到達目標
Since N5 students spend more time taking lessons from me the E5 students are not always at the same level as their classmates. Taking this into account, with the E5 students I will spend more time on ensuring that students understand fundamental concepts that will be useful as long as they continue their English learning adventure. Several weeks will be spent on the six sentence structures I consider the most useful, i.e. present simple, present continuous, simple past, past continuous, future and second conditional. Since these students will spend part of their years at Toba Shousen taking part in an extended ship voyage, I will try to blend these basic sentence structures into scenarios that they will encounter when traveling abroad on their sea voyage and, hopefully, throughout their lives.
ルーブリック
| 理想的な到達レベルの目安 | 標準的な到達レベルの目安 | 未到達レベルの目安 |
| 評価項目1 | The ideal level of achievement would be that students are able to acquire enough English to visit a foreign country and confidently use English. This includes asking questions, answering them and being able to understand the answer they hear. | A standard level of achievement would be that students are not able to convey everything they want to in English but most of it. Also, they should be able to understand what is said to them. | An unacceptable level of achievement would be that students cannot communicate in English sentences but fall back on gestures and single words. |
| 評価項目2 | A second evaluation point is whether students have mastered the six sentence forms.The ideal level would be that students can make statements as well as ask and answer questions smoothly and confidently with a few minor mistakes. | The standard level would be that students make occasional mistakes with these forms but their meaning is still clear to a native English speaker. | An unacceptable level would be that the student is unable to make their meaning clear to native speaker and simply causes confusion. |
| 評価項目3 | A third evaluation points is whether students are able to understand questions that start with auxiliary verbs. The ideal level would be that they can ask and answer questions smoothly and with a few or no mistakes. | The standard level would be that students can usually ask and answer these types of questions smoothly but with occasional mistakes. | An unacceptable level would be that students do not understand the basic way to answer these questions. |
学科の到達目標項目との関係
教育目標 （B3）海事技術者としての専門知識
説明
閉じる
教育方法等
概要:
This class involves learning the basic level of English conversation and some useful expressions while engaging in maritime environments. Students practice colloquial English using the textbook and some reference book. the students' expressions and presentations will be checked to make it more appropriate in the real world. In lesson planning, due consideration will be given to the fact that N5 students spends two terms with me while I teach E5 students one term.
授業の進め方・方法:
【Instructor: John Denys (Part-time Teaching Staff)】
Besides tests and reviewing homework together, students will be asked questions in English at random to encourage them to use what they've learned. As they make mistakes, pertinent points will be explained as necessary.
注意点:
Frequent practice test will be given so students realize their current English level and whether or not they need to put in more study time. During the class any students who speak English freely will be encouraged and their mistakes will be corrected with a view to not souring them on trying to speak. Students are also strongly encouraged to ask questions about anything that is unclear.
Grading method:
Grades will be based on performance on tests quizzes and class participation. Students may earn extra points by actively using English at any time during the 15 lessons. Conversely, students who act out will have points taken away.
授業計画
|
|
週 |
授業内容 |
週ごとの到達目標 |
| 後期 |
| 3rdQ |
| 1週 |
Self introductions |
Many students feel shy about speaking in front of others. This gives them a chance to overcome that.
|
| 2週 |
Introduction of what I feel |
Study about the six most important sentence forms, present simple, present continuous, past simple, future( will and be going to) and second conditional.
|
| 3週 |
Practice Questions |
Start with auxiliary verbs. Study negative questions.
|
| 4週 |
Review |
Review of when to use and not to use "was". Explanation of articles.
|
| 5週 |
Practice test |
Discussion with each student about the strengths and weaknesses of their English.
|
| 6週 |
Review |
Review of any important points that students had difficulty with on the practice test.
|
| 7週 |
Real word practice-Ordering in a restaurant- |
Using real menus brought from the US, students will be divided into groups and order, with me playing the part of the waiter.
|
| 8週 |
Examination |
|
| 4thQ |
| 9週 |
Returning answer sheets and review of basic grammar points that students had trouble with during the test. |
Six most important sentence forms will be explained and review again.
|
| 10週 |
Review of basics |
Students will continue to review and drill six most important sentence structures.
|
| 11週 |
Practice test |
Discussion with each students about the strength and weakness of their English.
|
| 12週 |
Real world practice |
Writing email in English and making restaurant and hotel reservation in English in simulated telephone conversation.
|
| 13週 |
Real world practice-shopping- |
Using pictures of items commonly bought by travelers, students will have to explain to a store clerk, played by me, their wants as well as asking about prices, colors, sizes and etc.
|
| 14週 |
Review for the examination |
Review with a view to getting students prepared for final test. Special attention will be paid to weaker students.
|
| 15週 |
Examination |
|
| 16週 |
Returning answer sheets and discussion |
Discussion with each student about the strengths and weaknesses of their English.
|
モデルコアカリキュラムの学習内容と到達目標
| 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 | 英語のつづりと音との関係を理解できる。 | 3 | |
| 英語の標準的な発音を聴き、音を模倣しながら発声できる。 | 3 | |
| 英語の発音記号を見て、発音できる。 | 3 | |
| リエゾンなど、語と語の連結による音変化を認識できる。 | 3 | |
| 語・句・文における基本的な強勢を正しく理解し、音読することができる。 | 3 | |
| 文における基本的なイントネーションを正しく理解し、音読することができる。 | 3 | |
| 文における基本的な区切りを理解し、音読することができる。 | 3 | |
| 中学で既習の1200語程度の語彙を定着させるとともに、2600語程度の語彙を新たに習得する。 | 3 | |
| 自分の専門に関する基本的な語彙を習得する。 | 3 | |
| 中学校で既習の文法事項や構文を定着させる。 | 3 | |
| 高等学校学習指導要領に示されているレベルの文法事項や構文を習得する。 | 3 | |
| 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 | |
| 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 | |
| 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 | |
| 毎分100語程度の速度で平易な物語文などを読み、その概要を把握できる。 | 3 | |
| 自分や身近なことについて100語程度の簡単な文章を書くことができる。 | 3 | |
評価割合
| 試験 | 発表 | 相互評価 | 態度 | ポートフォリオ | その他 | 合計 |
| 総合評価割合 | 80 | 0 | 0 | 0 | 0 | 20 | 100 |
| 基礎的能力 | 80 | 0 | 0 | 0 | 0 | 20 | 100 |
| 専門的能力 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 分野横断的能力 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |