1. Students can explain the basic knowledge of language in writing sentences, such as kanji, vocabulary, grammar, and so on, as well as notes for writing that can be easily written. 2. Students can understand themselves through language expression, and make it clear and logical for others to communicate with others.
Outline:
Students understand the knowledge of languages such as kanji, vocabulary, grammar, and grammar, understand the notes in writing and writing sentences that are easy to understand, understand themselves through language expression, develop their own thoughts, and can communicate them to others.
In view of this, students will be able to create a variety of documents necessary for job hunting.
Style:
Lectures and exercises by the teacher in charge.
The teacher will conduct a small test to confirm the student’s degree of understanding.
Notice:
Students should always be aware of what they want to read, because students should be aware of their own ideas, rather than self-complacency.
In some cases, students may have to refine their sentences to complete their sentences and to complete their sentences as many times as possible.
Lesson plans may be changed according to student's degree of understanding.
Can take makeup exam in need aid up to maximum of 60 points.Grades are evaluated in accordance with the evaluation ratio, based on the students' attitude toward classes, quizzes during classes to check the contents, and text prepared and submitted according to the task.
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Theme |
Goals |
| 1st Semester |
| 1st Quarter |
| 1st |
Guidance. Writing easy-to-understand sentences (1) |
Students know the distinction between spoken language and written language, and can choose the appropriate language.
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| 2nd |
Writing easy-to-understand sentences (2) |
To avoid ambiguity of sentences, students can make appropriate judgments on the correspondence, order of words, how to hit a comma, and how to use words such as postpositional particles.
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| 3rd |
Writing easy-to-understand sentences (3) |
Students can understand the workings of statements and conjunctions, and use them appropriately to assemble paragraphs.
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| 4th |
Writing easy-to-understand sentences (4) |
Students can distinguish between facts and opinions in sentences, distinguish claims from grounds, and summarize sentences.
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| 5th |
Writing easy-to-understand sentences (5)
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Students can explain the points to be noted when writing essays.
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| 6th |
Writing easy-to-understand sentences (6) |
Students learn about honorific expressions and can use proper honorific expressions.
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| 7th |
Making self-analysis and self-PR statements (1) |
Students can look back on the history of their growth, and write out as many elements as possible on activities that have been actively and proactively involved in their life, their strengths and their unease.
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| 8th |
Making self-analysis and self-PR statements (2) |
Students can narrow down their selling points and select specific episodes that explain them.
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| 2nd Quarter |
| 9th |
Making self-analysis and self-PR statements (3)
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Students can decide on the arrangement and deployment of sentences, considering the arrangement of events that are selected in accordance with the theme.
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| 10th |
Making self-analysis and self-PR statements (4)
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Students can complete their own PR statements.
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| 11th |
Creating a resume and transmittal letter
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Students will learn the manners of resumes, and will also learn how to form a document that will accompany the sending of resumes and entry sheets, and will be able to create and send resumes and transmittal letters appropriately.
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| 12th |
Creating an entry sheet (1)
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In order to create a sentence about the motivation for a job, students can organize the information collected by studying a company or university and the results of self-analysis and self-PR, and then choose the reason why they match.
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| 13th |
Creating an entry sheet (2) |
The student can decide the reason for the selection and the arrangement of an episode that logically explains it, and then decide the composition and deployment of the sentence.
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| 14th |
Creating an entry sheet (3) |
Students can complete their own reasons.
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| 15th |
Creating practical documents (1)
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Students can learn how to create documents, such as letters, electronic mail, and other documents required in the real world, and prepare documents appropriately.
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| 16th |
Creating practical documents (2) |
Students can learn about the various types of documents needed in the real world, such as business documents, gift bags, and non-congratulatory bags, and prepare appropriate documents.
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