The title of this course is " communication." This word has many different meanings. Most importantly this noun begins with the prefix co- with. Together, for the mutual benefit. This does not mean vocabulary increase in a mechanical method. It does not mean a grammatical approach to students expressing themselves. Every student has learned enough vocabulary to fulfill every function in the English language. Their mechanical skills are adequate . The students do not understand context. The objective of this course is give the students an opportunity to express themselves in the context of the target language. The objective is to give the students an opporutnity to use the language to solve problems of communication. Finally, it is to teach the students "how to use" , and "how language works. In my 18 years of teaching these are the skills the students lack. In the mechanical sense of language I intend to teach students tense. Grammar is not a problem with these students. Their grammatical knowledge is adequate . And, controversially I will add grammar is not important. I also want the students to learn to use the higher functions of grammar - tense, comparison, defining, describing. But most importantly I want to teach them how to solve problems, think about language, understand context.
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週 |
授業内容 |
週ごとの到達目標 |
| 前期 |
| 1stQ |
| 1週 |
Vocabulary of free time activities. Talking about the past. Present simple, present continous, present perfect, past tense. Question forms. Short vowels. Katakana pronunciation. Class rules.Unit 1 |
Pronunciation. Correcting words from katakana. Tense use.
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| 2週 |
Short vowels. Continue working with tenses and the targets in Unit 1 of Smart Choice. Describing free time activities in a photograph. Appropriate use of tense. Worksheets on asking questions. Ideally, I would like to use an information gap task. Writing sentences. Question forms.
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Using tenses. Vocabulary of free time activity. Working with writing sentences and learning to identify the questions in the sentence. Identifying the parts of a sentence.
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| 3週 |
Work with agreement/disagreement. Short vowels. Writing timelines. Describing photographs . Describing their winter break. Work with interrogative forms. Unit 1.
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Agreement, disagreement, timelines.
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| 4週 |
Reading travel brochures. Reading signs. Interpreting signs. Shadowing and overlapping. Writing a travel brochure for Fukui. Short vowels, sentence word stress. Unit 2.
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Writing meaningful English. Interpretation. First test question is to write a travel brochure about Fukui.
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| 5週 |
Begin work with paragraph writing. Understanding the parts of a paragraph. Vocabulary of cinema. Affective conditions/ present/past participles as adjectives. Unit 2
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To express emotions coherently. Paragraph writing in preparation for first test. Second test question is write a movie review- story, plot, etc.
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| 6週 |
Correct pronunciation of the past tense. Expressing likes/dislikes. Transformation exercises with ed/ing in sentence combining. Unit 2.
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Listening comprehension. Expressing emotions.
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| 7週 |
Short vowels. Continue working with participles. Working with emotions. Handout of the test questions.
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Expressing emotions.
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| 8週 |
Test preparation. Review of the targets. Practice work on sentence combining and interrogative forms. Pronunciation practice. Unit 2.
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Expressing emotions. Asking questions about emotions.
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| 2ndQ |
| 9週 |
Review of English tenses. Emphasize the perfect tenses. Describing experiences. This time , specifically, physical experiences. Vocabulary of physical experiences.
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Talking about experiences Asking questions of experiences.
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| 10週 |
Consonant sounds. Distinguishing between past/present/present perfect. Reading travel brochures. Describing experiences. Asking questions about experiences. Unit 3 .
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Talking about experiences Asking questions of experiences.
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| 11週 |
Work with summarizing and paraphrasing reading and writing. Interrogating a text. |
Reading comprehension. First question on the test is to describe an experience.
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| 12週 |
Vocabulary of geography, natural phenomena. Vocabulary of climate. Describing geography. Game with vocabulary. Unit 4 .
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Geography, climate, natural phenomena vocabulary.
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| 13週 |
Comparative, superlative, positive forms. Using these forms. Asking questions about these forms.
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2nd test question is to describe the geography of Fuku. Interrogative transformation exercises.
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| 14週 |
Listening. Additional listening. Reading. Additional reading. Comprehension check on the use of superlative. Unit 4.
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reinforcement of comparative forms.
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| 15週 |
Listening, reading on natural phenomena. Maybe , analogy, word definition exercises.
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reinforcement of vocabulary.
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| 16週 |
Preparation for the test. Unit 4.
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reinforcement of vocabulary.
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| 後期 |
| 3rdQ |
| 1週 |
Vocabulary of events. Describing events. Using adverb , adjective clauses/phrases . Begin work with word stress. Unit 4.
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Descrbing events.
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| 2週 |
More work with adverbial/adjectival clauses. More work with vocabulary.
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Descrbing events. Asking questions about events.
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| 3週 |
Listening on the targets. Sentence transformation exercises. Working with interrogative forms. Unit 5
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Building fluency.
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| 4週 |
Reading from the book. Working with paraphrasing/summarizing skills. Word stress exercises.
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Increasing reading/listening comprehension. First test question is on describing oshougatsu.
