2021年度

グローバル教育センター
講義概要（シラバス）

科目一覧［発行日：2021/5/1］最新版のシラバスは、法政大学 Web シラバス（https://syllabus.hosei.ac.jp/）で確認してください。
【A8000】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1【A8001】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Bridget Kim］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2【A8002】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3【A8003】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Glenn Torrens］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45【A8005】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Wyman Keyes］春学期授業/Spring . . .
6【A8006】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［David Raffray］春学期授業/Spring . . .
8【A8007】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Jonathan Docherty］春学期授業/Spring 9【A8008】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Bridget Kim］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
【A8009】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Anita Symonds］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
【A8010】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Jonathan Docherty］
春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
【A8011】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［David Raffray］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
【A8012】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
【A8013】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Jonathan Docherty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
【A8014】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Wendy Horikoshi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
【A8015】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I［David Raffray］春学期授業/Spring 19【A8016】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Glenn Torrens］春学期授業/Spring 21【A8017】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Glenn Torrens］春学期授業/Spring 22【A8018】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Jonathan Docherty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
【A8019】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Helen Nagasawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
【A8020】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Bridget Kim］春学期授業/Spring . . . . . . . 25
【A8021】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Thomas Rapsey］春学期授業/Spring . . . . 26
【A8022】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Wendy Horikoshi］春学期授業/Spring . . . 28
【A8023】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Thomas Saunders］春学期授業/Spring . . 29
【A8050】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Thomas Saunders］秋学
期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
【A8051】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Samuel Harper］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
【A8052】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate II ［Glenn Torrens］秋学期授業/Fall . . . . 33
【A8053】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate II ［Joe Trujillo］秋学期授業/Fall . . . . . . . 34
【A8054】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II ［Glenn Torrens］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
【A8055】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II［Jonathan Docherty］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
【A8056】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II ［David Raffray］秋学期授業/Fall 38【A8057】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II ［Joe Trujillo］秋学期授業/Fall 39【A8058】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Glenn Torrens］秋学期授業/Fall 41【A8059】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Joe Trujillo］秋学期授業/Fall . 42
【A8060】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Jonathan Docherty］秋学期授業/Fall . . . 43
【A8061】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Samuel Harper］秋学期授業/Fall . . . . . . 44
【A8004】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring . .

【A8100】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I ［Aaron Maywald］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46【A8101】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I ［Aaron Maywald］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47【A8102】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I ［Jeffrey Berry］春学期授業/Spring 48【A8103】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［David Raffray］春学期授業/Spring . . . . .

49【A8104】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［David Raffray］春学期授業/Spring . . . . . 50
【A8105】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Bridget Kim］春学期授業/Spring . . . . . . . 52
【A8106】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Aaron Maywald］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
【A8107】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［David Raffray］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
【A8108】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Aaron Maywald］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
【A8109】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Glenn Torrens］春学期授業/Spring 56【A8110】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［David Raffray］春学期授業/Spring 58【A8111】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Norutado Nakagawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
【A8112】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Jonathan Docherty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
【A8113】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Takao Kasumi］春学期授業/Spring 62【A8114】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Norutado Nakagawa］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
【A8115】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Aaron Maywald］春学期授業/Spring . . . . . . . 64
【A8116】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Norutado Nakagawa］春学期授業/Spring . . 65
【A8117】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Helen Nagasawa］春学期授業/Spring . . . . . . 67
【A8150】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate II ［Aaron Maywald］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
【A8151】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate II ［David Raffray］秋学期授業/Fall 69【A8152】ERP CE1 (Tama): Writing & Discussion: Intermediate II ［David Raffray］秋学期授業/Fall . . . . . . . 70
【A8153】ERP CE1 (Tama): Writing & Discussion: Intermediate II ［Norutado Nakagawa］秋学期授業/Fall . 72
【A8154】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate II ［Aaron Maywald］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
【A8155】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate II ［David Raffray］秋学
期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
【A8156】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate II ［David Raffray］秋学期授業/Fall 75【A8157】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate II ［Norutado Nakagawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
【A8158】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced II ［David Raffray］秋学期授業/Fall . 78
【A8159】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced II ［Norutado Nakagawa］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
【A8160】ERP CE3 (Tama): Writing & Discussion: Advanced II ［Aaron Maywald］秋学期授業/Fall . . . . . . . . 80
【A8161】ERP CE3 (Tama): Writing & Discussion: Advanced II ［David Raffray］秋学期授業/Fall . . . . . . . . . . 82
【A8200】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
【A8201】ERP CE1 (Koganei): Writing & Discussion: Intermediate I ［Norutado Nakagawa］春学期授業/Spring 84【A8202】ERP CE1 (Koganei): Writing & Discussion: Intermediate I ［Takao Kasumi］春学期授業/Spring . . . 86
【A8203】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I ［Glenn Torrens］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
【A8204】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate I ［Norutado Nakagawa］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
【A8205】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
【A8206】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced I ［Norutado Nakagawa］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
【A8207】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced I［Samuel Harper］春学期授業/Spring 92【A8208】ERP CE3 (Koganei): Writing & Discussion: Advanced I ［Thomas Saunders］春学期授業/Spring . . 93
— II —

【A8209】ERP CE3 (Koganei): Writing & Discussion: Advanced I ［Samuel Harper］春学期授業/Spring . . . . .

95【A8250】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II ［Takao Kasumi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8251】ERP CE1 (Koganei): Writing & Discussion: Intermediate II ［Thomas Saunders］秋学期授業/Fall .
【A8252】ERP CE1 (Koganei): Writing & Discussion: Intermediate II ［Jonathan Docherty］秋学期授業/Fall

96
97
99

【A8253】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II ［Samuel Harper］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100【A8254】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate II ［Takao Kasumi］秋学期授業/Fall101【A8255】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate II ［Jonathan Docherty］秋学期
授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103【A8256】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II ［Thomas Saunders］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104【A8257】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II ［Jonathan Docherty］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105【A8258】ERP CE3 (Koganei): Writing & Discussion: Advanced II ［Samuel Harper］秋学期授業/Fall . . . . . . . 106【A8259】ERP CE3 (Koganei): Writing & Discussion: Advanced II ［Takao Kasumi］秋学期授業/Fall . . . . . . . 108— III —

発行日：2021/5/1
4

LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

5

Samuel Harper

6

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2

7

他学部公開：

グローバル：

成績優秀：8

実務教員：○
9【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10
11

12

13

14

Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion

Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1—1—発行日：2021/5/1
3

LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

4

Bridget Kim

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; parts
a-b

9

10
11

12

13

14

Unit 1: People; partsc-e
Discussion
Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Bridget Kim is from New York City, USA. She majored in Criminal
Justice, and has a Baccalaureate in Psychology, minoring in AsianStudies. Prior to working at Hosei University, she has been an Assistant
Educator, a Teaching Assistant and a Student Tutor in the UnitedStates. In addition, she has also been a Translator and a Japanese
Liaison Officer at Comic and Anime conferences. Her experience as a
University Instructor includes classes on Presentations, Discussions,
Essay Writing and Listening.
Bridget’s educational backgroundcombined with her experience teaching a variety of subject matters,
ensure learners are always actively engaged and fulfilled during her
lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”—2—発行日：2021/5/1
3

LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

4

Samuel Harper

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; parts
a-b

9

10
11

12

13

14

Unit 1: People; partsc-e
Discussion
Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”—3—発行日：2021/5/1
4

LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

5

Glenn Torrens

6

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4

7

他学部公開：

グローバル：

成績優秀：8

実務教員：○
9【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

10
11

12

13

14

Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion

Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1—4—発行日：2021/5/1

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:

Samuel Harper
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】—5—

発行日：2021/5/1【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:

