should hand in every report and essay.
The teacher offers you ample opportunities for practice and will try best to help you gain confidence in writing academic
prose.

1

2

3

4

5

Format and structure
Course introduction
Sentence structure
Introduction & Unit 1
Topic sentence
Good topic sentence
Simple Present
Unit 2
Supporting sentences and details
Good supporting sentences
Simple past
Unit 3Concluding sentence
Good concluding sentence
Present perfect
Unit 4
Listing / Examples
Listing / Examples paragraphPresent progressive
Unit 5

6

7

8

9

10

11

12

13

14

Time orderTime order paragraph
ModalsUnit 6Classification / Analysis
Modals and classification
Modals 2
Unit 7Comparison and Contrast
Understanding “Comparison”
Modals 3
Unit 8Comparison and Contrast
Understanding “Contrast”
Modals 3
Unit 8
Cause and Effect
How to explain “Cause”
Coordinating Conjunctions
Unit 9
Cause and Effect
How to explain “Effect”
Coordinating Conjunctions
Unit 9Problem-Solution
How to show “Problem”
Subordination conjunctions
Unit 10
Problem-Solution
How to show “Solution”
Subordination conjunctions
Unit 10
From Paragraph to Essay
Introduction , Body, Conclusion
Structure of an essay

15
APA

Final exam

Essay Writing

TANDO Hisaya

621

This course is designed for intermediate and upper-intermediate students who hope to build a solid writing ability
through essay-writing. At the beginning of the course students are going to review the elements of good paragraph writing
and then learn key notions of various types of essays. Finally, students will be given opportunities to write their own essays
on a range of topics. By the end of the course, students will acquire how to write good essays in a coherent and articulate
way.

Learning essay writing is an essential skill on not only university research but also modern business situations. Indeed,with changes in information technology written communication has been used more than ever before. To master rhetoric,
grammar, paragraph organization, and mechanics with writing process will lead students to good English writers. Writing
ability acquired through essay –writing in this course will be surely useful in laying out ideas coherently on academic papers,
reports, presentations, and so on.

By the end of this course, students will be able to write a structured essay in English.

The improvements of this course are below:
1. The teacher should proceed classes at an appropriate pace to encourage students understanding of the classes.
2. The teacher should solve students’ problem and advise them both in class and through office hour.
3. The teacher should improve students’ English ability.

To be announced

To be announced

None

Daily class performance: 50%(This may include writing activities, quizzes, homework, reports, attendance, and so on.)Final Test: 50%(In addition to the above, some points will be added when you submit a certificate of Really English.)

In principle:
A = 100--80%

B = 79--70%,

C = 69--60%,

D = 59--50%,

F = 49% --Four Important Rules
1. Preview and review every class.
2. Attend every class and don’t be late.
3. Hand in every homework assignment.
4. Make sure to bring your dictionaries (English-Japanese and Japanese-English) or an electronic dictionary

Conclusion / Reasons
A: Are schools necessary?
B: Should university entrance examinations be kept?
Unit 1Social Phenomenon
A: Aging society, aging drivers
B: The number of books is declining
Unit 2
Result / Cause
A: Adults in Japan become younger
B: Why is English the world language now?
Unit 3

10

11

12

13

14

15

Several Explanations
A: Why did the dinosaurs die out?
B: Nazca Lines
Unit 4Comparison
A: Oxford and Cambridge
B: Tokyo University and Kyoto University
Unit 5For and Against
A: Should Japan accept September admission?
B: Should we accept English as an official language?
Unit 6Classification
A: TV dramas
B: TV programs
Unit 7
History
A: Uchimura Kohei
B: Ichiro
Unit 8Process
A: How to make “sukiyaki”
B: How to make Japanese curry rice
Unit 9
Cause and Effect
A: The effect of World War
B: The effect of the Battle of Sekigahara
Unit 10
Definition of a New Word
A: You Tuber
B: Power Spot
Unit 11
Research
A: The record number of single fathers in the US
B: Acne is a nuisance for young people
Unit 12
New Products
A: Musio X
B: Hellopika
Unit 13
Reading Graphs
A: Children study harder with encouragement
B: The number of children in a household is decreasing
Unit 14
Essay Writing
Autobiography

