2023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：2023/5/1］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。
凡例

その他属性

〈他〉
：他学部公開科目〈グ〉：グローバル・オープン科目〈優〉：成績優秀者の他学部科目履修制度対象科目〈実〉：実務経験のある教員による授業科目〈Ｓ〉：サーティフィケートプログラム_SDGs〈ア〉：サーティフィケートプログラム_アーバンデザイン〈ダ〉：サーティフィケートプログラム_ダイバーシティ〈未〉：サーティフィケートプログラム_未来教室——————————————————————————————————————————————————————【A8000】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Glenn Torrens］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

2【A8002】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Jonathan Docherty］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8003】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring【A8004】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Sandor Dome］春学期授業/Spring . .
【A8005】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring

3
4
5
6

【A8006】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Glenn Torrens］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7【A8007】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Sandor Dome］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8【A8008】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Thomas Rapsey］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8009】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Joe Trujillo］春学期授業/Spring【A8010】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Joe Trujillo］春学期授業/Spring【A8011】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I［Sandor Dome］春学期授業/Spring

9
10
11
12

【A8012】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Wendy Horikoshi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13【A8013】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8014】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Joe Trujillo］春学期授業/Spring【A8015】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I［Sandor Dome］春学期授業/Spring【A8020】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I［Sandor Dome］春学期授業/Spring【A8016】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Glenn Torrens］春学期授業/Spring . . . . .
【A8017】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Andrew Finegan］春学期授業/Spring . .
【A8018】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Andrew Finegan］春学期授業/Spring . .
【A8019】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Samuel Harper］春学期授業/Spring . . . .

14
15
16
17
18
19
20
21

【A8050】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Andrew Finegan］秋学期
授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22【A8051】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Samuel Harper］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8052】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate II ［Glenn Torrens］秋学期授業/Fall . . .
【A8053】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate II ［Joe Trujillo］秋学期授業/Fall . . . . . . .

23
24
25

【A8054】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II ［Wendy Horikoshi］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26【A8055】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II ［Sandor Dome］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8056】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II ［Joe Trujillo］秋学期授業/Fall【A8057】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II［Sandor Dome］秋学期授業/Fall

27
28
29

【A8058】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Andrew Finegan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8059】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Sandor Dome］秋学期授業/Fall【A8062】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Joe Trujillo］秋学期授業/Fall

30
31
32

ERP

【A8060】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Samuel Harper］秋学期授業/Fall . . . . . .
【A8061】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Thomas Rapsey］秋学期授業/Fall . . . . . .
【A8063】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Samuel Harper］秋学期授業/Fall . . . . . .

33
34
35

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

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

37【A8102】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I ［Jonathan Docherty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8103】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Jonathan Docherty］春学期授業/Spring【A8104】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring . . .
【A8105】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Jonathan Docherty］春学期授業/Spring

38
39
40
41

【A8106】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Jonathan Docherty］
春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

42【A8107】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Glenn Torrens］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

43【A8108】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Bridget Kim］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8109】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Bridget Kim］春学期授業/Spring【A8110】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Glenn Torrens］春学期授業/Spring【A8111】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Sandor Dome］春学期授業/Spring【A8112】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Bridget Kim］春学期授業/Spring【A8113】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Glenn Torrens］春学期授業/Spring【A8114】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Sandor Dome］春学期授業/Spring【A8115】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Jonathan Docherty］春学期授業/Spring . . .
【A8116】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Bridget Kim］春学期授業/Spring . . . . . . . . . . .
【A8117】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Bridget Kim］春学期授業/Spring . . . . . . . . . . .
【A8150】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate II［Glenn Torrens］秋学期授業/Fall【A8151】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate II ［Sandor Dome］秋学期授業/Fall【A8152】ERP CE1 (Tama): Writing & Discussion: Intermediate II ［Bridget Kim］秋学期授業/Fall . . . . . . . . .
【A8153】ERP CE1 (Tama): Writing & Discussion: Intermediate II ［Jonathan Docherty］秋学期授業/Fall .

44
45
46
47
48
49
50
51
52
53
54
55
56
57

【A8154】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate II ［Jonathan Docherty］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

58【A8155】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate II ［Jonathan Docherty］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8156】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate II ［Glenn Torrens］秋学期授業/Fall【A8157】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate II ［Sandor Dome］秋学期授業/Fall【A8158】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced II ［Glenn Torrens］秋学期授業/Fall【A8159】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced II ［Sandor Dome］秋学期授業/Fall【A8162】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced II ［Bridget Kim］秋学期授業/Fall .
【A8160】ERP CE3 (Tama): Writing & Discussion: Advanced II ［Bridget Kim］秋学期授業/Fall . . . . . . . . . . . . .
【A8161】ERP CE3 (Tama): Writing & Discussion: Advanced II ［Jonathan Docherty］秋学期授業/Fall . . . . .

59
60
61
62
63
64
65
66

【A8200】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I ［Bridget Kim］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8201】ERP CE1 (Koganei): Writing & Discussion: Intermediate I ［Wendy Horikoshi］春学期授業/Spring

67
68【A8202】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I ［Ryan Olimer］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

69【A8203】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate I ［Wendy Horikoshi］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8204】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced I ［Bridget Kim］春学期授業/Spring【A8206】ERP CE3 (Koganei): Writing & Discussion: Advanced I ［Andrew Finegan］春学期授業/Spring . . .