Wyman Keyes
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No—6—発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft【Others】
Wyman Keyes is from New York City, USA and majored in Business
Management. He has been teaching English in Japan for over 26 years
to both university and corporate learners of English. During this time,
he has had extensive experience in teaching TOEIC and skills- basedclasses, such as Presentations and Meetings. He is very skilled atbeing able to effectively facilitate his students to develop their English.
His experience of Japanese culture allows him to understand Japaneselearners and how best to motivate them to communicate positively.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】—7—

発行日：2021/5/1

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:

David Raffray
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】—8—

発行日：2021/5/1【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:

Jonathan Docherty
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No—9—発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 10 —

発行日：2021/5/1
3

LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I

4

Bridget Kim

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：

成績優秀：6
7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; parts
a-b

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Competitions”
Unit 2 review

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”
Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Bridget Kim is from New York City, USA. She majored in Criminal
Justice, and has a Baccalaureate in Psychology, minoring in AsianStudies. Prior to working at Hosei University, she has been an Assistant
Educator, a Teaching Assistant and a Student Tutor in the UnitedStates. In addition, she has also been a Translator and a Japanese
Liaison Officer at Comic and Anime conferences. Her experience as a
University Instructor includes classes on Presentations, Discussions,
Essay Writing and Listening.
Bridget’s educational backgroundcombined with her experience teaching a variety of subject matters,
ensure learners are always actively engaged and fulfilled during her
lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”— 11 —

発行日：2021/5/1
3

LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I

4

Anita Symonds

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：

成績優秀：6
7

実務教員：○
8【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイト
にて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。 This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; parts
a-b

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Competitions”
Unit 2 review

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”
Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Anita Symonds is from London, England and majored in European
Business Administration at Middlesex University, UK. She also holds
a Cambridge CELTA teaching certificate. Anita has gained experienceteaching English in various countries around the world, such as,
Germany, Spain and France, and has been in Japan for over 20
years. Her lessons are very lively and productive, and she is extremely
knowledgeable about many industries. Anita’s experience has allowed
her to deeply understand both the linguistic and cultural challenges
learners face when studying English.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”— 12 —

発行日：2021/5/1
3

LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I

4

Jonathan Docherty

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：6
7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; parts
a-b

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Competitions”
Unit 2 review

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”
Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”— 13 —

発行日：2021/5/1
3

LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I

4David Raffray5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4
他学部公開：

グローバル：

成績優秀：6
7

実務教員：○
8【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイト
にて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。 This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Competitions”
Unit 2 review

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”
Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; parts
a-b

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”— 14 —

発行日：2021/5/1

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
Samuel Harper
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 15 —

発行日：2021/5/1【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
Jonathan Docherty
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 16 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 17 —

発行日：2021/5/1

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
Wendy Horikoshi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】【Fieldwork in class】
なし / No— 18 —

発行日：2021/5/1【Others】
Wendy is from Australia and majored in Social Sciences. She also
holds a Diploma to teach English as a second language. Wendy has
lived in Japan for 23 years and has had experience teaching in both
universities and Business English in Japanese companies. She aims tocreate lessons that meet her students’ needs and ensures their content
are up-to-date and engaging.

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
David Raffray【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 19 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 20 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I

4Glenn Torrens

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 5/Mon.5

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

9

10
11

12

13

14

Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%

Contents

Prepare a short speech on “Culture
and Identity”— 21 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I

4Glenn Torrens

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 5/Thu.5

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

9

10
11

12

13

14

Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%

Contents

Prepare a short speech on “Culture
and Identity”— 22 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I

4Jonathan Docherty

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/
programs/oncampus/erp/ で確認のこと。This course, the highest-levelcommunication course in the ERP, aims to further develop students’already significant speaking and listening skills, by expanding theiractive repertoire of English vocabulary and structures to allow complex
communication on a range of engaging topics and situations. It uses the
textbook’s wide range of topics and themes on society and culture as aspringboard for planning, discussion, meeting simulation, presentationand debate activities, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%

Contents

Prepare a short speech on “Culture
and Identity”— 23 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I

4

Helen Nagasawa

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/
programs/oncampus/erp/ で確認のこと。This course, the highest-levelcommunication course in the ERP, aims to further develop students’already significant speaking and listening skills, by expanding theiractive repertoire of English vocabulary and structures to allow complex
communication on a range of engaging topics and situations. It uses the
textbook’s wide range of topics and themes on society and culture as aspringboard for planning, discussion, meeting simulation, presentationand debate activities, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Helen Nagasawa is a native New Yorker who began her career inmarketing at a publishing company. She has been in Tokyo since2005 and has over 15 years of experience teaching English to a wide
range of students including university students, returnees, and businessprofessionals. Working with learners of varying ages and levels has
allowed her to strengthen her communication skills and creativity in theclassroom. She also brings with her cross-cultural communication skills
from living and working across three continents namely in the UnitedStates, China, Japan, and Austria. She is dedicated, a team player andbelieves that learning is an ongoing process.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%

Contents

Prepare a short speech on “Culture
and Identity”— 24 —

発行日：2021/5/1

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:

Bridget Kim
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 25 —

発行日：2021/5/1【Others】
Bridget Kim is from New York City, USA. She majored in Criminal
Justice, and has a Baccalaureate in Psychology, minoring in AsianStudies. Prior to working at Hosei University, she has been an Assistant
Educator, a Teaching Assistant and a Student Tutor in the UnitedStates. In addition, she has also been a Translator and a Japanese
Liaison Officer at Comic and Anime conferences. Her experience as a
University Instructor includes classes on Presentations, Discussions,
Essay Writing and Listening.
Bridget’s educational backgroundcombined with her experience teaching a variety of subject matters,
ensure learners are always actively engaged and fulfilled during her
lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:Thomas Rapsey
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 26 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Tom Rapsey is from England and majored in Physical Geography. He
has been teaching English to university and Japanese companies forover 16 years. He has extensive experience in Presentation, Discussion
and Writing courses. Tom creates a relaxed, friendly atmosphere ingroup lessons, an atmosphere in which students grow in confidence
by working together and supporting each other. As a result, students
often remark that they have really enjoyed the course, are much more
confident and feel highly motivated to continue studying and improving
their skills.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 27 —

発行日：2021/5/1

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:

Wendy Horikoshi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 28 —

発行日：2021/5/1【Others】
Wendy is from Australia and majored in Social Sciences. She also
holds a Diploma to teach English as a second language. Wendy has
lived in Japan for 23 years and has had experience teaching in both
universities and Business English in Japanese companies. She aims tocreate lessons that meet her students’ needs and ensures their content
are up-to-date and engaging.

Thomas Saunders【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 5/Fri.5

LANe100LDERP CE3 (Ichigaya):
Advanced I

他学部公開：

グローバル：

Writing & Discussion:

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 29 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Tom Saunders has a Ph.D in Public Administration and a M.P.A in
Public and Nonprofit Management and Policy. He is a consultant withover twenty implementing, and studying local-level responses to social
policy issues as well as providing technical assistance to governmental
and nonprofit organizations. He has several years teaching experiencein Japan teaching government agencies and corporate clients. He hastaught university courses as well as government agencies and corporateclients.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 30 —

発行日：2021/5/1
4

LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II

5Thomas Saunders

6

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2

7

他学部公開：

8

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Prepare a short speech on“Appearance”
Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Learning”
Unit 10 review

Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Tom Saunders has a Ph.D in Public Administration and a M.P.A in
Public and Nonprofit Management and Policy. He is a consultant withover twenty implementing, and studying local-level responses to social
policy issues as well as providing technical assistance to governmental
and nonprofit organizations. He has several years teaching experiencein Japan teaching government agencies and corporate clients. He hastaught university courses as well as government agencies and corporateclients.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion

Presentation 1 ‒ 10%
Unit 8: Appearance;
parts a-b
Unit 8: Appearance;
parts c-e
Discussion
Unit 9: Entertainment;
parts a-b
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Learning;parts a-b
Unit 10: Learning;parts c-e
Discussion 2 ‒ 10%
Unit 11: Tourism;
parts a-b
Unit 11: Tourism;
parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: The Earth;parts a-b
Presentation 3
continued ‒ 10%
Unit 12: The Earth;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1— 31 —

発行日：2021/5/1
4

LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II

5

Samuel Harper

6

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4

7

他学部公開：

8

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Appearance;
parts a-b
Unit 8: Appearance;
parts c-e
Discussion
Unit 9: Entertainment;
parts a-b
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Learning;parts a-b
Unit 10: Learning;parts c-e
Discussion 2 ‒ 10%
Unit 11: Tourism;
parts a-b
Unit 11: Tourism;
parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: The Earth;parts a-b
Presentation 3
continued ‒ 10%
Unit 12: The Earth;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Appearance”
Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Learning”
Unit 10 review

Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1— 32 —

発行日：2021/5/1

LANe100LDERP CE1 (Ichigaya):Intermediate II

Writing & Discussion:

Glenn Torrens
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the final three chapters in
the textbook firstly to analyze and practice space-order (“on the left …
behind that”) descriptive paragraphs, secondly to recognize and practicewriting well-reasoned paragraphs supported by examples, and thirdly
to build students’ ability to write simple logical opinions in longer
paragraphs. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and confidence.
In class, students will receive verbal feedback individually from boththeir instructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
3
Chapter 4: Describingwith Space Order
Discussion
4
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples7
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
8
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
11
Chapter 6: Expressing
Your Opinion
Discussion
12
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (paragraphs). They
will also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 33 —

発行日：2021/5/1【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.

LANe100LDERP CE1 (Ichigaya):Intermediate II

Writing & Discussion:

Joe Trujillo【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the final three chapters in
the textbook firstly to analyze and practice space-order (“on the left …
behind that”) descriptive paragraphs, secondly to recognize and practicewriting well-reasoned paragraphs supported by examples, and thirdly
to build students’ ability to write simple logical opinions in longer
paragraphs. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and confidence.
In class, students will receive verbal feedback individually from boththeir instructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 34 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
3
Chapter 4: Describingwith Space Order
Discussion
4
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples7
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
8
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
11
Chapter 6: Expressing
Your Opinion
Discussion
12
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4【Others】
Joe Trujillo is from California, USA and majored in Creative Writing at
the University of California. He has been teaching English in Japan forover 10 years in both university and corporate settings. Before teaching
he gained experience working at Apple and as part of the Story Team for
Final Fantasy XV. Joe creates an engaging lesson environment where heencourages students to communicate effectively. He sees every lesson asa chance for students to develop their own voice and to practice practicalEnglish they will use on a day-to-day basis.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (paragraphs). They
will also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 35 —

発行日：2021/5/1
3

LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II

4

5

Glenn Torrens
6

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4
他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make effective presentations in English on academic and other topics,
in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• improve pronunciation to maintain a clear diction understandable bynative and non-native speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

9

10
11

12

13

14

Unit 7 review
Prepare & practice Presentation 1
Prepare a short speech on“Technology”
Unit 8 review

Prepare a short speech on“Vacations”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Products”
Unit 10 review

Prepare a short speech on “History”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b

Unit 7: Work; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b
Unit 9: Vacations;parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Products;
parts a-b
Unit 10: Products;
parts c-e
Discussion 2 ‒ 10%
Unit 11: History; parts
a-b
Unit 11: History; partsc-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: Nature; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Nature; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”— 36 —

発行日：2021/5/1
3

LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II

4

5

Jonathan Docherty
6

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make effective presentations in English on academic and other topics,
in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• improve pronunciation to maintain a clear diction understandable bynative and non-native speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Unit 7 review
Prepare & practice Presentation 1
Prepare a short speech on“Technology”
Unit 8 review

Prepare a short speech on“Vacations”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Products”
Unit 10 review

Prepare a short speech on “History”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b

Unit 7: Work; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b
Unit 9: Vacations;parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Products;
parts a-b
Unit 10: Products;
parts c-e
Discussion 2 ‒ 10%
Unit 11: History; parts
a-b
Unit 11: History; partsc-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: Nature; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Nature; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”— 37 —

発行日：2021/5/1

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate IIDavid Raffray
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
chapters five, six and seven of the textbook to introduce various kinds
of English paragraph structure, to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter ten of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Paragraphs
Discussion
6
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
9
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
12
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 10
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, andwriting draft and final (evaluated) writing assignments (paragraphs andessays). They will also be asked to set goals and develop study plans aspart of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 38 —

発行日：2021/5/1【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate II
Joe Trujillo
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
chapters five, six and seven of the textbook to introduce various kinds
of English paragraph structure, to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter ten of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 39 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Paragraphs
Discussion
6
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
9
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
12
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Joe Trujillo is from California, USA and majored in Creative Writing at
the University of California. He has been teaching English in Japan forover 10 years in both university and corporate settings. Before teaching
he gained experience working at Apple and as part of the Story Team for
Final Fantasy XV. Joe creates an engaging lesson environment where heencourages students to communicate effectively. He sees every lesson asa chance for students to develop their own voice and to practice practicalEnglish they will use on a day-to-day basis.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 10
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, andwriting draft and final (evaluated) writing assignments (paragraphs andessays). They will also be asked to set goals and develop study plans aspart of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 40 —

発行日：2021/5/1
4

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II

5

Glenn Torrens

6

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 5/Mon.5

7

他学部公開：

8

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

9

10
11

12

13

14

Prepare a short speech on “Travel”

Unit 8 review

Prepare a short speech on“Shopping”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on “Nolimits”
Unit 10 review

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion

Presentation 1 ‒ 10%
Unit 8: Travel; parts
a-b
Unit 8: Travel; partsc-e
Discussion
Unit 9: Shopping; parts
a-b
Unit 9: Shopping; partsc-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: No limits;
parts a-b
Unit 10: No limits;
parts c-e
Discussion 2 -10%
Unit 11: Connections;parts a-b
Unit 11: Connections;parts c-e
Discussion 3 -10%
Presentation 3 ‒ 10%
Unit 12: Experts; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Experts; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1— 41 —

発行日：2021/5/1
4

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II

5

Joe Trujillo

6

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 5/Fri.5

7

他学部公開：

8

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

9

10
11

12

13

14

Prepare a short speech on “Travel”

Unit 8 review

Prepare a short speech on“Shopping”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on “Nolimits”
Unit 10 review

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Joe Trujillo is from California, USA and majored in Creative Writing at
the University of California. He has been teaching English in Japan forover 10 years in both university and corporate settings. Before teaching
he gained experience working at Apple and as part of the Story Team for
Final Fantasy XV. Joe creates an engaging lesson environment where heencourages students to communicate effectively. He sees every lesson asa chance for students to develop their own voice and to practice practicalEnglish they will use on a day-to-day basis.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion

Presentation 1 ‒ 10%
Unit 8: Travel; parts
a-b
Unit 8: Travel; partsc-e
Discussion
Unit 9: Shopping; parts
a-b
Unit 9: Shopping; partsc-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: No limits;
parts a-b
Unit 10: No limits;
parts c-e
Discussion 2 -10%
Unit 11: Connections;parts a-b
Unit 11: Connections;parts c-e
Discussion 3 -10%
Presentation 3 ‒ 10%
Unit 12: Experts; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Experts; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1— 42 —

