English 3 is designed to improve students’ English language skills for academic purposes and provide them with knowledge in relevant areas. The materials include topics such as international and intercultural issues as well as current topics of science and technology. Expectations require students to practice: reading academic articles, listening to lectures in English, speaking in front of an audience, and writing paragraphs and short essays.
There are two types of classes in English 3. RW classes focus on reading comprehension and skill in written composition, and LS classes focus on listening and oral expression.
Each student is assigned to a class and instructors for each class conduct the course using “Course description and aims”, “Student learning outcomes”, and “Keywords” as the basic framework.
By the end of this course, students will:
・ Have improved their English skills required for learning at university and for research activities
・ Be able to understand written and spoken materials correctly in diverse areas including international and intercultural issues, science, and technology
・ Be able to write paragraphs and short essays with unity and coherence
・ Have gained confidence in using English to state their opinions and improved their oral expression skills
Four language skills, fostering international awareness, communication skills, studying abroad, TOEFL
Specialist skills | ✔ Intercultural skills | ✔ Communication skills | Critical thinking skills | Practical and/or problem-solving skills |
In each class students will practice listening, building up vocabulary, speaking their comments, making persuasive presentations by turns, and writing compositions by using the textbook. Review is given to each student’s presentation.
Course schedule | Required learning | |
---|---|---|
Class 1 | Introduction and Lesson 1: Natural vs Artificial: For AI voice assistance (1) and How to make a presentation 1 (Handouts are given away) | textbook pp.9-14 |
Class 2 | Lesson 1: Natural vs Artificial: For AI voice assistance (2) and How to use visual effects and how to write Notes to show sources 1 Students' one minute presentation 1 | textbook pp.9-14 |
Class 3 | Lesson 2: Relocating vs Protecting Buildings: How to preserve historical sites (1) and How to use visual effects and how to write Notes to show sources 2 Students' one-minute presentation 2 | textbook pp.15-20 |
Class 4 | Lesson 2: Relocating vs Protecting Buildings: How to preserve historical sites (2) and Students' one-minute presentation 3 Quiz 1 | textbook pp.15-20 |
Class 5 | Lesson 10: Raise your voice against discrimination Students' one-minute presentation 4 | textbook pp. 21-27 |
Class 6 | Lesson 4: Extracurricular Activity vs Studying Hard: Discipline for preventing crimes (1) Final Paper Examination | textbook pp.28-33 Essay theme in the Final Examination is given. |
Class 7 | Lesson 4: Extracurricular Activity vs Studying Hard: Discipline for preventing crimes (2) Wrap-up, Final Presentation, and Review Students' one-minute presentation 5 | textbook pp.28-33 Peer Review of presentations |
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
APF: World News Report 6. Makoto Shishido and others. Kinseido.2022.
Useful sources will be referred to as necessary
Participation and activities in class 30%
Quiz, Assignments, and mini-presentation 30%
Final Examination (both paper examination and final presentation) 40%
None
The link and password for my Zoom class will be shared on T2SCHOLA