60

Active Reading Business Genres

TANDO Hisaya

621

The purpose of this course is to develop the reading ability and to build up business vocabulary through exposing
students to various business articles. In the class, students read the articles of some companies and introduce them inEnglish. Students can gain the presentation skill in addition to the reading skill. The knowledge that students gain will be
useful for them when looking for jobs. This course is designed to help elementary level students to become more familiar
with reading. To help students acquire the reading ability, many reading and writing tasks will be completed in every class.
Students will be interested in the topics because they focus on the famous companies and their products.

English has become the common language of international trade and information exchange, and English ability is anadvantage for Japanese people in many types of work. Active reading is a necessary way for students who want to gain
useful information in the globalized world. Therefore, the need for the reading ability is greater than before and learning andpracticing how to read English articles is also greater than ever. This course will help students to expand their horizons not
only in business world but also in their life.

The purpose of this class is to enhance the reading ability of students through active reading. Moreover, another goal
is to equip the students with practical English vocabulary for business, and there will be opportunities for students todemonstrate their progress toward the goal.

The improvements of this course are below:
1. The teacher should proceed classes at an appropriate pace to encourage students understanding of the classes.
2. The teacher should solve students’ problem and advise them both in class and through office hour.
3. The teacher should improve students’ English ability.

Leading the Way: Major Japanese Corporations (Second Edition),
Ozawa, Kazuhiro Koizumi, Chiaki Yamazaki,
4()
ISBN 978-4-523-17927-6

by Kenji

To be announced

To be announced

None

Daily class performance: 50%(This may include presentations, quizzes, homework, report, and so on.)Final Test: 50%(In addition to the above, five points will be added when you submit a certificate of Really English.)

In principle:
A = 100--80%

B = 79--70%,

C = 69--60%,

D = 59--50%,

F = 49% --Four Important Rules
1. Preview and review every class.
2. Attend every class and don’t be late.
3. Hand in every homework assignment.
4. Make sure to bring your dictionaries (English-Japanese and Japanese-English) or an electronic dictionary.

Eat Well, Live Well
Ajinomoto Co., Inc.
Chapter 1
Eat Well, Live Well
Ajinomoto Co., Inc.
Chapter 1
Kirei Lifestyle Plan
Kao Corporation
Chapter 2

Kirei Lifestyle Plan
Kao Corporation
Chapter 2
Technology Exists for Humans and Society
CYBERDYNE Inc.
Chapter 3
Technology Exists for Humans and Society
CYBERDYNE Inc.
Chapter 3
Harmony with Nature
Suntory Holdings Limited
Chapter 4
Harmony with Nature
Suntory Holdings Limited
Chapter 4
Sustainable Next Generation Material
Spiber Inc.

10

Chapter 5
Sustainable Next Generation Material
Spiber Inc.

11

Chapter 5
Social System Industry
SECOM CO., LTD

12

Chapter 6
Social System Industry
SECOM CO., LTD

13

Chapter 6
Global Network of Stores
Seven & I Holdings Co., Ltd.

14

Chapter 7
Global Network of Stores
Seven & I Holdings Co., Ltd.

15

Chapter 7
Aging Society with Long Life Expectancy
Taisho Pharmaceutical Holdings Co., Ltd
Chapter 8
60

Active Reading Business Genres I

Narita Fumi

2

to be announced
Room 609

This course will focus on intensive reading. Students will learn various practical skills to read English
precisely, reading interesting essays which illuminate the close relationship between economics and daily life.
In each class, the grammatical structure of the sentences and meaning of the words in context will be dealt
with. In addition, students will be trained to find the key words and key sentences to understand the mainideas clearly. In order to check misreading and to correct errors, interactive activities will be encouraged
among students as well as between the teacher and the students.