発行日：2021/5/1
2

LANe100LDERP CE3 (Ichigaya):
Advanced II

Writing & Discussion:
3

Jonathan Docherty
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：4

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講 には 専 用 サイ ト に て 4 月 7 日 (水)〜13 日（火) の申し込 み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.
jp/programs/oncampus/erp/
で確認のこと。This course, the highest
level writing course in the ERP, aims to further develop students’already significant English writing and discussion skills, by expanding
their ability to write long paragraphs into essays consisting of a clear
introduction, body, conclusion structure. It uses the second four chaptersof the textbook to analyze and practice writing four different essay
types: Process Essays, Cause / Effect Essays, Comparison / Contrast
Essays, and finally Argumentative Essays. Through these units various
writing skills are explored including organization, thesis statements,
collocations, antonyms, summarizing, and so on. These writing skills
are always balanced with speaking and discussion tasks on a varietyof engaging topics, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve..
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

6

7

8

9

10

11

12

13

14

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

5

Writing Practice Draft

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (essays). They will also
be asked to set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning

CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion
Chapter 5: Process
EssaysWriting Practice Draft
pair review
Chapter 5: Process
EssaysWriting Practice Finalgroup review
Chapter 6: Cause /Effect Essays
Discussion
Chapter 6: Cause /Effect Essays
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 6: Cause /Effect Essays
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Comparison/ Contrast Essays
Discussion
Chapter 7: Comparison/ Contrast Essays
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Comparison/ Contrast Essays
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 8:
Argumentative Essays
Discussion
Chapter 8:
Argumentative Essays
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 8:
Argumentative Essays
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course— 43 —

発行日：2021/5/1【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

LANe100LDERP CE3 (Ichigaya):
Advanced II

Writing & Discussion:

Samuel Harper
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み 期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.
jp/programs/oncampus/erp/
で確認のこと。This course, the highest
level writing course in the ERP, aims to further develop students’already significant English writing and discussion skills, by expanding
their ability to write long paragraphs into essays consisting of a clear
introduction, body, conclusion structure. It uses the second four chaptersof the textbook to analyze and practice writing four different essay
types: Process Essays, Cause / Effect Essays, Comparison / Contrast
Essays, and finally Argumentative Essays. Through these units various
writing skills are explored including organization, thesis statements,
collocations, antonyms, summarizing, and so on. These writing skills
are always balanced with speaking and discussion tasks on a varietyof engaging topics, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve..
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning— 44 —

Contents
Write down three SMART learning
goals for this course発行日：2021/5/1
2

3

4

5

6

7

8

9

10

11

12

13

14

CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion
Chapter 5: Process
EssaysWriting Practice Draft
pair review
Chapter 5: Process
EssaysWriting Practice Finalgroup review
Chapter 6: Cause /Effect Essays
Discussion
Chapter 6: Cause /Effect Essays
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 6: Cause /Effect Essays
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Comparison/ Contrast Essays
Discussion
Chapter 7: Comparison/ Contrast Essays
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Comparison/ Contrast Essays
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 8:
Argumentative Essays
Discussion
Chapter 8:
Argumentative Essays
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 8:
Argumentative Essays
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

Writing Practice Draft【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.

Writing Practice Final

Review Chapter 5

Writing 1 Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (essays). They will also
be asked to set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 45 —

発行日：2021/5/1
3

LANe100LDERP CE1 (Tama): Oral Presentation & Discussion:
Intermediate I

4

Aaron Maywald

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; parts
a-b

Unit 1: People; partsc-e
Discussion
Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”— 46 —

発行日：2021/5/1
3

LANe100LDERP CE1 (Tama): Oral Presentation & Discussion:
Intermediate I

4

Aaron Maywald

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

9

10
11

12

13

14

Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; parts
a-b

Unit 1: People; partsc-e
Discussion
Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”— 47 —

発行日：2021/5/1
4

LANe100LDERP CE1 (Tama): Oral Presentation & Discussion:
Intermediate I

5

Jeffrey Berry

6

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3

7

他学部公開：

グローバル：

成績優秀：8

実務教員：○
9【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

10
11

12

13

14

Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Possessions”
Unit 2 review

Prepare a short speech on “Places”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”
Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Jeffrey is from Seattle, USA and holds a Master’s in Adult Education.
He also holds a certificate in Teaching English to Speakers of Other
Languages (TESOL). Jeffrey came to Japan in 2015 and has experienceteaching in both university students and company employees. His
students have commented on his ability to motivate and inspire themfor maximum language output and skills development.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion

Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1— 48 —

発行日：2021/5/1

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I
David Raffray
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 49 —

発行日：2021/5/1【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I
David Raffray
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 50 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 51 —

発行日：2021/5/1

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I
Bridget Kim
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 52 —

発行日：2021/5/1【Others】
Bridget Kim is from New York City, USA. She majored in Criminal
Justice, and has a Baccalaureate in Psychology, minoring in AsianStudies. Prior to working at Hosei University, she has been an Assistant
Educator, a Teaching Assistant and a Student Tutor in the UnitedStates. In addition, she has also been a Translator and a Japanese
Liaison Officer at Comic and Anime conferences. Her experience as a
University Instructor includes classes on Presentations, Discussions,
Essay Writing and Listening.
Bridget’s educational backgroundcombined with her experience teaching a variety of subject matters,
ensure learners are always actively engaged and fulfilled during her
lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

LANe100LDERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate I
Aaron Maywald
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b— 53 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Competitions”

ERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate I

Unit 2 review

David Raffray
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイト
にて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。 This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.

Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; parts
a-b— 54 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Competitions”

ERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate I

Unit 2 review

Aaron Maywald
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.

Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b— 55 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Competitions”

ERP CE2 (Tama): Writing & Discussion: HigherIntermediate I

Unit 2 review

Glenn Torrens
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.

Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Changes following student comments】【Which item of the diploma policy will be obtained by taking this class?】【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.

【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.

【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 56 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 57 —

発行日：2021/5/1

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate I
David Raffray
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】【Fieldwork in class】
なし / No— 58 —

発行日：2021/5/1【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate I
Norutado Nakagawa
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 59 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 60 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Tama): Oral Presentation & Discussion:Advanced I

4Jonathan Docherty

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

9

10
11

12

13

14

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Contents

Prepare a short speech on “Culture
and Identity”— 61 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Tama): Oral Presentation & Discussion:Advanced I

4Takao Kasumi

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

9

10
11

12

13

14

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Contents

Prepare a short speech on “Culture
and Identity”— 62 —

発行日：2021/5/1
3

LANe100LDERP CE3 (Tama): Oral Presentation & Discussion:Advanced I

4

Norutado Nakagawa

5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3

6

他学部公開：

グローバル：

成績優秀：7

実務教員：○
8【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/
programs/oncampus/erp/ で確認のこと。This course, the highest-levelcommunication course in the ERP, aims to further develop students’already significant speaking and listening skills, by expanding theiractive repertoire of English vocabulary and structures to allow complex
communication on a range of engaging topics and situations. It uses the
textbook’s wide range of topics and themes on society and culture as aspringboard for planning, discussion, meeting simulation, presentationand debate activities, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

9

10
11

12

13

14

Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1
Prepare a short speech on“Performing”
Unit 2 review

Prepare a short speech on “Water”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”
Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%

Contents

Prepare a short speech on “Culture
and Identity”— 63 —

発行日：2021/5/1

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
I
Aaron Maywald
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 64 —

発行日：2021/5/1【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
I
Norutado Nakagawa
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 65 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 66 —

発行日：2021/5/1

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
I
Helen Nagasawa
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 67 —

発行日：2021/5/1【Others】
Helen Nagasawa is a native New Yorker who began her career inmarketing at a publishing company. She has been in Tokyo since2005 and has over 15 years of experience teaching English to a wide
range of students including university students, returnees, and businessprofessionals. Working with learners of varying ages and levels has
allowed her to strengthen her communication skills and creativity in theclassroom. She also brings with her cross-cultural communication skills
from living and working across three continents namely in the UnitedStates, China, Japan, and Austria. She is dedicated, a team player andbelieves that learning is an ongoing process.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

LANe100LDERP CE1 (Tama): Oral Presentation & Discussion:
Intermediate II
Aaron Maywald
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion— 68 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Appearance;
parts a-b
Unit 8: Appearance;
parts c-e
Discussion
Unit 9: Entertainment;
parts a-b
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Learning;parts a-b
Unit 10: Learning;parts c-e
Discussion 2 ‒ 10%
Unit 11: Tourism;
parts a-b
Unit 11: Tourism;
parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: The Earth;parts a-b
Presentation 3
continued ‒ 10%
Unit 12: The Earth;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Appearance”

LANe100LD

Unit 8 review

ERP CE1 (Tama): Oral Presentation & Discussion:
Intermediate IIDavid Raffray

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Learning”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.

