到達目標
The objective of this course is to increase the students’ ability to give an advanced-level oral presentation in English.
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 | 母国以外の言語や文化を理解しようとする姿勢をもち，実際の場面や目的に応じて，基本的なコミュニケーション方略（繰り返しや相槌，ジェスチャー，アイコンタクトなどのボディランゲージ）を適切に用いながら，積極的にコミュニケーションを図り，その応用ができる．また，日常生活や身近な話題に関して，自分の意見や感想を応用的な表現を用いて英語で話すことができ，自分の意見や感想を整理し，応用的に100語以上のまとまりのある文章を英語で書くことができる．
| 母国以外の言語や文化を理解しようとする姿勢をもち，実際の場面や目的に応じて，基本的なコミュニケーション方略（繰り返しや相槌，ジェスチャー，アイコンタクトなどのボディランゲージ）を適切に用いながら，積極的にコミュニケーションを図ることができる．また，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，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．
| 母国以外の言語や文化を理解しようとする姿勢をもち，実際の場面や目的に応じて，基本的なコミュニケーション方略（繰り返しや相槌，ジェスチャー，アイコンタクトなどのボディランゲージ）を適切に用いながら，積極的にコミュニケーションを図ることができない．また，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せず，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ない．
|
| 評価項目2 | 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語以上の速度で聞いて，概要を把握し，情報を聴き取り，その応用ができる．関心のあるトピックや自分の専門分野での英語を使う場面（プレゼンテーション，ディスカッションやディベートなど）を想定して，学生自らが準備活動や情報収集を行い，母国以外の言語や文化を理解しようとする姿勢をもちながら，主体的な態度で教室内外での日常的な質問や応答など英語で円滑かつ応用的にコミュニケーションをとることができる．また，関心のあるトピックについて，200語以上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応用的に書くことができる．
| 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，情報を聴き取ることができる．関心のあるトピックや自分の専門分野での英語を使う場面（プレゼンテーション，ディスカッションやディベートなど）を想定して、学生自らが準備活動や情報収集を行い，母国以外の言語や文化を理解しようとする姿勢をもちながら，主体的な態度で教室内外での日常的な質問や応答など英語で円滑なコミュニケーションをとることができる．また，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．
| 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，情報を聴き取ることができない．関心のあるトピックや自分の専門分野での英語を使う場面（プレゼンテーション，ディスカッションやディベートなど）を想定して，学生自らが準備活動や情報収集を行い，母国以外の言語や文化を理解しようとする姿勢をもちながら，主体的な態度で教室内外での日常的な質問や応答など英語で円滑なコミュニケーションをとることができない．また，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ない．
|
| 評価項目3 | それぞれの国の文化や歴史に敬意を払い，その違いを受け入れる寛容さが必要であることを認識しながら，その国の生活習慣や宗教的信条，価値観などの基本的な事象を自分たちの文化と関連付けて説明，解釈の適用ができる．
| それぞれの国の文化や歴史に敬意を払い，その違いを受け入れる寛容さが必要であることを認識しながら，その国の生活習慣や宗教的信条，価値観などの基本的な事象を自分たちの文化と関連付けて説明し，解釈できる．
| それぞれの国の文化や歴史に敬意を払い，その違いを受け入れる寛容さが必要であることを認識しながら，その国の生活習慣や宗教的信条，価値観などの基本的な事象を自分たちの文化と関連付けて説明も，解釈もできない．
|
学科の到達目標項目との関係
教育方法等
概要:
The objective of this class is to build on the previous year’s course in order to further develop students’ English-language presentation skill by focusing on group cooperation, script/PowerPoint file coordination, PowerPoint slide transition, the use of electronic mail as a tool for revision and development, and advanced English-language presentation techniques, such as complete script memorization and speaker transition.
授業の進め方・方法:
The following content conforms to the learning and educational goals (C) ＜English＞ (JABEE Standard 1(1)f)
注意点:
<到達目標の評価方法と基準>
Students’ English oral presentation ability will be evaluated through one “Main” English oral presentation to be given on the 15th week of class. Students will have attained the goal of this course provided that they have earned 60% of the total points possible which includes the 1 “Main” presentation.
<学業成績の評価方法および評価基準>
Students are required to give 1 “Main Presentation”. The total time necessary for students to acquire an understanding of the course is 45 hours, including classroom time and study/presentation time outside of the classroom. Failure to meet the deadlines for these assignments will result in a 10% reduction of the final grade—for each infraction.
<単位修得要件>
Students must obtain at least 60% of the total possible points in order to receive 1 credit.
<あらかじめ要求される基礎知識の範囲>
A good command of basic English syntax; a practical level of reading and listening comprehension, and some ability to converse in English as achieved through their first five years at Suzuka Kosen.
<レポートなど> Students will be given weekly assignments, such as, topic selection, weekly outline and PowerPoint updates. Students are required to obtain an email account which can send and receive Word and PowerPoint documents.
<備考>
You may contact me at: lawson@genl.suzuka-ct.ac.jp.
授業計画
|
|
週 |
授業内容 |
週ごとの到達目標 |
| 後期 |
| 3rdQ |
| 1週 |
Assign students to small groups. Introduce course/Assign Main Presentation topic selection. Discuss the theoretical and practical use of email exchange as a tool for revision and development. |
Students will learn about Main Presentation topic selection. Discuss the theoretical and practical use of email exchange as a tool for revision and development.
|
| 2週 |
Discuss group cooperation techniques for outline creation. Assign Outline draft 1. Groups submit 1st draft outlines to the teacher via email attachment. Teacher notes areas for improvement. |
1. To learn group cooperation through an analysis of group selection techniques and an in-class lecture regarding the importance of teamwork.
2. To acquire script/PowerPoint file coordination and PowerPoint slide transition skill through lectures and practical application as they create effective presentations.
3. To learn advanced script and PowerPoint revision techniques through lectures and electronic mail exchange with the teacher.
4. To develop advanced practical presentation techniques by being required to memorize scripts and by focusing on physical aesthetics, such as smooth speaker transition.
5. To further improve their ability to give an effective English-language oral presentation with the use of PowerPoints.
|
| 3週 |
Discuss how 1st draft outlines can be improved. Groups submit 2nd draft outlines to the teacher via email attachment. Teacher notes areas for improvement. |
1〜5 listed above.
|
| 4週 |
Class time is spent discussing how the 2nd draft outlines can be improved. Groups submit 3rd draft outlines to the teacher via email attachment. Teacher notes areas for improvement. |
1〜5 listed above.
|
| 5週 |
Class time is spent discussing how the 3rd draft outlines can be improved. Groups submit 4th draft outlines to the teacher via email attachment. Teacher notes areas for improvement. |
1〜5 listed above.
|
| 6週 |
Class time is spent discussing how the 4th draft outlines can be improved. Groups submit final draft outlines to the teacher via email attachment. Teacher makes final improvements on the outlines. |
1〜5 listed above.
|
| 7週 |
Discuss group cooperation techniques for PowerPoint creation, script/PowerPoint file coordination, and slide transition. Groups submit 1st draft PowerPoints to the teacher via email attachment. Teacher notes areas for improvement. |
1〜5 listed above.
|
| 8週 |
Class time is spent discussing how the 1st draft PowerPoints can be improved. Groups submit 2nd draft PowerPoints to the teacher via email attachment. Teacher areas for improvement. |
1〜5 listed above.
|
| 4thQ |
| 9週 |
Class time is spent discussing how the 2nd draft PowerPoints can be improved. Wednesday: Groups submit 3rd draft PowerPoints to the teacher via email attachment. Teacher notes areas for improvement. |
1〜5 listed above.
|
| 10週 |
Class time is spent discussing how the 3rd draft PowerPoints can be improved. Wednesday: Groups submit fourth draft PowerPoints to the teacher via email attachment. Teacher notes areas for improvement. |
1〜5 listed above.
|
| 11週 |
Class time is spent discussing how the 4th draft PowerPoints can be improved. Wednesday: Groups submit final draft PowerPoints to the teacher via email attachment. Teacher makes final improvements on the PowerPoints. |
1〜5 listed above.
|
| 12週 |
Discuss advanced presentation techniques such as complete script memorization and speaker transition. Groups practice their presentations using a computer and projector in the classroom while the teacher teaches presentation skills based on weaknesses observed during these practice sessions. |
1〜5 listed above.
|
| 13週 |
Discuss advanced presentation techniques such as complete script memorization and speaker transition. Groups practice their presentations using a computer and projector in the classroom while the teacher teaches presentation skills based on weaknesses observed during these practice sessions. |
1〜5 listed above.
|
| 14週 |
Discuss advanced presentation techniques such as complete script memorization and speaker transition. Groups practice their presentations using a computer and projector in the classroom while the teacher teaches presentation skills based on weaknesses observed during these practice sessions. |
1〜5 listed above.
|
| 15週 |
Students make their presentations in the audio/visual room and are judged by native-English speakers, guest judges, and select members of the English department. |
1〜5 listed above.
|
| 16週 |
|
|
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 |
評価割合
| 試験 | 課題 | 合計 |
| 総合評価割合 | 90 | 10 | 100 |
| 配点 | 90 | 10 | 100 |