2019年度

英語強化プログラム（ERP）
講義概要（シラバス）

科目一覧

最新版のシラバスは、法政大学 Web シラバス（https://syllabus.hosei.ac.jp/）で確認してください。

【A8000】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Iain Lonsdale］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

4【A8004】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I ［Christine Barnes］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
【A8005】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Takao Kasumi］春学期授業/Spring . .
【A8006】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Iain Lonsdale］春学期授業/Spring . . .
【A8007】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Iain Lonsdale］春学期授業/Spring . . .
【A8008】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Simon Wardle］春学期授業/Spring . . .
【A8009】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate I ［Jason Lee］春学期授業/Spring . . . . . .

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【A8010】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Jason Lee］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11【A8011】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Jason Lee］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12【A8012】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Samuel Harper］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13【A8013】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Iain Lonsdale］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14【A8014】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate I ［Iain Lonsdale］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15【A8015】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16【A8016】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Thomas Rogers］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17【A8017】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I［Takao Kasumi］春学期授業/Spring 18【A8018】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate I ［Nicolas Toumayan］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
【A8019】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I［Samuel Harper］春学期授業/Spring 20【A8020】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I ［Christine Barnes］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
【A8021】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Samuel Harper］春学期授業/Spring . . . . . 22
【A8022】ERP CE3 (Ichigaya): Writing & Discussion: Advanced I ［Iain Lonsdale］春学期授業/Spring . . . . . . 23
【A8100】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I［Simon Wardle］春学期授業/Spring 24【A8101】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I ［Rowland Geraghty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
【A8102】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I ［Samuel Harper］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
【A8103】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate I［Takao Kasumi］春学期授業/Spring 27【A8104】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Nicolas Toumayan］春学期授業/Spring . 28
【A8105】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Nicolas Toumayan］春学期授業/Spring . 30
【A8106】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Bridget Kim］春学期授業/Spring . . . . . . . 31
【A8107】ERP CE1 (Tama): Writing & Discussion: Intermediate I ［Takao Kasumi］春学期授業/Spring . . . . . 32
【A8108】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Rowland Geraghty］春
学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
【A8109】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Simon Wardle］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
【A8110】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate I ［Takao Kasumi］春学
期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

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【A8111】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Rowland Geraghty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

37【A8112】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Simon Wardle］春学期授業/Spring 38【A8113】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate I ［Bridget Kim］春学期授業/Spring 39【A8114】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I［Nicolas Toumayan］春学期授業/Spring 40【A8115】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced I ［Thomas Rogers］春学期授業/Spring 41【A8116】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Thomas Rogers］春学期授業/Spring . . . . . . . 42
【A8117】ERP CE3 (Tama): Writing & Discussion: Advanced I ［Thomas Rogers］春学期授業/Spring . . . . . . . 43
【A8200】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I ［Christine Barnes］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
【A8201】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I ［Nicolas Toumayan］春学期
授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
【A8202】ERP CE1 (Koganei): Writing & Discussion: Intermediate I ［Iain Lonsdale］春学期授業/Spring . . . 46
【A8203】ERP CE1 (Koganei): Writing & Discussion: Intermediate I ［Simon Wardle］春学期授業/Spring . . . 47
【A8204】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I ［Nicolas Toumayan］
春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
【A8205】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I ［Nicolas Toumayan］
春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
【A8206】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate I ［Iain Lonsdale］春学期授業/Spring 50【A8207】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate I［Simon Wardle］春学期授業/Spring 51【A8208】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced I ［Christine Barnes］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
【A8209】ERP CE3 (Koganei): Writing & Discussion: Advanced I ［Christine Barnes］春学期授業/Spring . . . 53
【A8050】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Thomas Rogers］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
【A8051】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Iain Lonsdale］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
【A8052】ERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II ［Christine Barnes］秋学期
授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
【A8053】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate II ［Iain Lonsdale］秋学期授業/Fall . . . . . 57
【A8054】ERP CE1 (Ichigaya): Writing & Discussion: Intermediate II ［Iain Lonsdale］秋学期授業/Fall . . . . . 58
【A8055】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II ［Thomas Rogers］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
【A8056】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II［Rowland Geraghty］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
【A8057】ERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II ［Iain Lonsdale］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
【A8058】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II ［Samuel Harper］秋学期授業/Fall 62【A8059】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II ［Takao Kasumi］秋学期授業/Fall 63【A8060】ERP CE2 (Ichigaya): Writing & Discussion: Higher-Intermediate II ［Simon Wardle］秋学期授業/Fall 64【A8061】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Thomas Rogers］秋学期授業/Fall 65【A8062】ERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced II ［Christine Barnes］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
【A8063】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Samuel Harper］秋学期授業/Fall . . . . . . 67
【A8064】ERP CE3 (Ichigaya): Writing & Discussion: Advanced II ［Iain Lonsdale］秋学期授業/Fall . . . . . . . . 68
【A8150】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate II ［Simon Wardle］秋学期授業/Fall 69【A8151】ERP CE1 (Tama): Oral Presentation & Discussion: Intermediate II ［Takao Kasumi］秋学期授業/Fall 70【A8152】ERP CE1 (Tama): Writing & Discussion: Intermediate II ［Nicolas Toumayan］秋学期授業/Fall . . . 71
【A8153】ERP CE1 (Tama): Writing & Discussion: Intermediate II ［Takao Kasumi］秋学期授業/Fall . . . . . . . 72
【A8154】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate II ［Rowland Geraghty］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
【A8155】ERP CE2 (Tama): Oral Presentation & Discussion: Higher-Intermediate II ［Samuel Harper］秋
学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
【A8156】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate II ［Nicolas Toumayan］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
【A8157】ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate II ［Simon Wardle］秋学期授業/Fall 77【A8158】ERP CE3 (Tama): Oral Presentation & Discussion :Advanced II ［Rowland Geraghty］秋学期授業/Fall 78— II —

【A8159】ERP CE3 (Tama): Writing & Discussion: Advanced II ［Simon Wardle］秋学期授業/Fall . . . . . . . . . .