Unit 10 review

Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion— 69 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Appearance;
parts a-b
Unit 8: Appearance;
parts c-e
Discussion
Unit 9: Entertainment;
parts a-b
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Learning;parts a-b
Unit 10: Learning;parts c-e
Discussion 2 ‒ 10%
Unit 11: Tourism;
parts a-b
Unit 11: Tourism;
parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: The Earth;parts a-b
Presentation 3
continued ‒ 10%
Unit 12: The Earth;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Appearance”

LANe100LD

Unit 8 review

ERP CE1 (Tama): Writing & Discussion: Intermediate IIDavid Raffray

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Learning”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4
他学部公開：

Unit 10 review

Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the final three chapters in
the textbook firstly to analyze and practice space-order (“on the left …
behind that”) descriptive paragraphs, secondly to recognize and practicewriting well-reasoned paragraphs supported by examples, and thirdly
to build students’ ability to write simple logical opinions in longer
paragraphs. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and confidence.
In class, students will receive verbal feedback individually from boththeir instructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 70 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
3
Chapter 4: Describingwith Space Order
Discussion
4
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples7
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
8
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
11
Chapter 6: Expressing
Your Opinion
Discussion
12
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (paragraphs). They
will also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 71 —

発行日：2021/5/1

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate II
Norutado Nakagawa
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the final three chapters in
the textbook firstly to analyze and practice space-order (“on the left …
behind that”) descriptive paragraphs, secondly to recognize and practicewriting well-reasoned paragraphs supported by examples, and thirdly
to build students’ ability to write simple logical opinions in longer
paragraphs. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and confidence.
In class, students will receive verbal feedback individually from boththeir instructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
3
Chapter 4: Describingwith Space Order
Discussion
4
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples7
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
8
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
11
Chapter 6: Expressing
Your Opinion
Discussion
12
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (paragraphs). They
will also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 72 —

発行日：2021/5/1【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.

LANe100LDERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate II
Aaron Maywald
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイト
にて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。 This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make effective presentations in English on academic and other topics,
in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• improve pronunciation to maintain a clear diction understandable bynative and non-native speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion— 73 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b
Unit 9: Vacations;parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Products;
parts a-b
Unit 10: Products;
parts c-e
Discussion 2 ‒ 10%
Unit 11: History; parts
a-b
Unit 11: History; partsc-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: Nature; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Nature; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Technology”

LANe100LD

Unit 8 review

ERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate IIDavid Raffray

Prepare a short speech on“Vacations”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Products”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3
他学部公開：

Unit 10 review

Prepare a short speech on “History”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイト
にて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。 This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make effective presentations in English on academic and other topics,
in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• improve pronunciation to maintain a clear diction understandable bynative and non-native speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion— 74 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b
Unit 9: Vacations;parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Products;
parts a-b
Unit 10: Products;
parts c-e
Discussion 2 ‒ 10%
Unit 11: History; parts
a-b
Unit 11: History; partsc-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: Nature; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Nature; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Technology”

LANe100LD

Unit 8 review

ERP CE2 (Tama): Writing & Discussion: HigherIntermediate IIDavid Raffray

Prepare a short speech on“Vacations”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Products”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
他学部公開：

Unit 10 review

Prepare a short speech on “History”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
chapters five, six and seven of the textbook to introduce various kinds
of English paragraph structure, to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter ten of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 75 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Paragraphs
Discussion
6
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
9
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
12
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 10
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, andwriting draft and final (evaluated) writing assignments (paragraphs andessays). They will also be asked to set goals and develop study plans aspart of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 76 —

発行日：2021/5/1

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate II
Norutado Nakagawa
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
chapters five, six and seven of the textbook to introduce various kinds
of English paragraph structure, to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter ten of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Paragraphs
Discussion
6
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
9
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
12
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 10
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, andwriting draft and final (evaluated) writing assignments (paragraphs andessays). They will also be asked to set goals and develop study plans aspart of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 77 —

発行日：2021/5/1【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.

LANe100LDERP CE3 (Tama): Oral Presentation & Discussion:Advanced IIDavid Raffray
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion— 78 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Travel; parts
a-b
Unit 8: Travel; partsc-e
Discussion
Unit 9: Shopping; parts
a-b
Unit 9: Shopping; partsc-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: No limits;
parts a-b
Unit 10: No limits;
parts c-e
Discussion 2 -10%
Unit 11: Connections;parts a-b
Unit 11: Connections;parts c-e
Discussion 3 -10%
Presentation 3 ‒ 10%
Unit 12: Experts; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Experts; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on “Travel”

LANe100LDERP CE3 (Tama): Oral Presentation & Discussion:Advanced II

Unit 8 review

Norutado Nakagawa

Prepare a short speech on“Shopping”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on “Nolimits”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/
programs/oncampus/erp/ で確認のこと。This course, the highest-levelcommunication course in the ERP, aims to further develop students’already significant speaking and listening skills, by expanding theiractive repertoire of English vocabulary and structures to allow complex
communication on a range of engaging topics and situations. It uses the
textbook’s wide range of topics and themes on society and culture as aspringboard for planning, discussion, meeting simulation, presentationand debate activities, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve.

Unit 10 review

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b

— 79 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 7: Living space;parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 8: Travel; parts
a-b
Unit 8: Travel; partsc-e
Discussion
Unit 9: Shopping; parts
a-b
Unit 9: Shopping; partsc-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: No limits;
parts a-b
Unit 10: No limits;
parts c-e
Discussion 2 -10%
Unit 11: Connections;parts a-b
Unit 11: Connections;parts c-e
Discussion 3 -10%
Presentation 3 ‒ 10%
Unit 12: Experts; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Experts; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 7 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on “Travel”

ERP CE3 (Tama): Writing & Discussion: Advanced
II

Unit 8 review

Aaron Maywald
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4

Prepare a short speech on“Shopping”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on “Nolimits”

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the highest level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the second four chapters of the textbook to analyze and practicewriting four different essay types: Process Essays, Cause / Effect Essays,
Comparison / Contrast Essays, and finally Argumentative Essays.
Through these units various writing skills are explored includingorganization, thesis statements, collocations, antonyms, summarizing,and so on. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve..

Unit 10 review

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning— 80 —

Contents
Write down three SMART learning
goals for this course発行日：2021/5/1
2

3

4

5

6

7

8

9

10

11

12

13

14

CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion
Chapter 5: Process
EssaysWriting Practice Draft
pair review
Chapter 5: Process
EssaysWriting Practice Finalgroup review
Chapter 6: Cause /Effect Essays
Discussion
Chapter 6: Cause /Effect Essays
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 6: Cause /Effect Essays
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Comparison/ Contrast Essays
Discussion
Chapter 7: Comparison/ Contrast Essays
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Comparison/ Contrast Essays
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 8:
Argumentative Essays
Discussion
Chapter 8:
Argumentative Essays
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 8:
Argumentative Essays
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

Writing Practice Draft【Others】
Aaron Maywald is from California, USA and majored in Sociology. He
has 5 years’ experience teaching both in universities and Japanesecompanies. Aaron delights in facilitating communication to help
students use their target language naturally and comfortably. He has
assisted students to produce high-quality presentations and enhanced
their active communication skills in English. He is known for his
positive and encouraging spirit with a professional attitude. His
dynamic learning environment is suitable for learners of all levels.

