2025 (Current Year) Faculty Courses Liberal arts and basic science courses English language courses
English 3 18-RW
- Academic unit or major
- English language courses
- Instructor(s)
- Reiko Maruyama
- Class Format
- Exercise
- Media-enhanced courses
- -
- Day of week/Period
(Classrooms) - Class
- 18-RW
- Course Code
- LAE.E113
- Number of credits
- 010
- Course offered
- 2025
- Offered quarter
- 3Q
- Syllabus updated
- Mar 19, 2025
- Language
- Japanese
Syllabus
Course overview and goals
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.
Course description and aims
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
Keywords
Four language skills, fostering international awareness, communication skills, studying abroad, TOEFL
Competencies
- Specialist skills
- Intercultural skills
- Communication skills
- Critical thinking skills
- Practical and/or problem-solving skills
Class flow
In this class, through English essays, students will learn about simple questions that they find strange in their daily lives. For example, "What are the origins of the names of the days of the week?" or "What baseball terms are used in everyday conversation?" Thinking about the mysteries that surround us stimulates intellectual curiosity and also opens the eyes to various social and cultural phenomena. The textbook used is a comprehensive English learning material that aims to firmly establish the basics of English through reading comprehension and questions, and to acquire the ability to "think" in English.
Key points of the lesson
- Improve your vocabulary by checking meaning
- Improve your reading skills by skimming and scanning essays of around 200 words
- Improve your expressive skills by completing fill-in-the-blank questions of around 60 words
- Improve your grammar skills by solving questions
- Acquire writing skills by writing English compositions
Each lecture will progress through one chapter. In addition, a review test (using Google Form) will be conducted each time.
Course schedule/Objectives
| Course schedule | Objectives | |
|---|---|---|
| Class 1 | Orientation on English Third Class Unit 1 On What Day Does the Week Start? What day does the week start on? [Present tense, past tense] | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
| Class 2 | Unit 2 Why Does a Week Have Seven Days? Why does a week have seven days? [Progressive tense, future tense] | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
| Class 3 | Unit 3 Where Do the Names of the Days Come from? Where do the names of the days of the week come from? [Perfect tense] | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
| Class 4 | Unit 4 A “Rain Check” in Baseball What baseball terms are used in everyday life? [Passive voice] | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
| Class 5 | Unit 5 A “Fumble” in Football The origin of the word “fumble” is football. [Infinitive, gerund] | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
| Class 6 | Unit 6 A “Baller” in Basketball Basketball is in music and conversation. [Auxiliary verb] | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
| Class 7 | Unit 7 Why Is English Spelling So Difficult? English spelling is a headache. [Countable nouns, uncountable nouns, articles] Quarter-end exam | ・Check whether you were able to solve the problems written under each UNIT title after studying. ・Check the Grammar Spotlights page at the end of the chapter to see what the key points were for all the questions you solved in the UNIT. ・Carefully read the feedback for any questions you got wrong in the quiz (Google Form) that is returned to you after class. |
Study advice (preparation and review)
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.
Textbook(s)
Answers to Everyday Questions ＜High-beginning＞
by Arnold Arao
ISBN 9784523179580
B5・96 pages
￥2,310
Nanundo Press
Reference books, course materials, etc.
Please prepare an environment where you can easily access an English-Japanese dictionary or an online dictionary site. You can also use the Student Resources (learning support site) by entering the text number on the textbook publisher's website https://www.nanun-do.com/ listed on the table of contents page.
Evaluation methods and criteria
10% - Participation in class after completing pre-assignments (① Understanding the theme of each unit ② Preparation of warm-up questions ③ Filling in the blanks in the vocabulary)
10% - Speaking on reading assignments and exercise answers
30% - Short quizzes for each chapter at the end of class and report assignments in the 3rd and 6th classes
50% - End-of-quarter test
Evaluated based on a comprehensive evaluation
Related courses
- LAE.E111 ： English 1
- LAE.E112 ： English 2
- LAE.E114 ： English 4
- LAE.E211 ： English 5
- LAE.E212 ： English 6
- LAE.E213 ： English 7
- LAE.E214 ： English 8
- LAE.E311 ： English 9
Prerequisites
None
Other
None