79【A8250】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II ［Christine Barnes］秋学期
授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

80【A8251】ERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II ［Nicolas Toumayan］秋学
期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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82【A8253】ERP CE1 (Koganei): Writing & Discussion: Intermediate II ［Simon Wardle］秋学期授業/Fall . . . . . 83
【A8254】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II ［Nicolas Toumayan］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
【A8255】ERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II ［Nicolas Toumayan］
秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
【A8256】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate II ［Iain Lonsdale］秋学期授業/Fall 86【A8257】ERP CE2 (Koganei): Writing & Discussion: Higher-Intermediate II ［Simon Wardle］秋学期授業/Fall 87【A8258】ERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II ［Christine Barnes］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
【A8259】ERP CE3 (Koganei): Writing & Discussion: Advanced II ［Christine Barnes］秋学期授業/Fall . . . . . 89
【A8252】ERP CE1 (Koganei): Writing & Discussion: Intermediate II ［Iain Lonsdale］秋学期授業/Fall . . . . .

— III —

発行日：2019/5/1
7LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

8Iain Lonsdale
9

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

1011【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.
【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

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13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”—1—発行日：2019/5/1
7LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

8

Takao Kasumi
9

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

1011【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.
【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

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”—2—発行日：2019/5/1
7LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

8Iain Lonsdale
9

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

1011【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.
【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

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”—3—発行日：2019/5/1
7LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

8

Samuel Harper
9

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

1011【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.
【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

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”—4—発行日：2019/5/1
7LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate I

8Christine Barnes
9

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

10
11【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.
【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

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”—5—発行日：2019/5/1
3

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:

4

Takao Kasumi
5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 3/Mon.3
6【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.

7

8

9

【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

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.

—6—発行日：2019/5/1【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing & Discussion:

Iain Lonsdale
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3【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.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion—7—

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing 1 Final

Writing & Discussion:

Iain Lonsdale
Review Chapter 1

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2
Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【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.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion—8—

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing 1 Final

Writing & Discussion:

Simon Wardle
Review Chapter 1

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【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.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion—9—

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

LANe100LDERP CE1 (Ichigaya):Intermediate I

Writing 1 Final

Writing & Discussion:

Jason Lee
Review Chapter 1

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4
Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”【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.
【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?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion— 10 —

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

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

Writing 1 Final

Jason Lee

Review Chapter 1

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2
Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final【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.
【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?】

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Jason Lee is from Los Angeles, California. He majored in East Asian
Languages and cultures with a minor in Business Administration.
He has been teaching in Japan for over 3 years and has experienceteaching in both universities and companies. Courses include Meetings,
Negotiations, Presentations, Discussion and Email Writing. In addition,
he also has a sound knowledge of Eiken and TOEIC examinations. Prior
to moving to Japan, he worked for a year at a law firm as an officemanager, and several years in finance as a financial and administrative
analyst. Jason’s knowledge of different cultures gained whilst studying
combined with experience in the financial industry and in teaching, help
him create lessons which encourage students to think about the ‘big
picture’ and take on a world view during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

— 11 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

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

Unit 4 review

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

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Jason Lee is from Los Angeles, California. He majored in East Asian
Languages and cultures with a minor in Business Administration.
He has been teaching in Japan for over 3 years and has experienceteaching in both universities and companies. Courses include Meetings,
Negotiations, Presentations, Discussion and Email Writing. In addition,
he also has a sound knowledge of Eiken and TOEIC examinations. Prior
to moving to Japan, he worked for a year at a law firm as an officemanager, and several years in finance as a financial and administrative
analyst. Jason’s knowledge of different cultures gained whilst studying
combined with experience in the financial industry and in teaching, help
him create lessons which encourage students to think about the ‘big
picture’ and take on a world view during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

— 12 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

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

Unit 4 review

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

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Jason Lee is from Los Angeles, California. He majored in East Asian
Languages and cultures with a minor in Business Administration.
He has been teaching in Japan for over 3 years and has experienceteaching in both universities and companies. Courses include Meetings,
Negotiations, Presentations, Discussion and Email Writing. In addition,
he also has a sound knowledge of Eiken and TOEIC examinations. Prior
to moving to Japan, he worked for a year at a law firm as an officemanager, and several years in finance as a financial and administrative
analyst. Jason’s knowledge of different cultures gained whilst studying
combined with experience in the financial industry and in teaching, help
him create lessons which encourage students to think about the ‘big
picture’ and take on a world view during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

— 13 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

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

Unit 4 review

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

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

— 14 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

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

Unit 4 review

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

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

— 15 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate I
Samuel Harper

Unit 4 review

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

Prepare a short speech on “TheEnvironment”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion— 16 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

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

Review Chapter 1

Thomas Rogers
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 2

Writing 2 Draft

Writing 2 Final【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

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”【Which item of the diploma policy will be obtained by taking this class?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion— 17 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

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

Review Chapter 1

Takao Kasumi
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 2

Writing 2 Draft

Writing 2 Final【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

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”【Which item of the diploma policy will be obtained by taking this class?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion— 18 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

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

Review Chapter 1

Nicolas Toumayan
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 2

Writing 2 Draft

Writing 2 Final【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

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”【Which item of the diploma policy will be obtained by taking this class?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion— 19 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

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

Review Chapter 1

Samuel Harper
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 2

Writing 2 Draft【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

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final【Which item of the diploma policy will be obtained by taking this class?】

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture and
Identity; parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Performing;parts a-b
5
Unit 2: Performing;parts c-e
Discussion— 20 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Culture
and Identity”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Performing”

Unit 2 review

発行日：2019/5/1
6
7

8

9

10
11

12

13

14

Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2 (pair/group)
Presentation 2
Prepare a short speech on(pair/group) ‒ 10%“Opportunities”
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;
Prepare a short speech onparts a-b
“Well-being”
Unit 5: Well-being;
Unit 5 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3 (solo)Presentation 3 (solo) ‒Review / Prepare Presentation 3
10%(solo)
Unit 6: Mysteries;
parts a-b
Presentation 3
Prepare a short speech on “What I
continued (solo) ‒ 10% learned in this course”
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

LANe100LDERP CE3 (Ichigaya): Oral Presentation & Discussion :Advanced I
Christine Barnes
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 4/Fri.4【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.