70
71
72

【A8250】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II ［Bridget Kim］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8251】ERP CE1 (Koganei): Writing & Discussion: Intermediate II ［Wendy Horikoshi］秋学期授業/Fall

73
74【A8252】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II ［Ryan Olimer］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

— II —

75

ERP【A8253】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate II ［Wendy Horikoshi］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8254】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II ［Bridget Kim］秋学期授業/Fall【A8256】ERP CE3 (Koganei): Writing & Discussion: Advanced II ［Andrew Finegan］秋学期授業/Fall . . . . .
【A8080】ERP CE1 (Ichigaya): Intensive English 1 スプリングセッション/Spring Session . . . . . . . . . . . . . . . . . . . . . .
【A8081】ERP CE2 (Ichigaya): Intensive English 2 スプリングセッション/Spring Session . . . . . . . . . . . . . . . . . . . . . .

— III —

76
77
78
79
80

ERP
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

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

12

Glenn Torrens

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
その他属性：〈実〉【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】14

発行日：2023/5/1

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, Preparation/Effort)【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 ® 500-549, 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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”

—1—

ERP

発行日：2023/5/1
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

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

12

Sandor Dome

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
その他属性：〈実〉【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”

—2—

ERP
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

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

12Jonathan Docherty

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
その他属性：〈実〉【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No14

発行日：2023/5/1

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, Preparation/Effort)【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 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”

—3—

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【Others】
Sam 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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

—4—

ERP
7

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

—5—

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【Others】
Sam 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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689

—6—

ERP
11

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

12

Glenn Torrens

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
その他属性：〈実〉【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】14Unit 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

発行日：2023/5/1

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, Preparation/Effort)【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 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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”

—7—

ERP

発行日：2023/5/1
11

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

12

Sandor Dome

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
その他属性：〈実〉【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】14Unit 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 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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”

—8—

ERP
11

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

12

Thomas Rapsey

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 5/Fri.5
その他属性：〈実〉【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【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.
【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】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”

—9—

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
8

Joe Trujillo
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729— 10 —

ERP
7

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
8

Joe Trujillo
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729— 11 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
8

Sandor Dome
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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— 12 —ERP
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】14Unit 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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【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.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 13 —

ERP

発行日：2023/5/1
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

14

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

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, Preparation/Effort)【Changes following student comments】【Others】
Sam 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+

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 14 —ERP
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

14

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

発行日：2023/5/1

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, Preparation/Effort)【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.
【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+
【Outline (in English)】
し / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 15 —

ERP

発行日：2023/5/1
10

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

11

12

Sandor Dome
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 5/Tue.5

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 16 —ERP
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 17 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【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+

— 18 —

ERP
7

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【Others】
Andrew Finegan is from Brisbane, Australia. He received a Bachelor ofArts, majoring in Japanese Language and Culture, from the Universityof Queensland, and a Graduate Diploma in Tax, from the University of
New South Wales, Australia. He worked for the Australian Tax Officewhile in Australia. His experience in Japan includes English Instruction
as well as legal interpretation, which allows him to effectively provide
communication and business skills courses from beginner to advanced
levels. He is particularly skilled at assisting students in expressing
themselves clearly in a variety of situations.
【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+

— 19 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【Others】
Andrew Finegan is from Brisbane, Australia. He received a Bachelor ofArts, majoring in Japanese Language and Culture, from the Universityof Queensland, and a Graduate Diploma in Tax, from the University of
New South Wales, Australia. He worked for the Australian Tax Officewhile in Australia. His experience in Japan includes English Instruction
as well as legal interpretation, which allows him to effectively provide
communication and business skills courses from beginner to advanced
levels. He is particularly skilled at assisting students in expressing
themselves clearly in a variety of situations.
【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+

— 20 —

ERP
7

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【Others】
Sam 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+

— 21 —

ERP

発行日：2023/5/1
12LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II

13

Andrew Finegan
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 5/Thu.5

14

その他属性：〈実〉【Outline and objectives】
This course, the lowest level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】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

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, Preparation/Effort)【Changes following student comments】【Others】
Andrew Finegan is from Brisbane, Australia. He received a Bachelor ofArts, majoring in Japanese Language and Culture, from the Universityof Queensland, and a Graduate Diploma in Tax, from the University of
New South Wales, Australia. He worked for the Australian Tax Officewhile in Australia. His experience in Japan includes English Instruction
as well as legal interpretation, which allows him to effectively provide
communication and business skills courses from beginner to advanced
levels. He is particularly skilled at assisting students in expressing
themselves clearly in a variety of situations.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, 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】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Journeys”
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; parts Unit 7 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on“Appearance”
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Entertainment; Prepare a short speech onparts a-b
“Entertainment”
7
Unit 9: Entertainment; Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Learning;“Learning”
parts a-b
9
Unit 10: Learning;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: Tourism;
Prepare a short speech onparts a-b
“Tourism”
11
Unit 11: Tourism;
Unit 11 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3— 22 —ERP
12

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

13

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

14

その他属性：〈実〉【Outline and objectives】
This course, the lowest level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Sam 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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Journeys”
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; parts Unit 7 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on“Appearance”
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Entertainment; Prepare a short speech onparts a-b
“Entertainment”
7
Unit 9: Entertainment; Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Learning;“Learning”
parts a-b
9
Unit 10: Learning;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: Tourism;
Prepare a short speech onparts a-b
“Tourism”
11
Unit 11: Tourism;
Unit 11 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3— 23 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Ichigaya):Intermediate II

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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

10

11

12

13

14

Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
Chapter 6: Expressing
Your Opinion
Discussion
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【Which item of the diploma policy will be obtained by taking this class?】【References】● Supplementary in-class handouts (free)【Method(s)】【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)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 4
Chapter 4: Describingwith Space Order
3
Chapter 4: Describing
Writing 1 Draft
with Space Order
Discussion
4
Chapter 4: Describing
Writing 1 Finalwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 4‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 5
Chapter 5: Stating
Reasons and Using
Examples【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 24 —

ERP
7

LANe100LDERP CE1 (Ichigaya):Intermediate II

Writing & Discussion:
8

Joe Trujillo
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3

9

その他属性：〈実〉【Outline and objectives】
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

10

11

12

13

14

Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
Chapter 6: Expressing
Your Opinion
Discussion
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【Which item of the diploma policy will be obtained by taking this class?】【References】● Supplementary in-class handouts (free)【Method(s)】【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)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 4
Chapter 4: Describingwith Space Order
3
Chapter 4: Describing
Writing 1 Draft
with Space Order
Discussion
4
Chapter 4: Describing
Writing 1 Finalwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 4‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 5
Chapter 5: Stating
Reasons and Using
Examples【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 25 —

ERP

発行日：2023/5/1
11

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

12

Wendy Horikoshi

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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?】

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 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, Preparation/Effort)【Changes following student comments】【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.
【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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Work”(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e Unit 7 review
Discussion
Prepare & practice Presentation 1
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 8: Technology;“Technology”
parts a-b
5
Unit 8: Technology;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Vacations;Prepare a short speech onparts a-b
“Vacations”
7
Unit 9: Vacations;
Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Products;“Products”
parts a-b
9
Unit 10: Products;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: History; parts Prepare a short speech on “History”
a-b— 26 —

ERP
11

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

12

Sandor Dome

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 5/Tue.5
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Work”(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e Unit 7 review
Discussion
Prepare & practice Presentation 1
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 8: Technology;“Technology”
parts a-b
5
Unit 8: Technology;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Vacations;Prepare a short speech onparts a-b
“Vacations”
7
Unit 9: Vacations;
Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Products;“Products”
parts a-b
9
Unit 10: Products;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: History; parts Prepare a short speech on “History”
a-b— 27 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate II
8

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

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 6: Definition
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

10

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729— 28 —

ERP
7

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate II
8

Sandor Dome
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 6: Definition
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

10

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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— 29 —

ERP

発行日：2023/5/1
11

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

12

Andrew Finegan

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 5/Mon.5
その他属性：〈実〉【Outline and objectives】
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)】Check the schedule【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

14

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 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, Preparation/Effort)【Changes following student comments】
M/A【Others】
Andrew Finegan is from Brisbane, Australia. He received a Bachelor ofArts, majoring in Japanese Language and Culture, from the Universityof Queensland, and a Graduate Diploma in Tax, from the University of
New South Wales, Australia. He worked for the Australian Tax Officewhile in Australia. His experience in Japan includes English Instruction
as well as legal interpretation, which allows him to effectively provide
communication and business skills courses from beginner to advanced
levels. He is particularly skilled at assisting students in expressing
themselves clearly in a variety of situations.
【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+
【Outline (in English)】See the Outline and objectives【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 30 —

ERP
11

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

12

Sandor Dome

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
その他属性：〈実〉【Outline and objectives】
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?】

14

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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】
N/A【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.

【Method(s)】Check the schedule【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【Outline (in English)】See the Outline and objectives【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 31 —

ERP

発行日：2023/5/1
11

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

12

Joe Trujillo

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2
その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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 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, Preparation/Effort)【Changes following student comments】
N/A【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 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+
【Outline (in English)】See the Outline and objectives【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 32 —

ERP
7

LANe100LDERP CE3 (Ichigaya):
Advanced II

Writing & Discussion:
8

Samuel Harper
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2

9

その他属性：〈実〉【Outline and objectives】
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 chapters of 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

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

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
EssaysDiscussion
3
Chapter 5: Process
Writing Practice Final
EssaysWriting Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
EssaysWriting Practice Finalgroup review
5
Chapter 6: Cause /Writing 1 Draft
Effect Essays
Discussion
6
Chapter 6: Cause /Writing 1 Final
Effect Essays
Writing 1 Draft pairreview【Others】
Sam 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+

— 33 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Ichigaya):
Advanced II

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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 chapters of 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

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

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
EssaysDiscussion
3
Chapter 5: Process
Writing Practice Final
EssaysWriting Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
EssaysWriting Practice Finalgroup review
5
Chapter 6: Cause /Writing 1 Draft
Effect Essays
Discussion
6
Chapter 6: Cause /Writing 1 Final
Effect Essays
Writing 1 Draft pairreview【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.
【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+

— 34 —

ERP
7

LANe100LDERP CE3 (Ichigaya):
Advanced II

Writing & Discussion:
8

Samuel Harper
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3

9

その他属性：〈実〉【Outline and objectives】
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 chapters of 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

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

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
EssaysDiscussion
3
Chapter 5: Process
Writing Practice Final
EssaysWriting Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
EssaysWriting Practice Finalgroup review
5
Chapter 6: Cause /Writing 1 Draft
Effect Essays
Discussion
6
Chapter 6: Cause /Writing 1 Final
Effect Essays
Writing 1 Draft pairreview【Others】
Sam 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+

— 35 —

ERP

発行日：2023/5/1
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

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

12Jonathan Docherty

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
その他属性：〈実〉14【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

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, Preparation/Effort)【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 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”— 36 —ERP
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

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

12

Samuel Harper

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
その他属性：〈実〉14【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Sam 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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”— 37 —

