Course Objectives
1. To make this opportunity for self-career guidance by getting to know about several contemporary forward-looking compnaies.
2. To acquire accurate comprehension through engaging in summary writing activities.
3. To learn to express in writing logically and academically through engaging in summary writing activities.
Rubric
| Ideal Level | Standard Level | Unacceptable Level |
| Career guidance | Students are actively able to make this opportunity for self-career guidance. | Students are able to make this opportunity for self-career guidance. | Students are not able to make this opportunity for self-career guidance. |
| Comprehension | Students are able to display accurate comprehension through actively engaging in summary writing activities. | Students are able to display comprehension with a certain amount of accuracy through engaging in summary writing activities. | Students are not able to display accurate comprehension or to engage in summary writing activities. |
| Academic writing | Students are able to express in writing logically and academically through actively engaging in summary writing activities. | Students are able to express in writing with a certain amount of logic through engaging in summary writing activities. | Students are not able to express in writing logically or to engage in summary writing activities. |
Assigned Department Objectives
Teaching Method
Outline:
In addition to helping students pay attention to the history and philosophy of several contemporary companies, the course aims at developing accurate comprehension and academic writing on the part of students. It will also enhance grammatical accuracy as well as technical vocabulary power.
Style:
Students are expected to actively engage in discussions for subsequent summary writing activities. The class opens up with dictation activities; after that, they are to engage in understanding the passage used for the dictation activities through class discussions. Finally, they will be writing an abstract/summary of the passage on their own. Some of the outcomes by students will be displayed on the white board for comments and reflections.
Notice:
Over 60 points will be the criteria for obtaining credits. Otherwise, students are allowed to take a make-up test on request.
Characteristics of Class / Division in Learning
Course Plan
|
|
|
Theme |
Goals |
| 1st Semester |
| 1st Quarter |
| 1st |
Ch. 1: Kirin (1) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 2nd |
Ch. 1: Kirin (2) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 3rd |
Compond sentences (1) |
Using effectively paired conjunctions such as 'either … or', 'neither … nor', 'not only … but also'
|
| 4th |
Ch. 2: Edwin (1) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 5th |
Ch. 2: Edwin (2) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 6th |
Compond sentences (2) |
Using effectively paired conjunctions such as 'either … or', 'neither … nor', 'not only … but also'
|
| 7th |
Ch. 3: NPC (1) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 8th |
Ch. 3: NPC (2) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 2nd Quarter |
| 9th |
Conjunctive adverbs and transition words (1) |
Using conjunctive adverbs and transition words effectively
|
| 10th |
Ch. 4: Kobayashi Pharmaceutical (1) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 11th |
Ch. 4: Kobayashi Pharmaceutical (2) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 12th |
Conjunctive adverbs and transition words (2) |
Using conjunctive adverbs and transition words effectively
|
| 13th |
Ch. 5: Itochu (1) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 14th |
Ch. 5: Itochu (2) |
Undestanding the passage used for dictation accurately and creating a logically organized abstract
|
| 15th |
End-of term examinations |
Examining the contents learned thus far
|
| 16th |
Test review |
Reflection on students' learning
|
Evaluation Method and Weight (%)
| Examination | Presentation | Mutual Evaluations between students | Behavior | Portfolio | Other | Total |
| Subtotal | 100 | 0 | 0 | 0 | 0 | 0 | 100 |
| Basic Proficiency | 30 | 0 | 0 | 0 | 0 | 0 | 30 |
| Specialized Proficiency | 50 | 0 | 0 | 0 | 0 | 0 | 50 |
| Cross Area Proficiency | 20 | 0 | 0 | 0 | 0 | 0 | 20 |