【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【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【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or English Placement
Test α 730【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture and
Identity; parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Performing;parts a-b
5
Unit 2: Performing;parts c-e
Discussion— 21 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Culture
and Identity”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Performing”

Unit 2 review

発行日：2019/5/1
6
7

8

9

10
11

12

13

14

Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2 (pair/group)
Presentation 2
Prepare a short speech on(pair/group) ‒ 10%“Opportunities”
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;
Prepare a short speech onparts a-b
“Well-being”
Unit 5: Well-being;
Unit 5 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3 (solo)Presentation 3 (solo) ‒Review / Prepare Presentation 3
10%(solo)
Unit 6: Mysteries;
parts a-b
Presentation 3
Prepare a short speech on “What I
continued (solo) ‒ 10% learned in this course”
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning

LANe100LDERP CE3 (Ichigaya):
Advanced I

Writing & Discussion:

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

【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion— 22 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
Chapter 2: Unity and
Coherence
Discussion
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
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

Writing Practice Final

LANe100LDERP CE3 (Ichigaya):
Advanced I

Review Chapter 1

Writing & Discussion:

Iain Lonsdale
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 2

Writing 2 Draft

Writing 2 Final【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

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”【Which item of the diploma policy will be obtained by taking this class?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion— 23 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
Chapter 2: Unity and
Coherence
Discussion
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
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

Writing Practice Final

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

Review Chapter 1

Simon Wardle
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 2

Writing 2 Draft【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

Writing 2 Final

Review Chapter 3

Writing 3 Draft【Which item of the diploma policy will be obtained by taking this class?】

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.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b— 24 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

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

Unit 4 review

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

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【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【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b— 25 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

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

Unit 4 review

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

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【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【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Rowland Geraghty is from Ireland but has been working in Japan forthe last 13 years. He graduated in Applied Ecology. After finishing
university, he gained experience working for Financial Institutions.
Following that, he became an entrepreneur by opening his own
successful Business English school in Japan. Using his knowledge
and experience of the business world, he has taught Economics andFinance courses to large groups of students as well as specializing in
Presentations, Negotiations and Meetings classes, as well as general
Business Communication courses. By combining Rowland’s workand extensive teaching experience, he ensures learners develop theircritical thinking skills as well as deepening their practical English
communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b— 26 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

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

Unit 4 review

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

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【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【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b— 27 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

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

Unit 4 review

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

Prepare a short speech on “Food”
Unit 5 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion— 28 —

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.

— 29 —

発行日：2019/5/1
3

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

4

Nicolas Toumayan
5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 4/Mon.4
6【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.
【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

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.

— 30 —

発行日：2019/5/1【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689

LANe100LDERP CE1 (Tama): Writing & Discussion: Intermediate I
Bridget Kim
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 1/Wed.1【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.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and become
familiar with standard conjunctions• write coherent, logical English extended paragraphs on a range of
topics (300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion— 31 —

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

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

Writing 1 Final

Takao Kasumi
Review Chapter 1

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2
Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”【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.
【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?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【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.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion— 32 —

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.

— 33 —

発行日：2019/5/1
7LANe100LDERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate I

8

Rowland Geraghty
9Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：月 2/Mon.2

1011【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.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

12

13

14

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Rowland Geraghty is from Ireland but has been working in Japan forthe last 13 years. He graduated in Applied Ecology. After finishing
university, he gained experience working for Financial Institutions.
Following that, he became an entrepreneur by opening his own
successful Business English school in Japan. Using his knowledge
and experience of the business world, he has taught Economics andFinance courses to large groups of students as well as specializing in
Presentations, Negotiations and Meetings classes, as well as general
Business Communication courses. By combining Rowland’s workand extensive teaching experience, he ensures learners develop theircritical thinking skills as well as deepening their practical English
communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”— 34 —

発行日：2019/5/1
7LANe100LDERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate I
Simon Wardle

89Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 2/Wed.2

1011【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.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

12

13

14

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Prepare a short speech on“Transportation”— 35 —

発行日：2019/5/1
7LANe100LDERP CE2 (Tama): Oral Presentation & Discussion:
Higher-Intermediate I
Takao Kasumi

89Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 3/Fri.3

10
11【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.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Prepare a short speech on“Transportation”— 36 —

発行日：2019/5/1
3

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

4

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

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Rowland Geraghty is from Ireland but has been working in Japan forthe last 13 years. He graduated in Applied Ecology. After finishing
university, he gained experience working for Financial Institutions.
Following that, he became an entrepreneur by opening his own
successful Business English school in Japan. Using his knowledge
and experience of the business world, he has taught Economics andFinance courses to large groups of students as well as specializing in
Presentations, Negotiations and Meetings classes, as well as general
Business Communication courses. By combining Rowland’s workand extensive teaching experience, he ensures learners develop theircritical thinking skills as well as deepening their practical English
communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 37 —

発行日：2019/5/1
3

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

4

Simon Wardle
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3【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.
【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

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 38 —

発行日：2019/5/1
3

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

4

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

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【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.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 39 —

発行日：2019/5/1
6

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

7

8

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

910【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.
【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

11

12

13

14

Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2 (pair/group)
Presentation 2
Prepare a short speech on(pair/group) ‒ 10%“Opportunities”
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;
Prepare a short speech onparts a-b
“Well-being”
Unit 5: Well-being;
Unit 5 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3 (solo)Presentation 3 (solo) ‒Review / Prepare Presentation 3
10%(solo)
Unit 6: Mysteries;
parts a-b
Presentation 3
Prepare a short speech on “What I
continued (solo) ‒ 10% learned in this course”
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture and
Identity; parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Performing;parts a-b
5
Unit 2: Performing;parts c-e
Discussion

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Culture
and Identity”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Performing”

Unit 2 review— 40 —

発行日：2019/5/1
6

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

7

8

Thomas Rogers
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3

910【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.
【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

11

12

13

14

Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2 (pair/group)
Presentation 2
Prepare a short speech on(pair/group) ‒ 10%“Opportunities”
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;
Prepare a short speech onparts a-b
“Well-being”
Unit 5: Well-being;
Unit 5 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3 (solo)Presentation 3 (solo) ‒Review / Prepare Presentation 3
10%(solo)
Unit 6: Mysteries;
parts a-b
Presentation 3
Prepare a short speech on “What I
continued (solo) ‒ 10% learned in this course”
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture and
Identity; parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Performing;parts a-b
5
Unit 2: Performing;parts c-e
Discussion

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Culture
and Identity”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Performing”

Unit 2 review— 41 —

発行日：2019/5/1
3

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

4

Thomas Rogers
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 4/Wed.4【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.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
Chapter 2: Unity and
Coherence
Discussion
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730— 42 —

発行日：2019/5/1
3

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

4

Thomas Rogers
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：金 2/Fri.2【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.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
Chapter 2: Unity and
Coherence
Discussion
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730— 43 —

発行日：2019/5/1
7LANe100LDERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I

8Christine Barnes
9

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

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”— 44 —

発行日：2019/5/1
7LANe100LDERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate I

8

Nicolas Toumayan
9

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

10
11

12

13

14

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

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “FreeTime”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: People; partsa-b
3
Unit 1: People; partsc-e
Discussion
4
Presentation 1(pair/group) - 10%
Unit 2: Possessions;parts a-b
5
Unit 2: Possessions;parts c-e
Discussion
6
Unit 3: Places; partsa-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “People”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Possessions”

Unit 2 review

Prepare a short speech on “Places”— 45 —

発行日：2019/5/1
3

LANe100LDERP CE1 (Koganei):Intermediate I

Writing & Discussion:

4

Iain Lonsdale
5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 3/Wed.3
6【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.
【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

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689— 46 —

発行日：2019/5/1
3

LANe100LDERP CE1 (Koganei):Intermediate I

Writing & Discussion:

4

Simon Wardle
5

Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 4/Thu.4
6【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.
【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

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.

Writing 1 Draft

Writing 1 Final

Review Chapter 1

Prepare a discussion topic based on
Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 2

Prepare a discussion topic based on
Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 3
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Describing
PeopleDiscussion

14

Chapter 1: Describing
PeopleDiscussion
Chapter 1: Describing
PeopleWriting 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 1: Describing
PeopleDiscussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 2:
Listing-Order
Paragraphs
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

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 1【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689— 47 —

発行日：2019/5/1
7LANe100LDERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I

8

Nicolas Toumayan
9

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

1011【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.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Prepare a short speech on“Transportation”— 48 —

発行日：2019/5/1
7LANe100LDERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate I

8

Nicolas Toumayan
9

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

10
11【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.
【Goal】
By the end of this course, students will be better able to:• make presentations in English (with PowerPoint, etc.) on academic
and other topics, in pairs, groups and individually• expand ability to listen to prepared speeches and multi-party
interactions• engage in and facilitate discussions on a wide range of topics related
to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence, and considering multiple points of view
• build analysis and decision-making skills through group discussion
activities• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Unit 3 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Challenges”

Unit 4 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Lifestyle; partsa-b
3
Unit 1: Lifestyle; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Competitions;parts a-b
5
Unit 2: Competitions;parts c-e
Discussion
6
Unit 3: Transportation;
parts a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Lifestyle”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Competitions”

Unit 2 review

Prepare a short speech on“Transportation”— 49 —

発行日：2019/5/1
3

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

4Iain Lonsdale
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：水 4/Wed.4【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.
【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

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 50 —

発行日：2019/5/1
3

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

4

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

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first three chapters and chapter nine of theLongman Academic Writing Series (Level 3) textbook. It starts witha general orientation to the program and introduction to the course,
and a study planning workshop in which students set learning goals
for the semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Academic
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Academic
Paragraphs
Writing Practice Draft
pair review
Chapter 1: Academic
Paragraphs
Writing Practice Finalgroup review
Chapter 2: Narrative
Paragraphs
Discussion
Chapter 2: Narrative
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 9
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 51 —

発行日：2019/5/1
6

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

7

8Christine Barnes
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：火 3/Tue.3

910【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.
【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

11

12

13

14

Unit 3: Water; parts
Prepare a short speech on “Water”
a-b
Unit 3: Water; parts c-e Unit 3 review
Discussion 1 ‒ 10%
Prepare and practice Presentation
2 (pair/group)
Presentation 2
Prepare a short speech on(pair/group) ‒ 10%“Opportunities”
Unit 4: Opportunities;
parts a-b
Unit 4: Opportunities; Unit 4 review
parts c-e
Discussion 2 ‒ 10%
Unit 5: Well-being;
Prepare a short speech onparts a-b
“Well-being”
Unit 5: Well-being;
Unit 5 review
parts c-e
Prepare and practice Presentation
Discussion 3 ‒ 10%
3 (solo)Presentation 3 (solo) ‒Review / Prepare Presentation 3
10%(solo)
Unit 6: Mysteries;
parts a-b
Presentation 3
Prepare a short speech on “What I
continued (solo) ‒ 10% learned in this course”
Unit 6: Mysteries;
parts c-e
CEFR self-evaluation(Final) / Student
surveys
Course review / Studyplanning【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Which item of the diploma policy will be obtained by taking this class?】【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Method(s)】The course covers the first six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Changes following student comments】
N/A. (This is a new class)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 1: Culture and
Identity; parts a-b
3
Unit 1: Culture and
Identity; parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 2: Performing;parts a-b
5
Unit 2: Performing;parts c-e
Discussion

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Culture
and Identity”

Unit 1 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Performing”

Unit 2 review— 52 —

発行日：2019/5/1
3

LANe100LDERP CE3 (Koganei):
Advanced I

Writing & Discussion:
4

Christine Barnes
Credit(s)：1 ｜ Semester：春学期授業/Spring ｜ Year：1〜
4
Day/Period：木 2/Thu.2【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.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (750w) on a
range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

5

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the first four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 1: Paragraph
Structure
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 1: Paragraph
Structure
Writing Practice Draft
pair review
Chapter 1: Paragraph
Structure
Writing Practice Finalgroup review
Chapter 2: Unity and
Coherence
Discussion
Chapter 2: Unity and
Coherence
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 1

Writing 1 Draft

Writing 1 Final

Review Chapter 2

Writing 2 Draft

Writing 2 Final

Review Chapter 3

Writing 3 Draft

Writing 3 Final

Review Chapter 4
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730— 53 —

発行日：2019/5/1
8LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II

9Thomas Rogers
10

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

11【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.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

12

13

14

Prepare a short speech on“Learning”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)— 54 —