Today English is the main international language. It is true that people can gain a wide range of informationby using it, but this course strives to give students more than that. With greater skill in reading
comprehension, they will be able to avoid misleading information and find what they really need. This skill
will also help them understand various ideas in written English and expand their horizons. Therefore reading
skills should be fostered not only to pursue their academic interests but also to enhance their professional
careers after graduation.

This course will encourage students to consider and find what is necessary to improve their own reading
skills. Students are expected to be able:
1. to increase vocabulary.
2. to gain skills for intensive reading and understand English more precisely.
3. to check their comprehension on their own and find the reasons why they misread.

The teacher will try her best to offer the students whatever is necessary to improve their reading ability.
These needs and the students’ progress will be carefully monitored through various class activities and tests.
The rate of progress may change the class schedule shown on the following pages.

Paul Stapleton,
ISBN: 978-4-86312-153-9

None

to be announced when and if it is necessary

None(Cengage Learning, 2010)

Evaluation will be based mainly on assignments and tests to be completed during class. Performance on
homework is also important. In addition, extra points could be given with optional tasks.

100-80% = A, 79-70% = B, 69-60% = C, 59-50% = D, 49% and lower = F

To get a higher grade, be sure to attend every class because many assignments and tests will be completed
during class.
In class, students must have at least one English-Japanese dictionary with them to use for in-class tasks.
Students must prepare for every class. “Prepare” basically means:
1. to read the chapters or paragraphs assigned for each class, check the grammatical structure and meaningof words, and find what you can or cannot understand on your own so that you know what kind of help you
will need from the teacher in class.
2. to think about what words and sentences are important and what the main idea of each paragraph or eachchapter is.

1

2

Orientation
What is the aim of this course? What will you read? What is important or necessary inthis class?
PrefaceStart reading “Economics and Human Nature”
Go through the reading assignment more carefully.

3

Chapter 1
Finish “Economics and Human Nature”
Read sentences taking grammatical structures into consideration.

4

Chapter 1
Summarize Chapter 1
What have you learned?

5

Chapter 1
Start reading “Day-Care Centers in Israel”
Find the meaning from the context.

6

Chapter 2
Finish “Day-Care Centers in Israel”
Find the important words and sentences.
Chapter 2

7

Summarize Chapter 2
What have you learned?

8

Chapter 2
Start reading “Tipping”
Find the links of the important words and sentences.

9

Chapter 3
Finish “Tipping”
Summarize the paragraphs.

10

Chapter 3
Summarize Chapter 3
What have you learned?

11

Chapter 3
Start reading “Coffee”
Find the important words and sentences, summarize the paragraphs.

12

Chapter 4
Finish “Coffee”
Find the links of the paragraphs.

13

Chapter 4
Summarize Chapter 4
What have you learned?

14

Chapter 4Start reading “Convenience Stores”
Summarize the chapter.

15

Chapter 5
Finish “Convenience Stores” and check the comprehension
Try intensive reading on your own.
Chapter 5

English Grammar and Usage I

Ezure Toshikazu

2
To be announced#615

This course is designed for students who need to improve their understanding of the fundamentals ofEnglish grammar. In each class, students will learn grammatical key points in passages about a familiar
topic. Compositions, reading comprehension exercises, etc. will be employed to engage students in using thecommunicative grammar they have learned. Through interactive activities in the class, the knowledge ofgrammatical use and usage will be gradually acquired.

It is important for English learners to master basic rules for grammar perfectly and to have a lot ofopportunities for practicing their skills. With grammatical knowledge, students can achieve a better
understanding of both spoken and written English. Established grammatical usage enables one tocommunicate with people around the world effectively. In these senses, grammar is an essential building
block for improving their English. Students may also find themselves interested in distinctive linguisticfeatures, such as sentence structures in English and Japanese.