Writing Practice Final

Review Chapter 5【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (essays). They will also
be asked to set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 81 —

発行日：2021/5/1
2

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
II
3David Raffray
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：4

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講 には 専 用 サイ ト に て 4 月 7 日 (水)〜13 日（火) の申し込 み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.
jp/programs/oncampus/erp/
で確認のこと。This course, the highest
level writing course in the ERP, aims to further develop students’already significant English writing and discussion skills, by expanding
their ability to write long paragraphs into essays consisting of a clear
introduction, body, conclusion structure. It uses the second four chaptersof the textbook to analyze and practice writing four different essay
types: Process Essays, Cause / Effect Essays, Comparison / Contrast
Essays, and finally Argumentative Essays. Through these units various
writing skills are explored including organization, thesis statements,
collocations, antonyms, summarizing, and so on. These writing skills
are always balanced with speaking and discussion tasks on a varietyof engaging topics, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve..
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

6

7

8

9

10

11

12

13

14

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

5

Writing Practice Draft

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (essays). They will also
be asked to set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning

CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion
Chapter 5: Process
EssaysWriting Practice Draft
pair review
Chapter 5: Process
EssaysWriting Practice Finalgroup review
Chapter 6: Cause /Effect Essays
Discussion
Chapter 6: Cause /Effect Essays
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 6: Cause /Effect Essays
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Comparison/ Contrast Essays
Discussion
Chapter 7: Comparison/ Contrast Essays
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Comparison/ Contrast Essays
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 8:
Argumentative Essays
Discussion
Chapter 8:
Argumentative Essays
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 8:
Argumentative Essays
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course— 82 —

発行日：2021/5/1【Others】
David is originally from Louisiana, America. In the seven years thatDavid has been in Japan he has taught a wide variety of corporate
lessons for a wide range of Corporate Clients. In addition, he often
gives English seminars for area fire stations, local ward offices, andrailway companies and English seminars at several universities. He
also has experience working in the areas of graphic design, branding,and communications.

LANe100LDERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I
Samuel Harper
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest-level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations (with PowerPoint, etc.) in English, in pairs,
groups and individually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b— 83 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: People; partsc-e
Discussion
Presentation 1 - 10%
Unit 2: Possessions;parts a-b
Unit 2: Possessions;parts c-e
Discussion
Unit 3: Places; parts
a-b
Unit 3: Places; partsc-e
Discussion 1 ‒ 10%
Presentation 2 - 10%
Unit 4: Free Time;parts a-b
Unit 4: Free Time;parts c-e
Discussion 2 ‒ 10%
Unit 5: Food; parts a-b
Unit 5: Food; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Past Lives;parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Past Lives;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Possessions”

ERP CE1 (Koganei):Intermediate I

Unit 2 review

Norutado Nakagawa

Prepare a short speech on “Places”

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2

Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on “FreeTime”

他学部公開：

グローバル：

Writing & Discussion:

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.

Unit 4 review

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 84 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 85 —

発行日：2021/5/1

LANe100LDERP CE1 (Koganei):Intermediate I

Writing & Discussion:

Takao Kasumi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest-level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the first three chapters in
the textbook firstly to confirm students’ understanding of and ability
to write basic English paragraphs, secondly to analyze and practicelisting-order (“first … second …” etc.) paragraphs, and thirdly to build
students’ ability to write written instructions, requests and so on. Thesewriting skills are always balanced with speaking and discussion tasks
on a variety of engaging topics, with a focus on encouraging active
engagement, learner autonomy, and confidence. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
PeopleDiscussion
4
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
7
Chapter 2:
Listing-Order
Paragraphs
Discussion
8
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
11
Chapter 3: Giving
Instructions
Discussion
12
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 86 —

発行日：2021/5/1【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

LANe100LDERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I
Glenn Torrens
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイト
にて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。 This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b— 87 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: Lifestyle; partsc-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Competitions;parts a-b
Unit 2: Competitions;parts c-e
Discussion
Unit 3: Transportation;
parts a-b
Unit 3: Transportation;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Challenges;
parts a-b
Unit 4: Challenges;
parts c-e
Discussion 2 ‒ 10%
Unit 5: The
Environment; parts a-b
Unit 5: The
Environment; parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Stages of Life;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Stages of Life;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Competitions”

ERP CE2 (Koganei): Writing & Discussion: HigherIntermediate I

Unit 2 review

Norutado Nakagawa
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4

Prepare a short speech on“Transportation”
Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Challenges”

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.

Unit 4 review

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Changes following student comments】【Which item of the diploma policy will be obtained by taking this class?】【Others】
Glenn is from the USA and majored in Fine Arts at The School of Visual
Arts in New York. He has been in Japan since 2013 and has taught
at both universities and Japanese companies. Glenn has experience ofteaching lively and engaging communicative classes allowing students
to communicate openly and confidently in order to achieve their goals of
improving their language ability.

【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.

【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 88 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 89 —

発行日：2021/5/1

LANe100LDERP CE2 (Koganei): Writing & Discussion: HigherIntermediate I
Samuel Harper
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
the first three chapters of the textbook to introduce various kinds ofEnglish paragraph structure and to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter nine of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Paragraphs
Discussion
6
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
9
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
12
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】【Fieldwork in class】
なし / No— 90 —

発行日：2021/5/1【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

LANe100LDERP CE3 (Koganei): Oral Presentation & Discussion :Advanced I
Norutado Nakagawa
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/
programs/oncampus/erp/ で確認のこと。This course, the highest-levelcommunication course in the ERP, aims to further develop students’already significant speaking and listening skills, by expanding theiractive repertoire of English vocabulary and structures to allow complex
communication on a range of engaging topics and situations. It uses the
textbook’s wide range of topics and themes on society and culture as aspringboard for planning, discussion, meeting simulation, presentationand debate activities, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b— 91 —

Contents

Prepare a short speech on “Culture
and Identity”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Performing”

ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced I

Unit 2 review

Samuel Harper

Prepare a short speech on “Water”

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2

Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”

他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.

Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Norutado was born in Tokyo and majored in Midwifery in California,
USA. He also holds a Cambridge Teaching certificate (CELTA). Since
returning to Japan, he has had 7 years’ experience teaching atuniversities and in Japanese companies. His lessons are well-planned,
lively and engaging. Norutado always strives to create communicative
lessons where students can feel comfortable expressing ideas andimproving their English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Goal】
By the end of this course, students will be better able to:• make academic presentations (with PowerPoint, etc.) in English on
academic and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b— 92 —

Contents

Prepare a short speech on “Culture
and Identity”

発行日：2021/5/1
3

4

5

6
7

8

9

10
11

12

13

14

Unit 1: Culture and
Identity; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 2: Performing;parts a-b
Unit 2: Performing;parts c-e
Discussion
Unit 3: Water; parts
a-b
Unit 3: Water; parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities;
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;parts a-b
Unit 5: Well-being;parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 6: Mysteries;
parts a-b
Presentation 3
continued ‒ 10%
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 1 review
Prepare & practice Presentation 1

LANe100LD

Prepare a short speech on“Performing”

ERP CE3 (Koganei):
Advanced I

Unit 2 review

Thomas Saunders

Prepare a short speech on “Water”

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2

Unit 3 review
Prepare and practice Presentation2
Prepare a short speech on“Opportunities”

他学部公開：

グローバル：

Writing & Discussion:

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.

Unit 4 review

Prepare a short speech on“Well-being”
Unit 5 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing and practicing
evaluated presentations, and completing unit review pages). They will
also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 93 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning【Others】
Tom Saunders has a Ph.D in Public Administration and a M.P.A in
Public and Nonprofit Management and Policy. He is a consultant withover twenty implementing, and studying local-level responses to social
policy issues as well as providing technical assistance to governmental
and nonprofit organizations. He has several years teaching experiencein Japan teaching government agencies and corporate clients. He hastaught university courses as well as government agencies and corporateclients.