発行日：2019/5/1
8LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II

9Iain Lonsdale
10

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

11【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.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Prepare a short speech on“Learning”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)— 55 —

発行日：2019/5/1
8LANe100LDERP CE1 (Ichigaya): Oral Presentation & Discussion: Intermediate II

9Christine Barnes
10

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

11【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.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Prepare a short speech on“Learning”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)— 56 —

発行日：2019/5/1
3

LANe100LDERP CE1 (Ichigaya):Intermediate II

Writing & Discussion:

4

Iain Lonsdale
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：火 3/Tue.3【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.
【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 (200-300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
Discussion

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

6

7

8

9

10

11

12

13

14

Chapter 4: Describingwith Space Order
Discussion
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples
Chapter 5: Stating
Reasons and Using
Examples
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 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689— 57 —

発行日：2019/5/1
3

LANe100LDERP CE1 (Ichigaya):Intermediate II

Writing & Discussion:

4

Iain Lonsdale
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2【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.
【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 (200-300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
Discussion

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

6

7

8

9

10

11

12

13

14

Chapter 4: Describingwith Space Order
Discussion
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples
Chapter 5: Stating
Reasons and Using
Examples
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 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689— 58 —

発行日：2019/5/1
7LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II

8Thomas Rogers
9

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

10【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.
【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

11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”— 59 —

発行日：2019/5/1
7LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II

8

Rowland Geraghty
9Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 3/Thu.3

10【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.
【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

11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Rowland Geraghty is from Ireland but has been working in Japan forthe last 13 years. He graduated in Applied Ecology. After finishing
university, he gained experience working for Financial Institutions.
Following that, he became an entrepreneur by opening his own
successful Business English school in Japan. Using his knowledge
and experience of the business world, he has taught Economics andFinance courses to large groups of students as well as specializing in
Presentations, Negotiations and Meetings classes, as well as general
Business Communication courses. By combining Rowland’s workand extensive teaching experience, he ensures learners develop theircritical thinking skills as well as deepening their practical English
communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”— 60 —

発行日：2019/5/1
7LANe100LDERP CE2 (Ichigaya): Oral Presentation & Discussion: Higher-Intermediate II
Iain Lonsdale

89Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 3/Fri.3

10【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.
【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

11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”— 61 —

発行日：2019/5/1
3

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

4

Samuel Harper
5

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

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 62 —

発行日：2019/5/1
3

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

4

Takao Kasumi
5

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

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.

— 63 —

発行日：2019/5/1【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729

LANe100LDERP CE2 (Ichigaya): Writing & Discussion: HigherIntermediate II
Simon Wardle
Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2【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.
【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion— 64 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

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

Review Chapter 5

Thomas Rogers
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 6

Writing 2 Draft【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

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final【Which item of the diploma policy will be obtained by taking this class?】

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Travel; partsa-b
5
Unit 8: Travel; partsc-e
Discussion
6
Unit 9: Shopping; partsa-b— 65 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on “Travel”

Unit 8 review

Prepare a short speech on“Shopping”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “Nolimits”

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

Unit 10 review

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

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Thomas Rogers graduated with a Bachelor of Arts in American Studies.
He is an experienced teacher and in the five years that he has been
in Japan he has taught a wide range of students from kindergarten to
adults. He has taught oral communication classes as well as TOEFL and
TOEIC. He has worked as a freelance translator and has a high level ofJapanese. By applying his analytical skills and his extensive experience
as an Instructor, Tom focuses on creating interesting lessons with theaim of improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Travel; partsa-b
5
Unit 8: Travel; partsc-e
Discussion
6
Unit 9: Shopping; partsa-b— 66 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on “Travel”

Unit 8 review

Prepare a short speech on“Shopping”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “Nolimits”

LANe100LDERP CE3 (Ichigaya):
Advanced II

Writing & Discussion:

Samuel Harper
Unit 10 review

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

Prepare a short speech on“Connections”
Unit 11 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)【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.

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (500-1000w)
on a range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the second four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion— 67 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

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

Writing Practice Final

LANe100LDERP CE3 (Ichigaya):
Advanced II

Review Chapter 5

Writing & Discussion:

Iain Lonsdale
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 6

Writing 2 Draft

Writing 2 Final【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (500-1000w)
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

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”【Which item of the diploma policy will be obtained by taking this class?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Method(s)】The course covers the second four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion— 68 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

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

Writing Practice Final

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

Review Chapter 5

Simon Wardle
Writing 1 Draft

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

Writing 1 Final【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.

Review Chapter 6

Writing 2 Draft【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

Writing 2 Final

Review Chapter 7

Writing 3 Draft【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

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.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【References】
The supplementary reading materials and/or websites would be sharedappropriately.

【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Fieldwork in class】
なし / No— 69 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)発行日：2019/5/1
8

9

10
11

12

13

14

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

Prepare a short speech on“Learning”

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

Unit 10 review

Takao Kasumi
Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%— 70 —

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)発行日：2019/5/1
8

9

10
11

12

13

14

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

Prepare a short speech on“Learning”

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

Unit 10 review

Nicolas Toumayan
Prepare a short speech on“Tourism”
Unit 11 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【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 (200-300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
Discussion— 71 —

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 4: Describingwith Space Order
Discussion
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples
Chapter 5: Stating
Reasons and Using
Examples
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 1 Draft

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

Writing 1 Final

Takao Kasumi
Review Chapter 4

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：金 2/Fri.2
Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”【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.
【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 (200-300 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?】-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
Discussion— 72 —

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 4: Describingwith Space Order
Discussion
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples
Chapter 5: Stating
Reasons and Using
Examples
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 1 Draft

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

Writing 1 Final

Rowland Geraghty
Review Chapter 4

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 2/Mon.2
Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final【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.
【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?】

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Takao Kasumi is a U.S. licensed attorney who has been teaching
English business communication skills for over 14 years. He wasraised and educated in the United States and has a background in
finance as well as law, where he has also worked as a paralegal
and counsel in Washington D.C., New Jersey and Honolulu. He is
certified to teach English to Japanese students and has over 12 yearsof experience teaching both TOEFL and TOEIC examination courses.
In addition, as well as designing teaching materials for specific courses,
Takao has extensively taught presentation, meeting, negotiation andwriting classes in both academic and corporate settings. Takao’s work
experience as well as extensive teaching experience, allows him to create
meaningful lessons for learners to improve their communication skills
by talking about real-world situations in life or the business world.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

— 73 —

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

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

Unit 10 review

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

Prepare a short speech on “History”【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.