ERP

発行日：2023/5/1
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

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

12Jonathan Docherty

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
その他属性：〈実〉14【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

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, Preparation/Effort)【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 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”— 38 —

ERP
7

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I

8Jonathan Docherty
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2

9

その他属性：〈実〉【Outline and objectives】
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?】

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 39 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I

8

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

9

その他属性：〈実〉【Outline and objectives】
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?】

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【Others】
Sam 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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 40 —

ERP
7

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I

8Jonathan Docherty
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3

9

その他属性：〈実〉【Outline and objectives】
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?】

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 41 —

ERP

発行日：2023/5/1
11

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

12Jonathan Docherty

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

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 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, Preparation/Effort)【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【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”— 42 —

ERP
11

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

12

Glenn Torrens

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】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

発行日：2023/5/1

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, Preparation/Effort)【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 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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”— 43 —

ERP

発行日：2023/5/1
11

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

12Bridget Kim

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

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 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, Preparation/Effort)【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”— 44 —

ERP
7

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate I
8Bridget Kim
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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— 45 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate I
8

Glenn Torrens
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729— 46 —

ERP
7

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate I
8

Sandor Dome
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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— 47 —

ERP

発行日：2023/5/1
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

14

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

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, Preparation/Effort)【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 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 48 —ERP
10

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

11

12Glenn Torrens
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 4/Tue.4

13

その他属性：〈実〉【Outline and objectives】
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)】14Unit 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

発行日：2023/5/1

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, Preparation/Effort)【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】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 49 —

ERP

発行日：2023/5/1
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 50 —

ERP
7

LANe100LDERP CE3 (Tama): Writing & Discussion: AdvancedI
8Jonathan Docherty
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【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+

— 51 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
I
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【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+

— 52 —

ERP
7

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
I
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【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+

— 53 —

ERP

発行日：2023/5/1
12LANe100LDERP CE1 (Tama): Oral Presentation & Discussion:
Intermediate II

13

Glenn Torrens
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3

14

その他属性：〈実〉【Outline and objectives】
This course, the lowest level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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?】

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

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, Preparation/Effort)【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Journeys”
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; parts Unit 7 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on“Appearance”
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Entertainment; Prepare a short speech onparts a-b
“Entertainment”
7
Unit 9: Entertainment; Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Learning;“Learning”
parts a-b
9
Unit 10: Learning;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: Tourism;
Prepare a short speech onparts a-b
“Tourism”
11
Unit 11: Tourism;
Unit 11 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3— 54 —ERP
12

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

13

Sandor Dome
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2

14

その他属性：〈実〉【Outline and objectives】
This course, the lowest level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, 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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Journeys”
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; parts Unit 7 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on“Appearance”
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Entertainment; Prepare a short speech onparts a-b
“Entertainment”
7
Unit 9: Entertainment; Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Learning;“Learning”
parts a-b
9
Unit 10: Learning;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: Tourism;
Prepare a short speech onparts a-b
“Tourism”
11
Unit 11: Tourism;
Unit 11 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3— 55 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate II

8

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

9

その他属性：〈実〉【Outline and objectives】
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

10

11

12

13

14

Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
Chapter 6: Expressing
Your Opinion
Discussion
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【Which item of the diploma policy will be obtained by taking this class?】【References】● Supplementary in-class handouts (free)【Method(s)】【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)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 4
Chapter 4: Describingwith Space Order
3
Chapter 4: Describing
Writing 1 Draft
with Space Order
Discussion
4
Chapter 4: Describing
Writing 1 Finalwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 4‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 5
Chapter 5: Stating
Reasons and Using
Examples【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 56 —

ERP
7

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate II

8

Jonathan Docherty
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3

9

その他属性：〈実〉【Outline and objectives】
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

10

11

12

13

14

Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
Chapter 6: Expressing
Your Opinion
Discussion
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【Which item of the diploma policy will be obtained by taking this class?】【References】● Supplementary in-class handouts (free)【Method(s)】【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)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 4
Chapter 4: Describingwith Space Order
3
Chapter 4: Describing
Writing 1 Draft
with Space Order
Discussion
4
Chapter 4: Describing
Writing 1 Finalwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 4‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 5
Chapter 5: Stating
Reasons and Using
Examples【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 57 —

ERP

発行日：2023/5/1
11

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

12

Jonathan Docherty

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 4/Mon.4
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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?】

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 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, Preparation/Effort)【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【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Work”(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e Unit 7 review
Discussion
Prepare & practice Presentation 1
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 8: Technology;“Technology”
parts a-b
5
Unit 8: Technology;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Vacations;Prepare a short speech onparts a-b
“Vacations”
7
Unit 9: Vacations;
Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Products;“Products”
parts a-b
9
Unit 10: Products;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: History; parts Prepare a short speech on “History”
a-b— 58 —

ERP
11

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

12

Jonathan Docherty

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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?】

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

発行日：2023/5/1

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, Preparation/Effort)【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【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Work”(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e Unit 7 review
Discussion
Prepare & practice Presentation 1
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 8: Technology;“Technology”
parts a-b
5
Unit 8: Technology;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Vacations;Prepare a short speech onparts a-b
“Vacations”
7
Unit 9: Vacations;
Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Products;“Products”
parts a-b
9
Unit 10: Products;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: History; parts Prepare a short speech on “History”
a-b— 59 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate II
8

Glenn Torrens
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 6: Definition
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

10

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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 52-60, TOEFL ® ITP 470-499, TOEIC ® 550-624, IELTS
5.5 or EIKEN ® CSE2.0 2304-2399 or English Placement Test α 690729— 60 —