Students are expected to try hard:
1. to comprehend the significant rules of English grammar,
2. to understand crucial key points for better communication in English,
3. to use grammatical knowledge effectively, especially when writing and reading.

The improvements of this course are…
1. we make a lot of opportunities to discuss main ideas about topics andevaluate skills in pairs or some groups in a workshop style,2. the teacher should encourage you to join classes actively,
3. authentic examples in a real world will be introduced,
4. a moderate pace of the lesson will be kept according to skills and knowledge of students.

(2018) by Calcote Aaron, Iwasaki Koichi, Sakikawa Nobuo, andYagasaki Kunihiko. Cengage. Tokyo.
ISBN: 978-4-86312-307-6.

None

To be announced when and if necessaryNone

Evaluation will be carried out based primarily on assignments as well as the scores of quizzes and the final
examination. In addition, extra points may be given for the completion on optional homework.
Test scores: 60 %. (The final exam and several quizzes in the class).
Performances: 40 %. (Students need to do practices in the class).

A=80% or more, B=70-79%, C=60-69%, D=50-59%, F=less than 50%.

1. Students should positively join activities in the class and study hard.
2. Students should submit all assignments.
The teacher will offer ample opportunities for practicing, discussing, and sharing ideas for improving ourEnglish skills. The teacher will try best to inspire you with confidence.

1

Course orientation and introduction
Sentence structure, tense, and part of speech

2Introduction and Unit 1: Starting a new life
Discussing cultural differences
Expressions of comparison and contrast

3

Unit 2: Culture
Valuable travel experience
Several usages of the infinitives
Unit 3: Traveling4

Joining events as a volunteer
Using the gerund effectively

5

Unit 4: Volunteer work
Discussing key points of environmental issues
Learning participle phrases

6

Unit 5: Environment
Public transportation around the worldTransitional words and phrases

7

Unit 6: Transportation
What is needed for improving our communication skills?
Prepositions

8

Unit 7: Communication
Advantages and disadvantages of “globalization”
Pronouns

9

Unit 8: Globalization
Social systems in the world
Relatives (1) Relative pronouns

10

Unit 9: Society
Technologies in our life
Relatives (2) Relative adverbs

11

Unit 10: Technology
Future plans and trainings for improving our abilities and skills
Tense (past / present / future)
Unit 11: Education
Various businesses and services in the world

12
Aspect13

Unit 12: Business
Designing a financial plan
Auxiliary

14

Unit 13: Finance
Building professional career successfully
Subjunctive mood
Unit 14: Career
Keeping a healthy life

15
Passive

Unit 15: Health
Final examination (written test)

Intercultural Reading

2
To be announced#615

Ezure Toshikazu

This course is designed for pre-intermediate or above learners who need to improve their English skills
and intercultural communicative competence. This course focuses on the significance of the competence in themodern society. To achieve the targets, the teacher will introduce some important concepts and theories inlinguistics, sociopsychology, cultural anthropology, and intercultural communication. Students need to joinconstructive discussions about social issues and share ideas with classmates. Through the course, we aregoing to practice some successful methods for better business communication. Finally, learners can acquire
their own best strategies of building brilliant business career.

In our global business society, we have a lot of opportunities to communicate with people from diverse
backgrounds in different languages. For instance, in some countries, businessperson does not always keep on
time. These diverse backgrounds sometimes embarrass us extremely. However, we cannot build a successfulcareer in a global community without getting along with these people. Therefore, we need to learn some tips
for accept different cultures and people. These tips will guide you to be generous to people around you,including the target customers, clients as well as potential ones. Consequently, this course will greatly
contribute to learner’s improvement of intercultural understanding and the better communication in English
and Japanese.

Students are expected to try hard:
1. to comprehend the significant key points of intercultural communication,
2. to negotiate an agreement for solutions of social issues with other students,
3. to learn words and phrases for improving your communicative competence.