Unit 11 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【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【Changes following student comments】
N/A. (This is a new class)【Which item of the diploma policy will be obtained by taking this class?】【Others】
Rowland Geraghty is from Ireland but has been working in Japan forthe last 13 years. He graduated in Applied Ecology. After finishing
university, he gained experience working for Financial Institutions.
Following that, he became an entrepreneur by opening his own
successful Business English school in Japan. Using his knowledge
and experience of the business world, he has taught Economics andFinance courses to large groups of students as well as specializing in
Presentations, Negotiations and Meetings classes, as well as general
Business Communication courses. By combining Rowland’s workand extensive teaching experience, he ensures learners develop theircritical thinking skills as well as deepening their practical English
communication skills.

【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

— 74 —

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”

発行日：2019/5/1
7

8

9

10
11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

LANe100LDERP CE2 (Tama): Writing & Discussion: HigherIntermediate II
Nicolas Toumayan

Unit 10 review

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

Prepare a short speech on “History”【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.

Unit 11 review
Prepare and practice Presentation
3 (solo)
Review / Prepare Presentation 3(solo)

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Samuel Harper is from the south of England and has a backgroundin science, centering around the biological sciences, medicine andpharmacology. He graduated in Medical Biochemistry. Following this,he obtained a Cambridge CELTA teaching qualification. His teachingexperience includes both academic and corporate classes. He has taught
business classes focusing on Presentations, Meetings, Negotiations andgeneral Business Communication. In addition to these courses, Sam
has facilitated discussion and writing courses at a prominent medical
university in Tokyo. He also has over 2 years’ experience teaching both
IELTS and TOEIC examination courses. Sam’s background in scienceand his teaching experience helps learners improve and develop theirlogical thinking skills during discussions and debates during lessons.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Goal】
By the end of this course, students will be better able to:• compose complex, multi-clause English sentences and expand use of
more sophisticated conjunctions• write logical English paragraphs (200-300w) and short essays (500w)
on a range of academic and general topics• expand specific vocabulary related to the reading, writing anddiscussion topics• build understanding of the difference between spoken and written
English• improve reading skills (summarizing, note-taking) using longer, levelappropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• express opinions supported by logical reasoning and convincing
evidence• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion— 75 —

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

発行日：2019/5/1
3

4

5

6

7

8

9

10

11

12

13

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.

— 76 —

発行日：2019/5/1
3

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

4

Simon Wardle
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3【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.
【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

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 77 —

発行日：2019/5/1
7LANe100LDERP CE3 (Tama): Oral Presentation & Discussion:Advanced II

8

Rowland Geraghty
9Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：月 3/Mon.3

10【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.
【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “Nolimits”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Rowland Geraghty is from Ireland but has been working in Japan forthe last 13 years. He graduated in Applied Ecology. After finishing
university, he gained experience working for Financial Institutions.
Following that, he became an entrepreneur by opening his own
successful Business English school in Japan. Using his knowledge
and experience of the business world, he has taught Economics andFinance courses to large groups of students as well as specializing in
Presentations, Negotiations and Meetings classes, as well as general
Business Communication courses. By combining Rowland’s workand extensive teaching experience, he ensures learners develop theircritical thinking skills as well as deepening their practical English
communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Travel; partsa-b
5
Unit 8: Travel; partsc-e
Discussion
6
Unit 9: Shopping; parts
a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on “Travel”

Unit 8 review

Prepare a short speech on“Shopping”— 78 —

発行日：2019/5/1
3

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

4

Simon Wardle
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 4/Wed.4【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.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (500-1000w)
on a range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the second four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730— 79 —

発行日：2019/5/1
8LANe100LDERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II

9Christine Barnes
10

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

11【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.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Prepare a short speech on“Learning”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)— 80 —

発行日：2019/5/1
8LANe100LDERP CE1 (Koganei): Oral Presentation & Discussion: Intermediate II

9

Nicolas Toumayan
10

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

11【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.
【Goal】
By the end of this course, students will be better able to:• make basic presentations in English, in pairs, groups andindividually• build ability to listen to prepared speeches and simple multi-party
interactions• engage in and lead simple discussions on a range of topics• improve pronunciation to maintain a clear diction understandable bynative speakers• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 2) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

12

13

14

Prepare a short speech on“Learning”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】*Life 2 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790563-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Journeys; partsa-b
3
Unit 7: Journeys; partsc-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Appearance;
parts a-b
5
Unit 8: Appearance;
parts c-e
Discussion
6
Unit 9: Entertainment;
parts a-b
7
Unit 9: Entertainment;
parts c-e
Discussion 1 ‒ 10%

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on“Journeys”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Appearance”

Unit 8 review

Prepare a short speech on“Entertainment”
Unit 9 review
Prepare and practice Presentation
2 (pair/group)— 81 —

発行日：2019/5/1
3

LANe100LDERP CE1 (Koganei):Intermediate II

Writing & Discussion:

4

Iain Lonsdale
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：水 3/Wed.3【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.
【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 (200-300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
Discussion

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4

6

7

8

9

10

11

12

13

14

Chapter 4: Describingwith Space Order
Discussion
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples
Chapter 5: Stating
Reasons and Using
Examples
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 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689— 82 —

発行日：2019/5/1
3

LANe100LDERP CE1 (Koganei):Intermediate II

Writing & Discussion:

4

Simon Wardle
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 4/Thu.4【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.
【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 (200-300 words in length)• build general vocabulary related to the reading, writing anddiscussion topics• improve reading skills (skimming, scanning, comprehension) using
short, level-appropriate articles• engage in and lead simple discussions on a range of topics• manage common written communication tasks (e.g. emails) in
English both in Japan and when travelling abroad• communicate actively by employing simple strategies for explaining,
checking and confirming• confidently express opinions supported by simple reasoning• work together with other students in simple collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final three chapters of the Longman Academic
Writing Series (Level 2) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester.
After completing the CEFR self-evaluation in Lesson 2, students
begin working with the textbook, completing one unit every four
lessons thereafter. The first and second lessons of each unit focus
on structure, language input and controlled writing practice, withsmall-group discussion, while the third and fourth lessons focus on
topic exploration, free writing practice, and editing. During each unit
there are discussion tasks which provide the basis for the creationof three writing assignments appropriate to the level of the students.
Starting as homework after the third lesson of the course, students are
expected to prepare short speech and discussion topics, write a draft
assignment, review it in pairs and with the teacher in the next class,and then prepare a final copy for submission for evaluation. Afterevaluation, students will have a chance to receive feedback from the
instructor for all three assignments. The course ends with a review
of key language and skills and another study planning workshop to
encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.