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| 5週 |
Discussing health. Discussing health recommendations. Modals. Word stress. Unit 5.
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First test question, " How do you live a healthy lifestyle.
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| 6週 |
Describing lifestyle. Describing work/life balance. Listening. Recommendation. Asking questions. Using adverbial/adjectival clauses. Syllable stress in words.
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Asking questions. Descrbing lifestyle.
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| 7週 |
Describing positive/negative lifestyles.
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Second test question on how to be positive. . .
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| 8週 |
Test preparation. Review of the targets. Practice work on sentence combining and interrogative forms. Pronunciation practice.
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Test preparation.
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| 4thQ |
| 9週 |
Working with tenses. Working with sequences and sequence markers. Telling a story from pictures. Unit 1
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overall fluency and comprehension . Activation of all the targets in the book.
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| 10週 |
Continue working with stories. Working with paraphrasing and summarizing skills . Telling a story.
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Overall fluency and comprehension . Activation of all the targets in the educational objecties. .
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| 11週 |
Describing the past . Describing change. Working with past continuous, past perfect . Working with all the units in the book.
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Overall fluency and comprehension.
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| 12週 |
work with translation, interpretation. Work with proverbs and idioms. Work with describing Japanese idioms.
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Overall fluency.
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| 13週 |
Work with signs. Interpreting signs. Work with modality.
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Overall fluency . Working with context.
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| 14週 |
Modality. Regrets, hopes, erc. Unit 6 . Handout on the final questions of the test.
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Fluency. Constructing meaningful sentences. Talking about the future.
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| 15週 |
Modality. Regrets, hopes, erc. Unit 6 . Handout on the final questions of the test.
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Fluency. Constructing meaningful sentences. Talking about the future.
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| 16週 |
Review and preparation for the final test.
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Test preparation.
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| 分類 | 分野 | 学習内容 | 学習内容の到達目標 | 到達レベル | 授業週 |
| 基礎的能力 | 人文・社会科学 | 英語 | 英語運用の基礎となる知識 | 聞き手に伝わるよう、句・文における基本的なリズムやイントネーション、音のつながりに配慮して、音読あるいは発話できる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 明瞭で聞き手に伝わるような発話ができるよう、英語の発音・アクセントの規則を習得して適切に運用できる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 中学で既習の語彙の定着を図り、高等学校学習指導要領に準じた新出語彙、及び専門教育に必要となる英語専門用語を習得して適切な運用ができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 中学で既習の文法や文構造に加え、高等学校学習指導要領に準じた文法や文構造を習得して適切に運用できる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 英語運用能力の基礎固め | 日常生活や身近な話題に関して、毎分100語程度の速度ではっきりとした発音で話された内容から必要な情報を聞きとることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 日常生活や身近な話題に関して、自分の意見や感想を基本的な表現を用いて英語で話すことができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 説明や物語などの文章を毎分100語程度の速度で聞き手に伝わるように音読ができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 平易な英語で書かれた文章を読み、その概要を把握し必要な情報を読み取ることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 日常生活や身近な話題に関して、自分の意見や感想を整理し、100語程度のまとまりのある文章を英語で書くことができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 母国以外の言語や文化を理解しようとする姿勢をもち、実際の場面で積極的にコミュニケーションを図ることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 実際の場面や目的に応じて、基本的なコミュニケーション方略(ジェスチャー、アイコンタクト)を適切に用いることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 英語運用能力向上のための学習 | 自分の専門分野などの予備知識のある内容や関心のある事柄に関する報告や対話などを毎分120語程度の速度で聞いて、概要を把握し、情報を聞き取ることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 英語でのディスカッション(必要に応じてディベート)を想定して、教室内でのやり取りや教室外での日常的な質問や応答などができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 英語でディスカッション(必要に応じてディベート)を行うため、学生自ら準備活動や情報収集を行い、主体的な態度で行動できる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 母国以外の言語や文化を理解しようとする姿勢をもち、教室内外で英語で円滑なコミュニケーションをとることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 関心のあるトピックについて、200語程度の文章をパラグラフライティングなど論理的文章の構成に留意して書くことができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 関心のあるトピックや自分の専門分野のプレゼン等にもつながる平易な英語での口頭発表や、内容に関する簡単な質問や応答などのやりとりができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 関心のあるトピックや自分の専門分野に関する論文やマニュアルなどの概要を把握し、必要な情報を読み取ることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 英文資料を、自分の専門分野に関する論文の英文アブストラクトや口頭発表用の資料等の作成にもつながるよう、英文テクニカルライティングにおける基礎的な語彙や表現を使って書くことができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |
| 実際の場面や目的に応じて、効果的なコミュニケーション方略(ジェスチャー、アイコンタクト、代用表現、聞き返しなど)を適切に用いることができる。 | 3 | 前2,前3,前4,前5,前9,前10,前11,前12,前16,後1,後2,後3,後9,後10,後11 |