到達目標
１．Develop critical thinking skills through systematic recycling of reading.
２．Develop building opinions with a theme-based approach to reading.
３．Develop discussing skills in English through activities reading content.
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
＜Vocabulary＞ | Vocabulary is effectively and appropriately used in context at CEF B2-C1 level. | Vocabulary is well used at CEF B2 level with some room for improvement. | Vocabulary is inappropriately used or at a level below CEF B1. |
| 評価項目2
＜Grammar＞ | Grammar is effectively and appropriately used in context at CEF B2-C1 level. | Grammar is well used at CEF B2 level with some room for improvement. | Grammar is inappropriately used or at a level below CEF B1. |
| 評価項目3
＜Reading＞ | Reading is effective and appropriate at CEF B2-C1. | Reading is appropriate at CEF B2 with some room for improvement. | Reading is at a level below CEF B1. |
| 評価項目4
＜Writing＞ | Writing is effective and accurate at CEF B2-C1 level. | Writing is accurate at CEF B2 level with some room for improvement. | Writing is incoherent or at a level below CEF B1. |
| 評価項目5
＜Problem-solving＞ | Effective and accurate demonstration of problem solving skills. | Effective demonstration of problem solving skills. | Incoherent or no demonstration of problem solving skills. |
学科の到達目標項目との関係
学習・教育目標 (D)
説明
閉じる
基準1(2)の知識・能力 基準1(2)(f)
説明
閉じる
教育方法等
概要:
This English class purposes to make students develop (1) language knowledge, (2) building opinions, and (3) discussing skills in English. The content will mainly target topics of cultural and social issues and will aim the development of discussing skills in English, where students will be given the opportunity to creatively express their own ideas in group, pair, and individual settings. The course is designed to develop English at TOEIC 400～500.
授業の進め方・方法:
The course will have a theme-based approach to reading. The themes are various such as food, culture, society, health and current affairs. Each theme will incorporate reading, vocabulary, grammar and writing skills. Each Unit will at the end introduce interactive tasks and presentations to help students have critical thinking, build their opinions and have discussing skills in class.
注意点:
One test at the end of the semester which makes 60% of the grade
Classroom activities (participation, presentations, and reports) make 40% of the grade
授業の属性・履修上の区分
授業計画
|
|
週 |
授業内容 |
週ごとの到達目標 |
| 後期 |
| 3rdQ |
| 1週 |
Orientation: introduction to the content of reading, method of teaching, pre-practice and after-practice / Unit 1. Food Additives
(Pro) Nothing to worry about / (Con) Don't gamble with your health
|
Provide a motivation for reading the target text
|
| 2週 |
Unit 1. Food Additives
(Pro) Nothing to worry about / (Con) Don't gamble with your health
|
Pre-teaching of some of the important vocabulary
|
| 3週 |
Unit 2. Body image and photoshopping
(Pro) Show me at my best／(Con) Time to get real
|
Exercises applying newly learnt vocabulary to different context
|
| 4週 |
Unit 3. Undergrounding
(Pro) Less is more／(Con) Hidden obstacles to success |
Check comprehension throgh discussion
|
| 5週 |
Unit 4. Do We Need the Olympics?
(Pro) More than just a sports festival／(Con) We have better things to do with our money |
Reinforcing structural points from the readings
|
| 6週 |
Unit 5. Web Ads
(Pro) Something for nothing／(Con) Web ads drive customers away |
interactive tasks to practice the new vocabulary and skills in open-ended contexts
|
| 7週 |
Unit 6. SIM-Free Smartphones
(Pro) The sooner the better／(Con) The grass is always greener… |
interactive tasks to practice the new vocabulary and skills in open-ended contexts
|
| 8週 |
practices |
|
| 4thQ |
| 9週 |
Unit 7. 100-Yen Shops
(Pro) Luxury on the cheap／(Con) Save now, pay later |
Provide a motivation for reading the target text
|
| 10週 |
Unit 8. Barrier-Free Everywhere?
(Pro) Access for all／(Con) Possibilities and limitations |
Pre-teaching of some of the important vocabulary
|
| 11週 |
Unit 9. Elderly Drivers
(Pro) Keep our seniors licensed／(Con) Time to call it a day |
Exercises applying newly learnt vocabulary to different context
|
| 12週 |
Unit 10. School Clubs
(Pro) Friends and fulfillment／(Con) Stress and frustration |
Check comprehension throgh discussion
|
| 13週 |
Unit 11. The NIMBY Syndrome
(Pro) Welcome, neighbor／(Con) Too far outside my comfort zone |
Reinforcing structural points from the readings
|
| 14週 |
Unit 12. Electronic Voting
(Pro) A win for democracy／(Con) I vote no |
interactive tasks to practice the new vocabulary and skills in open-ended contexts
|
| 15週 |
Unit 13. Aid in Dying
(Pro) My life, my decision／(Con) Where do we draw the line? |
|
| 16週 |
Exam |
|
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 | 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 | 後1,後2,後3,後4,後5,後6,後7,後8,後9,後10,後11,後12,後13,後14,後15 |
評価割合
| Tests | Class activities | 合計 |
| 総合評価割合 | 60 | 40 | 100 |
| 基礎的能力 | 60 | 40 | 100 |