7

8

9

10

11

12

13

14

Writing 1 Draft

Writing 1 Final

Review Chapter 4

Prepare a discussion topic based on
Chapter 5

Writing 2 Draft

Writing 2 Final

Review Chapter 5

Prepare a discussion topic based on
Chapter 6

Writing 3 Draft

Writing 3 Final

Review Chapter 6
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 2); 3rd Edition, Pearson(ISBN: 978-0-13-466333-3)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 4: Describingwith Space Order
Discussion

6

Chapter 4: Describingwith Space Order
Discussion
Chapter 4: Describingwith Space Order
Writing 1 Draft pairreview
Writing 1 Final DUE‒ 10%
Chapter 4: Describingwith Space Order
Discussion 1 ‒ 10%
Writing 1 Final
feedback
Chapter 5: Stating
Reasons and Using
Examples
Chapter 5: Stating
Reasons and Using
Examples
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

Contents
Write down three SMART learning
goals for this course

Prepare a discussion topic based on
Chapter 4【Prerequisite】
English proficiency requirement:TOEFL ® iBT 45-51, TOEFL ® ITP
450-469, TOEIC ® 500-549, IELTS 5.0 or EIKEN ® CSE2.0 2200-2303,
English Placement Test α 640-689— 83 —

発行日：2019/5/1
7LANe100LDERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II

8

Nicolas Toumayan
9

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

10【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.
【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

11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”— 84 —

発行日：2019/5/1
7LANe100LDERP CE2 (Koganei): Oral Presentation & Discussion: Higher-Intermediate II

8

Nicolas Toumayan
9

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

10【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.
【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

11

12

13

14

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

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on“Products”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 3 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790564-0)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Which item of the diploma policy will be obtained by taking this class?】【Changes following student comments】
N/A. (This is a new class)【Method(s)】The course covers the final six units of the Life (Level 3) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.

【Others】
Nicolas Toumayan majored in Japanese Language with a minor in
East Asian Studies. As part of his Major, he spent one year ata University in Nagoya studying translation and receiving intensive
Language Training. As a result of this, Nicolas has worked asa freelance translator and an English Instructor since 2007. Histranslation portfolio includes PR material, academic literature, tax
and immigration documents, advertising and business communication.
He has experience teaching a wide variety of students ranging from
University students to Company Executives. Having learnt Japaneseat university allowed Nicolas to understand the challenges faced by
Japanese learners of English, and by applying his extensive teachingexperience he is able to provide appropriate activities to improve,engage and develop students’ practical communication skills.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Work; parts a-b
3
Unit 7: Work; parts c-e
Discussion

4

5

6

Presentation 1(pair/group) ‒ 10%
Unit 8: Technology;
parts a-b
Unit 8: Technology;
parts c-e
Discussion
Unit 9: Vacations;parts a-b

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Work”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on“Technology”

Unit 8 review

Prepare a short speech on“Vacations”— 85 —

発行日：2019/5/1
3

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

4

Iain Lonsdale
5

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

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Iain Lonsdale is from London, England, and has an LLB (Hons) in Law.
In addition, he is also a qualified ALC Press Standard Speaking Test
Rater. He has 18 years’ teaching experience in Tokyo in both academic
and corporate environments. Ian has taught a variety of courses
as a University Instructor including, Presentation, Academic Writing,
TOEFL, Business English and Discussion classes. As a Corporate
Consultant, he has delivered quality lessons in Meetings, Negotiations,
Email Writing and Teleconferencing to company employees, high-level
management and Chief Executives. By applying his analytical skills
developed during studying Law and his extensive experience as an
Instructor, Ian focuses on creating interesting lessons with the aim of
improving his students’ critical thinking skills in English.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 86 —

発行日：2019/5/1
3

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

4

Simon Wardle
5

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

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the chapters five, six, seven and nine of the Longman
Academic Writing Series (Level 3) textbook. It starts with a generalorientation to the program and introduction to the course, and astudy planning workshop in which students set learning goals forthe semester. After completing the CEFR self-evaluation in Lesson
2, students begin working with the textbook, completing one unit
every three lessons thereafter. The first lesson of each unit focuses
on structure, language input and controlled writing practice, withsmall-group discussion, while the second and third lessons focus on topic
exploration, free writing practice, and editing. During each unit there
are discussion tasks which provide the basis for the creation of threewriting assignments appropriate to the level of the students. Startingas homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
Paragraphs
Discussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

Chapter 5: Process
Paragraphs
Writing Practice Draft
pair review
Chapter 5: Process
Paragraphs
Writing Practice Finalgroup review
Chapter 6: Definition
Paragraphs
Discussion
Chapter 6: Definition
Paragraphs
Writing 1 Draft pairreview
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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 3); 4th Edition, Pearson(ISBN: 978-0-13-466332-6)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Simon Wardle is from Wigan in the UK and has a BA (Hons) in
Design. He has been teaching in Japan, in both corporate and university
settings, for over ten years. His corporate experience includes teachingpresentation, meeting, negotiation and discussion courses. At university
his classes focus on more communicative based lessons as well as
reading and writing, and TOEFL courses. Prior to teaching, Simon
Wardle worked in the Financial sector in England at a well-known bank.
Through his work experience and his extensive teaching experience,
Simon Wardle is able to create and deliver engaging student led lessons
which focus on maximizing learner output.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 52-60, TOEFL ® ITP
470-499, TOEIC ® 550-624, IELTS 5.5, EIKEN ® CSE2.0 2304-2399 or
English Placement Test α 690-729— 87 —