ERP
7

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate II
8

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

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 6: Definition
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

10

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

発行日：2023/5/1

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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— 61 —

ERP

発行日：2023/5/1
11

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

12

Glenn Torrens

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 4/Tue.4
その他属性：〈実〉【Outline and objectives】
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?】

14

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 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, Preparation/Effort)【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+

【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 62 —

ERP
11

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

12

Sandor Dome

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3
その他属性：〈実〉【Outline and objectives】
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)】14Unit 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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Sandor Dome was born in Hungary and grew up in various countries
including going to school in the US and University in Italy. He has
also worked in England and has worked in Japan for 8 years. Before
joining ALC, he had been working with university students, helping
them with their studies and language exam preparation, also taking
part in exchange programs and international workshops. Sandor Domeaims to create an inspiring environment where learners can find comfort
and achieve their goals.
【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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 63 —

ERP

発行日：2023/5/1
11

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

12

Bridget Kim

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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 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, Preparation/Effort)【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 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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 64 —

ERP
7

LANe100LDERP CE3 (Tama): Writing & Discussion: AdvancedII
8

Bridget Kim
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3

9

その他属性：〈実〉【Outline and objectives】
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 chapters of 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

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

発行日：2023/5/1

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
EssaysDiscussion
3
Chapter 5: Process
Writing Practice Final
EssaysWriting Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
EssaysWriting Practice Finalgroup review
5
Chapter 6: Cause /Writing 1 Draft
Effect Essays
Discussion
6
Chapter 6: Cause /Writing 1 Final
Effect Essays
Writing 1 Draft pairreview【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+

— 65 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Tama): Writing & Discussion: Advanced
II
8

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

9

その他属性：〈実〉【Outline and objectives】
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 chapters of 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

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

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
EssaysDiscussion
3
Chapter 5: Process
Writing Practice Final
EssaysWriting Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
EssaysWriting Practice Finalgroup review
5
Chapter 6: Cause /Writing 1 Draft
Effect Essays
Discussion
6
Chapter 6: Cause /Writing 1 Final
Effect Essays
Writing 1 Draft pairreview【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+

— 66 —ERP
11

Unit 5: Food; parts c-e
Discussion 3 ‒ 10%

ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I

12Bridget Kim

13

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

LANe100LD

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 2/Tue.2
その他属性：〈実〉14【Outline and objectives】
This course, the lowest-level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

発行日：2023/5/1

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, Preparation/Effort)【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “People”(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; parts
Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 - 10%
Prepare a short speech on
Unit 2: Possessions;“Possessions”
parts a-b
5
Unit 2: Possessions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Places; parts
Prepare a short speech on “Places”
a-b
7
Unit 3: Places; parts
Unit 3 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 - 10%
Prepare a short speech on “Free
Unit 4: Free Time;Time”
parts a-b
9
Unit 4: Free Time;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: Food; parts a-b Prepare a short speech on “Food”— 67 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Koganei):Intermediate I

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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?】

10

11

12

13

14

Chapter 2:
Listing-Order
Paragraphs
Discussion
Chapter 2:
Listing-Order
Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 2:
Listing-Order
Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 3: Giving
Instructions
Chapter 3: Giving
Instructions
Discussion
Chapter 3: Giving
Instructions
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 3: Giving
Instructions
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【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)【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 1
Chapter 1: Describing
PeopleDiscussion
3
Chapter 1: Describing
Writing 1 Draft
PeopleDiscussion
4
Chapter 1: Describing
Writing 1 Final
PeopleWriting 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 1‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 2
Chapter 2:
Listing-Order
Paragraphs【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.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 68 —

ERP
11

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

12

Ryan Olimer

13

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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)】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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Ryan Olimer is originally from Toronto, Canada. He studied Psychology
at university as well as TESOL/TESL before coming to Japan. While inJapan, Ryan has worked as an English Instructor for more than 20 years
teaching students of all ages, from children all the way up to university
and businesspeople. In his lessons he aims to be creative, flexible and toalways to provide enjoyable atmosphere where the students can learn.
【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【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Lifestyle”
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; parts Unit 1 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Competitions;“Competitions”
parts a-b
5
Unit 2: Competitions;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Transportation; Prepare a short speech onparts a-b
“Transportation”
7
Unit 3: Transportation; Unit 3 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Challenges;“Challenges”
parts a-b
9
Unit 4: Challenges;
Unit 4 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 5: The
Prepare a short speech on “TheEnvironment; parts a-b Environment”— 69 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Koganei): Writing & Discussion: HigherIntermediate I
8

Wendy Horikoshi
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4
その他属性：〈実〉10【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Academic
Paragraphs
Discussion
3
Chapter 1: Academic
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 1: Academic
Review Chapter 1
Paragraphs
Writing Practice Finalgroup review
5
Chapter 2: Narrative
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 2: Narrative
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

9

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Narrative
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Basic
Paragraph Structure
Chapter 3: Basic
Paragraph Structure
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Basic
Paragraph Structure
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 9: Essay
Organization
Discussion
Chapter 9: Essay
Organization
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 9: Essay
Organization
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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.
【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— 70 —ERP
10

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

11

12

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

13

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

14

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

発行日：2023/5/1

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, Preparation/Effort)【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 61+, TOEFL ® ITP 500+, TOEIC ® 625+, IELTS 6.0+
or EIKEN ® CSE2.0 2400+ or English Placement Test α 730+

【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Culture(Initial)and Identity”
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture andUnit 1 review
Identity; parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 2: Performing;“Performing”
parts a-b
5
Unit 2: Performing;
Unit 2 review
parts c-e
Discussion
6
Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
7
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 4: Opportunities; “Opportunities”
parts a-b
9
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%— 71 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Koganei):
Advanced I

Writing & Discussion:
8

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

9

その他属性：〈実〉10【Outline and objectives】
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 thefirst four chapters of the textbook to firstly review English paragraphstructure, 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 and skill to write abasic essay. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 2: Unit and
Coherence
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 3: Using
Outside Sources
Discussion
Chapter 3: Using
Outside Sources
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 3: Using
Outside Sources
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 4: From
Paragraph to Essay
Discussion
Chapter 4: From
Paragraph to Essay
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 4: From
Paragraph to Essay
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 1: Paragraph
Structure
Discussion
3
Chapter 1: ParagraphWriting Practice Final
Structure
Writing Practice Draft
pair review
4
Chapter 1: ParagraphReview Chapter 1
Structure
Writing Practice Finalgroup review
5
Chapter 2: Unity andWriting 1 Draft
Coherence
Discussion
6
Chapter 2: Unity andWriting 1 Final
Coherence
Writing 1 Draft pairreview【Others】
Andrew Finegan is from Brisbane, Australia. He received a Bachelor ofArts, majoring in Japanese Language and Culture, from the Universityof Queensland, and a Graduate Diploma in Tax, from the University of
New South Wales, Australia. He worked for the Australian Tax Officewhile in Australia. His experience in Japan includes English Instruction
as well as legal interpretation, which allows him to effectively provide
communication and business skills courses from beginner to advanced
levels. He is particularly skilled at assisting students in expressing
themselves clearly in a variety of situations.
【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+

— 72 —ERP
12

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

13

Bridget Kim
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 2/Tue.2

14

その他属性：〈実〉【Outline and objectives】
This course, the lowest level communication course in the ERP, aims to
support and strengthen students’ existing speaking and listening skills,
by building a solid foundation of English vocabulary and structures
to allow simple communication on a range of engaging topics andsituations. 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

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

発行日：2023/5/1

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, Preparation/Effort)【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 ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on(Initial)“Journeys”
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; parts Unit 7 review
c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on“Appearance”
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Entertainment; Prepare a short speech onparts a-b
“Entertainment”
7
Unit 9: Entertainment; Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Learning;“Learning”
parts a-b
9
Unit 10: Learning;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: Tourism;
Prepare a short speech onparts a-b
“Tourism”
11
Unit 11: Tourism;
Unit 11 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3— 73 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE1 (Koganei):Intermediate II

Writing & Discussion:
8

Wendy Horikoshi
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2

9

その他属性：〈実〉【Outline and objectives】
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

10

11

12

13

14

Chapter 5: Stating
Reasons and Using
ExamplesDiscussion
Chapter 5: Stating
Reasons and Using
ExamplesWriting 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 5: Stating
Reasons and Using
ExamplesDiscussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 6: Expressing
Your Opinion
Chapter 6: Expressing
Your Opinion
Discussion
Chapter 6: Expressing
Your Opinion
Writing 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 6: Expressing
Your Opinion
Discussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs SB w/App,
Online Practice & Digital Resources,
3rd Edition, Pearson (ISBN: 978-0136769996 )【Which item of the diploma policy will be obtained by taking this class?】【References】● Supplementary in-class handouts (free)【Method(s)】【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)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Prepare a discussion topic based on(Initial)
Chapter 4
Chapter 4: Describingwith Space Order
3
Chapter 4: Describing
Writing 1 Draft
with Space Order
Discussion
4
Chapter 4: Describing
Writing 1 Finalwith Space Order
Writing 1 Draft pairreview
5
Writing 1 Final DUE
Review Chapter 4‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
6
Writing 1 Final
Prepare a discussion topic based on
feedback
Chapter 5
Chapter 5: Stating
Reasons and Using
Examples【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.
【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 74 —

ERP
11

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

12

Ryan Olimer

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
その他属性：〈実〉14【Outline and objectives】
This course, the mid-level communication course in the ERP, aims tofurther develop students’ speaking and listening skills, by expanding
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 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 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?】

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

発行日：2023/5/1

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, Preparation/Effort)【Changes following student comments】【Others】
Ryan Olimer is originally from Toronto, Canada. He studied Psychology
at university as well as TESOL/TESL before coming to Japan. While inJapan, Ryan has worked as an English Instructor for more than 20 years
teaching students of all ages, from children all the way up to university
and businesspeople. In his lessons he aims to be creative, flexible and toalways to provide enjoyable atmosphere where the students can learn.
【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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Work”(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e Unit 7 review
Discussion
Prepare & practice Presentation 1
4
Presentation 1 ‒ 10%
Prepare a short speech on
Unit 8: Technology;“Technology”
parts a-b
5
Unit 8: Technology;
Unit 8 review
parts c-e
Discussion
6
Unit 9: Vacations;Prepare a short speech onparts a-b
“Vacations”
7
Unit 9: Vacations;
Unit 9 review
parts c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on
Unit 10: Products;“Products”
parts a-b
9
Unit 10: Products;
Unit 10 review
parts c-e
Discussion 2 ‒ 10%
10
Unit 11: History; parts Prepare a short speech on “History”
a-b— 75 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE2 (Koganei): Writing & Discussion: HigherIntermediate II
8

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

9

その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
Paragraphs
Discussion
3
Chapter 5: Process
Writing Practice Final
Paragraphs
Writing Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
Paragraphs
Writing Practice Finalgroup review
5
Chapter 6: Definition
Writing 1 Draft
Paragraphs
Discussion
6
Chapter 6: Definition
Writing 1 Final
Paragraphs
Writing 1 Draft pairreview