The improvements of this course are…
1. we make a lot of opportunities to discuss main ideas about topics andevaluate skills in pairs or some groups in a workshop style,2. the teacher should encourage you to join classes actively,
3. authentic examples in a real world will be introduced,
4. a moderate pace of the lesson will be kept according to skills and knowledge of students.

(2018) by Jessica Williams. Cambridge University Press. Cambridge.
ISBN: 978-1-108-63848-7.

None

To be announced when and if necessaryNone

Evaluation will be carried out based primarily on assignments as well as the scores of quizzes and the final
examination. In addition, extra points may be given for the completion on optional homework.
Test scores: 60 %. (The final exam and several quizzes in the class).
Performances: 40 %. (Students must join a constructive discussion with classmates).

A=80% or more, B=70-79%, C=60-69%, D=50-59%, F=less than 50%.

1. Students should positively join activities in the class and study hard.
2. Students should submit all assignments.
The teacher will offer ample opportunities for practicing, discussing, and sharing ideas for improving ourEnglish skills. The teacher will try best to inspire you with confidence.

1

Course orientation and introduction
Identifying argument

2

Introduction and Unit 1: Preservation Digital dark ages
Reading for main ideas and details
Time expressions / Identifying supporting ideas

3

Unit 1: Preservation (Build it up or treat it down)
Previewing / Identifying purpose
Describing emotional expressions
Unit 2: Education (Successful logo)

4

Making inferences / Using an outline
Paraphrasing

5

Unit 2: Education (Rebranding and logos)
Discussing key points of social issues
Reading for main ideas and details

6

Unit 3 Privacy (Cyber harassment)
Using your knowledge and experience
Collocations for behavior / Problem-solution collocations

7

Unit 3: Privacy (Combatting cyber harassment)
What is needed for improving our communication skills?
Understanding key ideas

8

Unit 4: Business (Starting out mobile)
A business trend all over the world
Grasping a new trend and discussing it

9Unit 4: Business (Keeping your customers)
Using graphic organizers to take notes
Experimental science vocabulary / Predicting

10

Unit 5: Psychology (Mental illness and creative genius)Interpreting quotes
Definition / Complex noun phrases with “what”

11

Unit 5: Psychology (The creative mind)
Interpreting graphical information
Sophisticated graphic design

12

Unit 6: Careers (The skills gap)
Effective reading and writing strategies using graphics
Education and business training in the world

13

Unit 6: Careers (What is the value of education?)
Recognizing discourse organization
Verbs and verb phrases for causation

14

Unit 7: Health Sciences (Superbugs)
Understanding health and medicine word families
Developing medicines and vaccines against fatal diseases

15

Unit 7: Health Sciences (The globalization of infection)
Using context clues
Language for hedging
Unit 8: Collaboration (The value of talent / The perfect work team)
Final examination (written exam)

Understanding Business Meeting
Benneth Esiana

ACB
to be announced
602

Lecture,roleplaydemonstration,

The module is designed to equip students with the language skills they require to thrive in a business environment, in
offices, in meetings, whilst meeting with clients and so on. Students are introduced to, and made conversant with, thenature, style, tone, and language of business interactions and meetings. Model dialogues present key phrases, meaning andstructure to help students understand and communicate effectively. During the course of the module, students will work
individually, in pairs, and in groups, as dictated by the nature of the activity, to complete meaningful exercises and tasks(e.g., dialogues, mini-meetings) to gain practical experience and to build confidence. Please be informed that the module istaught almost entirely in English, therefore it is ideal for students at an intermediate to high-intermediate level of English.

In our increasingly globalised world, the prospect of taking part in meetings in English is greater than ever before.
Familiarising oneself with English language, more importantly, the vocabulary and expressions relevant in a businessenvironment should lead to better business interactions and productive meetings. Considering meetings as a social event,students will be able to recognise the impacts of cultural differences in meetings and grow their understanding and skill, sothat they may be able to get their message across more effectively.