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 94 —

発行日：2021/5/1

LANe100LDERP CE3 (Koganei):
Advanced I

Writing & Discussion:

Samuel Harper
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the highest-level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the first four chapters of the textbook to firstly review English
paragraph structure, secondly to reinforce understanding of and ability
to produce unified and coherent writing, thirdly to utilize and cite
outside resources (references), and fourthly to apply this knowledge andskill to write a basic essay. These writing skills are always balancedwith speaking and discussion tasks on a variety of engaging topics,
with a focus on encouraging active engagement, learner autonomy,
and critical thinking. In class, students will receive verbal feedback
individually from both their instructor and classmates to help them
identify and improve their weak areas. For assigned tasks, students will
receive verbal and/or written feedback from their instructor on generalprogress and points to improve.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
4
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity and
Coherence
Discussion
6
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
9
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
12
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week completing homeworkassignments (preparing short speeches, preparing for discussions, andwriting draft and final writing assignments). They will also be asked to
set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 95 —

発行日：2021/5/1【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

LANe100LDERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II
Takao Kasumi
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイ
トにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the lowest level communication course in the
ERP, aims to support and strengthen students’ existing speaking andlistening skills, by building a solid foundation of English vocabulary andstructures to allow simple communication on a range of engaging topics
and situations. It uses the textbook’s wide range of relevant topics andthemes focused on society and culture as a springboard for planning,
discussion, presentation and simple debate activities, with a focus on
encouraging active engagement, learner autonomy, and confidence. In
class, students will receive verbal feedback individually from both theirinstructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion— 96 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Appearance;
parts a-b
Unit 8: Appearance;
parts c-e
Discussion
Unit 9: Entertainment;
parts a-b
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Learning;parts a-b
Unit 10: Learning;parts c-e
Discussion 2 ‒ 10%
Unit 11: Tourism;
parts a-b
Unit 11: Tourism;
parts c-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: The Earth;parts a-b
Presentation 3
continued ‒ 10%
Unit 12: The Earth;parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on“Appearance”

LANe100LD

Unit 8 review

ERP CE1 (Koganei):Intermediate II

Writing & Discussion:Thomas Saunders

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Learning”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2
他学部公開：

Unit 10 review

Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習
支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the lowest level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the final three chapters in
the textbook firstly to analyze and practice space-order (“on the left …
behind that”) descriptive paragraphs, secondly to recognize and practicewriting well-reasoned paragraphs supported by examples, and thirdly
to build students’ ability to write simple logical opinions in longer
paragraphs. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and confidence.
In class, students will receive verbal feedback individually from boththeir instructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 97 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
3
Chapter 4: Describingwith Space Order
Discussion
4
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples7
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
8
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
11
Chapter 6: Expressing
Your Opinion
Discussion
12
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4【Others】
Tom Saunders has a Ph.D in Public Administration and a M.P.A in
Public and Nonprofit Management and Policy. He is a consultant withover twenty implementing, and studying local-level responses to social
policy issues as well as providing technical assistance to governmental
and nonprofit organizations. He has several years teaching experiencein Japan teaching government agencies and corporate clients. He hastaught university courses as well as government agencies and corporateclients.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (paragraphs). They
will also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 98 —

発行日：2021/5/1

LANe100LDERP CE1 (Koganei):Intermediate II

Writing & Discussion:

Jonathan Docherty
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 4/Fri.4
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。
詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest level writing course in the ERP, aims to
support and strengthen students’ existing writing and discussion skills,
by building a solid foundation of English vocabulary and grammar
structures to allow simple written and oral communication on a range
of engaging topics and situations. It uses the final three chapters in
the textbook firstly to analyze and practice space-order (“on the left …
behind that”) descriptive paragraphs, secondly to recognize and practicewriting well-reasoned paragraphs supported by examples, and thirdly
to build students’ ability to write simple logical opinions in longer
paragraphs. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and confidence.
In class, students will receive verbal feedback individually from boththeir instructor and classmates to help them identify and improve their
weak areas. For assigned tasks, students will receive verbal and/or
written feedback from their instructor on general progress and points
to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
3
Chapter 4: Describingwith Space Order
Discussion
4
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples7
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
8
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
9
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
10
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
11
Chapter 6: Expressing
Your Opinion
Discussion
12
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (paragraphs). They
will also be asked to set goals and develop study plans as part of theirself-study.
【Textbooks】
Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 99 —

発行日：2021/5/1【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 550-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

LANe100LDERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II
Samuel Harper
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった
場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/
で確認のこと。This course, the mid-level communication course in the
ERP, aims to further develop students’ speaking and listening skills, byexpanding their active repertoire of English vocabulary and structures
to allow communication on a range of engaging topics and situations.
It uses the textbook’s wide range of topics and themes on society andculture as a springboard for planning, discussion, meeting simulation,
presentation and debate activities, with a focus on encouraging active
engagement, learner autonomy, and critical thinking. In class, students
will receive verbal feedback individually from both their instructor andclassmates to help them identify and improve their weak areas. For
assigned tasks, students will receive verbal and/or written feedback
from their instructor on general progress and points to improve.
【Goal】
By the end of this course, students will be better able to:• make effective presentations in English on academic and other topics,
in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• improve pronunciation to maintain a clear diction understandable bynative and non-native speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b— 100 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

発行日：2021/5/1
3
4

5

6
7

8

9

10
11

12

13

14

Unit 7: Work; parts c-e
Discussion
Presentation 1 ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b
Unit 9: Vacations;parts c-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: Products;
parts a-b
Unit 10: Products;
parts c-e
Discussion 2 ‒ 10%
Unit 11: History; parts
a-b
Unit 11: History; partsc-e
Discussion 3 ‒ 10%
Presentation 3 ‒ 10%
Unit 12: Nature; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Nature; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Unit 7 review
Prepare & practice Presentation 1
Prepare a short speech on“Technology”

LANe100LDERP CE2 (Koganei): Writing & Discussion: HigherIntermediate II

Unit 8 review

Takao Kasumi
Prepare a short speech on“Vacations”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on“Products”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4
他学部公開：

Unit 10 review

Prepare a short speech on “History”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
chapters five, six and seven of the textbook to introduce various kinds
of English paragraph structure, to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter ten of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No— 101 —

発行日：2021/5/1【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Paragraphs
Discussion
6
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
9
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
12
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 10
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, andwriting draft and final (evaluated) writing assignments (paragraphs andessays). They will also be asked to set goals and develop study plans aspart of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 102 —

発行日：2021/5/1

LANe100LDERP CE2 (Koganei): Writing & Discussion: HigherIntermediate II
Jonathan Docherty
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、大学の行動方針レベルが２となった場
合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4
月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the mid-level writing course in the ERP, aims to further
develop students’ English writing and discussion skills, by helping themto write different kinds of paragraphs and finally to write simple essays
consisting of a clear introduction, body, conclusion structure. It uses
chapters five, six and seven of the textbook to introduce various kinds
of English paragraph structure, to reinforce understanding of and theability to produce unified and coherent writing. The course then turns tochapter ten of the book to look at how to apply this knowledge and skill
to write a basic essay. These writing skills are always balanced withspeaking and discussion tasks on a variety of engaging topics, with afocus on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Paragraphs
Discussion
6
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
7
Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
8
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
9
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
10
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
11
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
12
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
13
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
14
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 10
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, andwriting draft and final (evaluated) writing assignments (paragraphs andessays). They will also be asked to set goals and develop study plans aspart of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 103 —

発行日：2021/5/1【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729

LANe100LDERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II
Thomas Saunders
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.
【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion— 104 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Travel; parts
a-b
Unit 8: Travel; partsc-e
Discussion
Unit 9: Shopping; parts
a-b
Unit 9: Shopping; partsc-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: No limits;
parts a-b
Unit 10: No limits;
parts c-e
Discussion 2 -10%
Unit 11: Connections;parts a-b
Unit 11: Connections;parts c-e
Discussion 3 -10%
Presentation 3 ‒ 10%
Unit 12: Experts; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Experts; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on “Travel”

LANe100LDERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II

Unit 8 review

Jonathan Docherty

Prepare a short speech on“Shopping”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on “Nolimits”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3
他学部公開：

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて 4 月
7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。
This course, the highest-level communication course in the ERP, aims
to further develop students’ already significant speaking and listening
skills, by expanding their active repertoire of English vocabulary andstructures to allow complex communication on a range of engaging
topics and situations. It uses the textbook’s wide range of topics andthemes on society and culture as a springboard for planning, discussion,
meeting simulation, presentation and debate activities, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve.