10

11

12

13

14

Writing 1 Final DUE‒ 10%
Chapter 6: Definition
Paragraphs
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 7: Cause /Effect Paragraphs
Discussion
Chapter 7: Cause /Effect Paragraphs
Writing 2 Draft pairreview
Writing 2 Final DUE‒ 10%
Chapter 7: Cause /Effect Paragraphs
Discussion 2 ‒ 10%
Writing 2 Final
feedback
Chapter 10: Opinion
EssaysDiscussion
Chapter 10: Opinion
EssaysWriting 3 Draft pairreview
Writing 3 Final DUE‒ 10%
Chapter 10: Opinion
EssaysDiscussion 3 ‒ 10%
CEFR Self-Evaluation(Final) / Student
surveys
Writing 3 Final
feedback
Course review / Studyplanning

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); Paragraphs to Essays
SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )【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】【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.
【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— 76 —

ERP
11

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

12

Bridget Kim

13

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2
その他属性：〈実〉【Outline and objectives】
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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

14

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

発行日：2023/5/1

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, Preparation/Effort)【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 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】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR self-evaluation
Prepare a short speech on “Living(Initial)
space”
Unit 7: Living space;parts a-b
3
Unit 7: Living space;
Unit 7 review
parts c-e
Prepare & practice Presentation 1
Discussion
4
Presentation 1 ‒ 10%
Prepare a short speech on “Travel”
Unit 8: Travel; partsa-b
5
Unit 8: Travel; parts
Unit 8 review
c-eDiscussion
6
Unit 9: Shopping; parts Prepare a short speech on
a-b“Shopping”
7
Unit 9: Shopping; parts Unit 9 review
c-e
Prepare and practice Presentation
Discussion 1 ‒ 10%
2
8
Presentation 2 ‒ 10%
Prepare a short speech on “No
Unit 10: No limits;
limits”
parts a-b
9
Unit 10: No limits;
Unit 10 review
parts c-e
Discussion 2 -10%
10
Unit 11: Connections;Prepare a short speech onparts a-b
“Connections”— 77 —

ERP

発行日：2023/5/1
7

LANe100LDERP CE3 (Koganei):
Advanced II

Writing & Discussion:
8

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

9

その他属性：〈実〉【Outline and objectives】
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 chapters of 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 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)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

10

11

12

13

14

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

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); Essays with Online
Practice & Digital Resources,
5th Edition, Pearson (ISBN: 978-0136838630 )【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)【Fieldwork in class】
なし / No【Changes following student comments】【Schedule】授業形態：オンライン/online
No.
Theme
Contents
1
Orientation &Write down three SMART learning
introductions
goals for this course
Course preview
Study planning
2
CEFR Self-Evaluation Writing Practice Draft(Initial)
Chapter 5: Process
EssaysDiscussion
3
Chapter 5: Process
Writing Practice Final
EssaysWriting Practice Draft
pair review
4
Chapter 5: Process
Review Chapter 5
EssaysWriting Practice Finalgroup review
5
Chapter 6: Cause /Writing 1 Draft
Effect Essays
Discussion
6
Chapter 6: Cause /Writing 1 Final
Effect Essays
Writing 1 Draft pairreview【Others】
Andrew Finegan is from Brisbane, Australia. He received a Bachelor ofArts, majoring in Japanese Language and Culture, from the Universityof Queensland, and a Graduate Diploma in Tax, from the University of
New South Wales, Australia. He worked for the Australian Tax Officewhile in Australia. His experience in Japan includes English Instruction
as well as legal interpretation, which allows him to effectively provide
communication and business skills courses from beginner to advanced
levels. He is particularly skilled at assisting students in expressing
themselves clearly in a variety of situations.
【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+

— 78 —

ERP
4

LANe100LDERP CE1 (Ichigaya): Intensive English 1

Credit(s)：1 ｜ Semester：スプリングセッション/Spring Session ｜ Year：1〜4
Day/Period：集中・その他/intensive・other courses

5

その他属性：〈実〉【Outline and objectives】
This course aims to support and strengthen students’ existing English
skills by focusing on integrating the four skills of Reading, Writing,Speaking and Listening and building a solid foundation of skill
strategies and language structures to allow communication on a range
of engaging topics and situations. It uses the textbook’s wide rangeof relevant topics and themes focused on society and culture as aspringboard for collaboration in brainstorming and planning of ideas,
writing short essays, discussions, presentations and simple debate
activities, with a focus on encouraging active engagement, learnerautonomy, and confidence.
【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• 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• write coherent, logical English extended paragraphs on a range of
topics (Approx. 250 words in length)• build general vocabulary related to the reading, listening, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• develop listening skills (gist, detail and note-taking) using authentic
speakers discussing level-appropriate subjects.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation
Write 250 words about Article 1
CEFR self-evaluation(Initial)
Pre-Course Task
Presentations,
Pre-Course Task
Presentations cont.
Reading Skills:
Skimming/Scanning,
Read and discuss
Article 1: The Dream of
Flight, Writing Skills:
The 5Cs of Good
Writing, Paragraphs
2
Share Writing andPrepare a 3-minute Speech on
Discuss, Listening
Article 2
Skills: Note Taking,
Listen and Discuss
Article 2: The Story of
Chilli, Presentation
Skills: Structure
3
Short Speeches andPrepare for a Debate on Article 3
Discussion, Reading
Skills: Summarizing,
Reading Skills: Readand Discuss Article 3:
Mission to Mars,
Debate Skills: ORE

6

7

8

Debate and Feedback,
Listening Skills:
Listening for Details,
Listen and Discuss
Article 4: Fantastic
Festivals, Writing
Skills: Linking Ideas
Share Writing andDiscuss, Reading
Skills: Building
Vocabulary, Read andDiscuss Article 5: Mood
Music, Presentation
Skills: Language
Short Speeches andDiscussion, Listening
Skills: Listening for
Facts and Opinions,
Listen and Discuss
Article 6: Edge ofExtinction, Debate
Skills: Strong Reasons
Evaluated Debate andFeedback, Reading &Listening Test,
Presentation Skill:
Delivery, Final
Presentation
Preparation
Final Presentation
Preparation/Practice,
Final Presentation andFeedback, CEFR Self
Evaluation (Final)
Review and Wrap-up

発行日：2023/5/1

Write 250 Words About Article 4

Prepare a 3-minute Speech on
Article 5

Prepare a Debate on Article 6

Practice Final Presentation-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a day completing homeworkassignments (preparing for short speeches, discussions and writing
tasks). They will also be asked to set goals and develop study plansas part of their self-study.
【Textbooks】●
Four Skills English Intermediate/Academic Edition/ALC Press
Inc./2018.
【References】● Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade(exceptions in the case of proven reason); 30 minutes late arrival or earlyleave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 20% (Message, Language, Clarity, Contribution);
Presentation 20% (Message, Structure, Delivery, Visuals), Reading
Comprehension 10%, Listening Test 10%.
【Changes following student comments】【Prerequisites】
English proficiency requirement:
TOEFL ® iBT 45-51, TOEFL ® ITP 450-469, TOEIC ® 500-549, IELTS
5.0 or EIKEN ® CSE2.0 2200+ or English Placement Test α 640-689— 79 —

ERP

発行日：2023/5/1
4LANe100LDERP CE2 (Ichigaya): Intensive English 2

Credit(s)：1 ｜ Semester：スプリングセッション/Spring Session ｜ Year：1〜4
Day/Period：集中・その他/intensive・other courses

5

その他属性：〈実〉【Outline and objectives】
This course aims to support and strengthen students’ existing English
skills by focusing on integrating the four skills of Reading, Writing,Speaking and Listening and building a solid foundation of skill
strategies and language structures to allow communication on a range
of engaging topics and situations. It uses the textbook’s wide rangeof relevant topics and themes focused on society and culture as aspringboard for collaboration in brainstorming and planning of ideas,
writing short essays, discussions, presentations and simple debate
activities, with a focus on encouraging active engagement, learnerautonomy, and confidence.
【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• 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• write coherent, logical English extended paragraphs on a range of
topics (Approx. 250 words in length)• build general vocabulary related to the reading, listening, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• develop listening skills (gist, detail and note-taking) using authentic
speakers discussing level-appropriate subjects.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】授業形態：対面/face to face
No.
Theme
Contents
1
Orientation
Write 250 words about Article 1
CEFR self-evaluation(Initial)
Pre-Course Task
Presentations,
Pre-Course Task
Presentations cont.
Reading Skills:
Skimming/Scanning,
Read and discuss
Article 1: The Dream of
Flight, Writing Skills:
The 5Cs of Good
Writing, Paragraphs
2
Share Writing andPrepare a 3-minute Speech on
Discuss, Listening
Article 2
Skills: Note Taking,
Listen and Discuss
Article 2: The Story of
Chilli, Presentation
Skills: Structure
3
Short Speeches andPrepare for a Debate on Article 3
Discussion, Reading
Skills: Summarizing,
Reading Skills: Readand Discuss Article 3:
Mission to Mars,
Debate Skills: ORE

6

7

8

Debate and Feedback,
Listening Skills:
Listening for Details,
Listen and Discuss
Article 4: Fantastic
Festivals, Writing
Skills: Linking Ideas
Share Writing andDiscuss, Reading
Skills: Building
Vocabulary, Read andDiscuss Article 5: Mood
Music, Presentation
Skills: Language
Short Speeches andDiscussion, Listening
Skills: Listening for
Facts and Opinions,
Listen and Discuss
Article 6: Edge ofExtinction, Debate
Skills: Strong Reasons
Evaluated Debate andFeedback, Reading &Listening Test,
Presentation Skill:
Delivery, Final
Presentation
Preparation
Final Presentation
Preparation/Practice,
Final Presentation andFeedback, CEFR Self
Evaluation (Final)
Review and Wrap-up

Write 250 Words About Article 4

Prepare a 3-minute Speech on
Article 5

Prepare a Debate on Article 6

Practice Final Presentation-【Work to be done outside of class (preparation, etc.)】
Students will be expected to spend 2 hours a day completing homeworkassignments (preparing for short speeches, discussions and writing
tasks). They will also be asked to set goals and develop study plansas part of their self-study.
【Textbooks】●
Four Skills English Intermediate/Academic Edition/ALC Press
Inc./2018.
【References】● Supplementary in-class handouts (free)【Grading criteria】
Attendance: Five or more absences will result in a failing grade(exceptions in the case of proven reason); 30 minutes late arrival or earlyleave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 20% (Message, Language, Clarity, Contribution);
Presentation 20% (Message, Structure, Delivery, Visuals), Reading
Comprehension 10%, Listening Test 10%.
【Changes following student comments】【Prerequisites】
English proficiency requirement:
CE2: TOEFL ® iBT 52+, TOEFL ® ITP 470+, TOEIC ® 550+, IELTS
5.5+— 80 —