It is not uncommon for some learners of English to worry excessively about errors they make whilst speaking. This
insecurity prevents them from fully engaging in practical activities in English such as meetings. The module provides
reassurances that their insecurity is not unique and that it is common, and even normal. At the end of the semester, students
are expected to be able to communicate more effectively in different business and social situations.

Not applicable; however, the various components of the module will be introduced based on the students’ progress inclass.

English for Business: Speaking, by James Schofield and Anna Osborn, Collins, ISBN: 9780 – 0074 – 23231

Not applicableNot applicable

NoneStudents will be assessed through the following methods:- Mandatory assignment(s)- Mandatory test(s)- In-class activities (e.g., roleplay)- Final examination- Others (attendance)

A=80% or more
B=70 – 79%
C=60 – 69%
D=50 – 59%
F=49% or less

- Students are expected to attend class with the desire to learn.
- They must actively participate in all aspect of the lesson including roleplays.
- An expectation for students to complete all assigned tasks, assessed or otherwise, in class or at home (self-study)
The instructor will support students throughout the course by providing a conducive learning environment where students,
regardless of their skill/ability, will be able to improve in one form or another.

1

Section 1 – Networking
Starting a conversation

2

Unit 1
Section 1 – Networking
Talking about jobs

3

Unit 2
Section 1 – Networking
Showing interest in other people

4

Unit 3
Section 1 – Networking
Exchanging information

5

Unit 4
Section 3 – Meetings
Running a face-to-face meeting

6

Unit 9Section 3 – Meetings
Running a face-to-face meeting
Unit 9

7

Section 3 – Meetings
Negotiating agreement

8

Unit 10
Section 3 – Meetings
Negotiating agreement

9

Unit 10
Section 3 – Meetings
Assigning action points

10

Unit 11
Section 3 – Meetings
Assigning action points

11

Unit 11
Section 3 – Meetings
Running a teleconference

12

Unit 12
Section 3 – Meetings
Running a teleconference

13

Unit 12
Section 2 – Telephoning
Cold calling

14

Unit 6
Section 2 – Telephoning
Confirming or rearranging appointments

15

Unit 6
Section 4 – Presentations and conferences
Saying ‘no’ politely
Unit 16
Final Examination

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10

11

12

(1)

10

7

13

(2)
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=

10

7

14
GS

TTC

7
15
1

3

4

8

5

2

2

IKUTAYasuaki

1305

,

2021
2009
M.E.
O.E.

1999
1980

20
30
50
F

80

A

B

C

D

49

F

10

11

12
M.E.

13

14

15

E-mailtetsuya@b.nebuta.ac.jp
Endo Tetsuya

1301

2019
2022

10

A 100 80
B 79 70
C: 69 60
D: 59 50
F 49

10

11

12

13

14

15

2

GDP
300

2016
2010

"

"

0 5

30

60
A F

1

2

3

4

5

6

30

10

7

8

9

10
2

11

12

13

14

15

a

1

4

2

(

)

Mori, Osamu
Kunikata, Akira

(1)

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16

6

1

N.G.

3

N.G.

2019

I

4

2019

(

II

4

2019

(

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J.E.
2012

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(

4
)

A
B
C
D
F

80
70
60
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50

100
80
70
60

2

10

11

12

13

14
:

15

16

(

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1

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17

(1)

18

(2)
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19

(3)
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GDP

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21

(2)

22

(1)

23

(2)

24

25

(1)

26

(2)

27

(3)

28

(1)

29

(2)

30
17

29

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Ikeda Yukitaka

1

1

3
3
4

6
6

11

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6

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20

(

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1
1
2
1
3
2
4
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5
4
6
4
7
4
7

8
5
9
5
10
6
11
6
12
7
13
8
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14

15
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16
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18
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19
13
19

20
13
21
14
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23
15
24
15
25
15
26
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27
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28
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29
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30