Unit 10 review

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Tom Saunders has a Ph.D in Public Administration and a M.P.A in
Public and Nonprofit Management and Policy. He is a consultant withover twenty implementing, and studying local-level responses to social
policy issues as well as providing technical assistance to governmental
and nonprofit organizations. He has several years teaching experiencein Japan teaching government agencies and corporate clients. He hastaught university courses as well as government agencies and corporateclients.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion— 105 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1

発行日：2021/5/1
4

5

6
7

8

9

10
11

12

13

14

Presentation 1 ‒ 10%
Unit 8: Travel; parts
a-b
Unit 8: Travel; partsc-e
Discussion
Unit 9: Shopping; parts
a-b
Unit 9: Shopping; partsc-e
Discussion 1 ‒ 10%
Presentation 2 ‒ 10%
Unit 10: No limits;
parts a-b
Unit 10: No limits;
parts c-e
Discussion 2 -10%
Unit 11: Connections;parts a-b
Unit 11: Connections;parts c-e
Discussion 3 -10%
Presentation 3 ‒ 10%
Unit 12: Experts; partsa-b
Presentation 3
continued ‒ 10%
Unit 12: Experts; partsc-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

Prepare a short speech on “Travel”

LANe100LDERP CE3 (Koganei):
Advanced II

Unit 8 review

Writing & Discussion:

Samuel Harper

Prepare a short speech on“Shopping”
Unit 9 review
Prepare and practice Presentation2
Prepare a short speech on “Nolimits”

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
他学部公開：

Unit 10 review

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3
Review / Prepare Presentation 3

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches on topics related to the textbook units, preparing andpracticing evaluated presentations, and completing textbook unit
review pages. They will also be asked to set goals and develop study
plans as part of their self-study.
【Textbooks】
Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Presentation 30% (Message, Structure, Delivery, Visuals)【Changes following student comments】【Others】
Jonathan Docherty is from Glasgow in Scotland. He is a native
speaker of British English. Jonathan has been involved in the teaching
English as a foreign language industry since 2004. He taught acrossEurope for two years before moving to Tokyo, Japan in 2008. He
has experience teaching a range of age groups and levels to Japanese
students in the Kanto area and Aichi too. He aims to deliver interesting,communicative, fun student centred lessons through a blend of task
based pair work and group work activities. He believes teaching English
to be a challenging and deeply rewarding career. Punctual, patient andpositive by nature, he hopes the students at Hosei University enjoy
learning English.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

グローバル：

成績優秀：

実務教員：○【Outline and objectives】
本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP 受講には専用サイトにて
4 月 7 日 (水)〜13 日（火) の申し込み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the highest level writing course in the ERP, aims
to further develop students’ already significant English writing anddiscussion skills, by expanding their ability to write long paragraphs
into essays consisting of a clear introduction, body, conclusion structure.
It uses the second four chapters of the textbook to analyze and practicewriting four different essay types: Process Essays, Cause / Effect Essays,
Comparison / Contrast Essays, and finally Argumentative Essays.
Through these units various writing skills are explored includingorganization, thesis statements, collocations, antonyms, summarizing,and so on. These writing skills are always balanced with speaking
and discussion tasks on a variety of engaging topics, with a focus
on encouraging active engagement, learner autonomy, and criticalthinking. In class, students will receive verbal feedback individuallyfrom both their instructor and classmates to help them identify andimprove their weak areas. For assigned tasks, students will receive
verbal and/or written feedback from their instructor on general progress
and points to improve..
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning— 106 —

Contents
Write down three SMART learning
goals for this course発行日：2021/5/1
2

3

4

5

6

7

8

9

10

11

12

13

14

CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion
Chapter 5: Process
EssaysWriting Practice Draft
pair review
Chapter 5: Process
EssaysWriting Practice Finalgroup review
Chapter 6: Cause /Effect Essays
Discussion
Chapter 6: Cause /Effect Essays
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 6: Cause /Effect Essays
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Comparison/ Contrast Essays
Discussion
Chapter 7: Comparison/ Contrast Essays
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Comparison/ Contrast Essays
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 8:
Argumentative Essays
Discussion
Chapter 8:
Argumentative Essays
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 8:
Argumentative Essays
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

Writing Practice Draft【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.

Writing Practice Final

Review Chapter 5

Writing 1 Draft【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (essays). They will also
be asked to set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】— 107 —

発行日：2021/5/1
2

LANe100LDERP CE3 (Koganei):
Advanced II

Writing & Discussion:
3

Takao Kasumi
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2
他学部公開：

グローバル：

成績優秀：4

実務教員：○【Outline and objectives】
本授業は対面での実施を予定しているが、 大学の行動方針レベルが２となった場合，この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP
受講 には 専 用 サイ ト に て 4 月 7 日 (水)〜13 日（火) の申し込 み期間で申し込みが必要なので注意する。詳細は https://www.global.hosei.ac.
jp/programs/oncampus/erp/
で確認のこと。This course, the highest
level writing course in the ERP, aims to further develop students’already significant English writing and discussion skills, by expanding
their ability to write long paragraphs into essays consisting of a clear
introduction, body, conclusion structure. It uses the second four chaptersof the textbook to analyze and practice writing four different essay
types: Process Essays, Cause / Effect Essays, Comparison / Contrast
Essays, and finally Argumentative Essays. Through these units various
writing skills are explored including organization, thesis statements,
collocations, antonyms, summarizing, and so on. These writing skills
are always balanced with speaking and discussion tasks on a varietyof engaging topics, with a focus on encouraging active engagement,
learner autonomy, and critical thinking. In class, students will receive
verbal feedback individually from both their instructor and classmatesto help them identify and improve their weak areas. For assigned
tasks, students will receive verbal and/or written feedback from theirinstructor on general progress and points to improve..
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

5

6

7

8

9

10

11

12

13

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【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Writing Practice Draft

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a week preparing shortspeeches and discussion topics related to the textbook units, and writingdraft and final (evaluated) writing assignments (essays). They will also
be asked to set goals and develop study plans as part of their self-study.
【Textbooks】
Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)【References】
Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade; 30
minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution);
Writing 30% (Message, Structure, Accuracy, Evidence)【Changes following student comments】【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning

CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion
Chapter 5: Process
EssaysWriting Practice Draft
pair review
Chapter 5: Process
EssaysWriting Practice Finalgroup review
Chapter 6: Cause /Effect Essays
Discussion
Chapter 6: Cause /Effect Essays
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 6: Cause /Effect Essays
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Comparison/ Contrast Essays
Discussion
Chapter 7: Comparison/ Contrast Essays
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Comparison/ Contrast Essays
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 8:
Argumentative Essays
Discussion
Chapter 8:
Argumentative Essays
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 8:
Argumentative Essays
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

Contents
Write down three SMART learning
goals for this course— 108 —

発行日：2021/5/1【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisitess】
English proficiency requirement:
TOEFL ® iBT 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

— 109 —