発行日：2019/5/1
7LANe100LDERP CE3 (Koganei): Oral Presentation & Discussion :Advanced II

8

Christine Barnes
9

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

10【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.
【Goal】
By the end of this course, students will be better able to:• make sophisticated academic presentations in English on academic
and other topics, in pairs, groups and individually• expand ability to listen to academic presentations and complex multiparty interactions• engage proactively in and facilitate discussions on a relatively simple
academic topics related to their fields of study• manage common situations when communicating in English both inJapan and when travelling abroad• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence, backed by data and evidence• expand analysis and research skills by using data to support
discussions and presentations in class• work together with other students in collaborative projects【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the final six units of the Life (Level 4) textbook. It
starts with a general orientation to the program and introduction to thecourse, and a study planning workshop in which students set learning
goals for the semester. After completing the CEFR self-evaluation in
Lesson 2, students begin working with the textbook, completing one
unit every two lessons thereafter. The first lesson of each unit focuses on
language input and controlled practice, while the second lesson focuseson open practice and application. At the end of each unit is a discussion
which provides the basis for the creation of three presentations. In the
fourth, eighth and twelfth / thirteenth lessons, students will deliver
these presentations which they have worked on in-class and at home.
The course ends with a review of key language and skills and anotherstudy planning workshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threepresentations ‒ two of which are done in pairs / groups, and one
individually.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

11

12

13

14

Unit 9 review
Prepare and practice Presentation
2 (pair/group)
Prepare a short speech on “Nolimits”

Unit 10 review

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

Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning(ISBN: 978-1-33-790565-7)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Presentation 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR self-evaluation(Initial)
Unit 7: Living space;parts a-b
3
Unit 7: Living space;parts c-e
Discussion
4
Presentation 1(pair/group) ‒ 10%
Unit 8: Travel; partsa-b
5
Unit 8: Travel; partsc-e
Discussion
6
Unit 9: Shopping; parts
a-b

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

Contents
Write down three SMART learning
goals for this course

Prepare a short speech on “Living
space”

Unit 7 review
Prepare & practice Presentation 1(pair/group)
Prepare a short speech on “Travel”

Unit 8 review

Prepare a short speech on“Shopping”— 88 —

発行日：2019/5/1
3

LANe100LDERP CE3 (Koganei):
Advanced II

Writing & Discussion:
4

Christine Barnes
5

Credit(s)：1 ｜ Semester：秋学期授業/Fall ｜ Year：1〜4
Day/Period：木 2/Thu.2【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.
【Goal】
By the end of this course, students will be better able to:• write sophisticated, referenced, logical English essays (500-1000w)
on a range of academic and general topics• be sensitive to the importance of citation and reference in academic
writing and avoid plagiarism• learn effective techniques for quoting, paraphrasing, summarizing,
etc. the work of others• deepen vocabulary related to target topics through in-class andfurther reading / research• develop critical reading skills (identifying opinions and bias) using
extended level-appropriate academic articles• engage proactively in and facilitate discussions on a wide range of
topics related to their fields of study• communicate actively by employing strategies for explaining,
reasoning, persuading, checking and confirming• confidently express opinions supported by logical reasoning andconvincing evidence• work together with other students in collaborative projects

6

7

8

9

10

11

12

13

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course covers the second four chapters of the Longman Academic
Writing Series (Level 4) textbook. It starts with a general orientation
to the program and introduction to the course, and a study planningworkshop in which students set learning goals for the semester. Aftercompleting the CEFR self-evaluation in Lesson 2, students begin
working with the textbook, completing one unit every three lessons
thereafter. The first lesson of each unit focuses on structure, language
input and controlled writing practice, with small-group discussion,
while the second and third lessons focus on topic exploration, freewriting practice, and editing. During each unit there are discussion
tasks which provide the basis for the creation of three writing
assignments appropriate to the level of the students. Starting as
homework after the fifth lesson of the course, students are expected towrite a draft assignment, review it in pairs and with the teacher in thenext class, and then prepare a final copy for submission for evaluation.
After evaluation, students will have a chance to receive feedback fromthe instructor for all three evaluated assignments. The course ends
with a review of key language and skills and another study planningworkshop to encourage autonomous learning.
Evaluation is based on consistent attendance, active participation inclass activities, homework completion, discussion activities, and threewriting assignments.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation &introductions
Course preview
Study planning
2
CEFR Self-Evaluation(Initial)
Chapter 5: Process
EssaysDiscussion

Contents
Write down three SMART learning
goals for this course

Writing Practice Draft

14

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

Writing Practice Final

Review Chapter 5

Writing 1 Draft

Writing 1 Final

Review Chapter 6

Writing 2 Draft

Writing 2 Final

Review Chapter 7

Writing 3 Draft

Writing 3 Final

Review Chapter 8
Prepare a short speech on “What I
learned in this course”-【Work to be done outside of class (preparation, etc.)】
Throughout the course, students will be expected to do homework.
【Textbooks】* Longman Academic Writing Series (Level 4); 5th Edition, Pearson(ISBN: 978-0-13-466331-9)* Supplementary in-class handouts (free)【References】
The supplementary reading materials and/or websites would be sharedappropriately.
【Grading criteria】
Participation (with attendance) 40%; Writing 30%; Discussion 30%【Changes following student comments】
N/A. (This is a new class)【Others】
Christine Barnes is from Canada and has a BA in English studies
and a Diploma in TESL/TEFL. Her experience in teaching includes
working as a professor at a Civil Aviation College in China, beinga guest English instructor at a Japanese University and working as
a Corporate Consultant in both Japan and Canada. Christine has
13 years’ experience teaching TOEIC, EIKEN, TOEFL, and IELTS
examination courses. She has also delivered engaging classes on
Presentations, Meetings, Negotiations, Media English and Academic
Writing. Christine’s deep understanding of English gained from her
major twinned with her experience teaching a variety of different skillsin the classroom, enable her to motivate and encourage her students toeffectively develop their English skills.
【Prerequisite】
English proficiency requirement:TOEFL ® iBT 61, TOEFL ® ITP 500,
TOEIC ® 625, IELTS 6.0, EIKEN ® CSE2.0 2400 or 英語プレイスメン
トα 730— 89 —

2019年度
法学部講義概要︵シラバス︶

2019年度

法学部講義概要（シラバス）