2025 (Current Year) Faculty Courses Liberal arts and basic science courses English language courses
English 5 9-RW
- Academic unit or major
- English language courses
- Instructor(s)
- Reiko Maruyama
- Class Format
- Exercise (Face-to-face)
- Media-enhanced courses
- -
- Day of week/Period
(Classrooms) - 3-4 Mon
- Class
- 9-RW
- Course Code
- LAE.E211
- Number of credits
- 010
- Course offered
- 2025
- Offered quarter
- 1Q
- Syllabus updated
- Mar 19, 2025
- Language
- Japanese
Syllabus
Course overview and goals
English 5 is designed to improve students’ English language skills for academic purposes and provide them with more 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 English lectures, speaking before an audience, and developing skills to write paragraphs and short essays.
Course description and aims
By the end of this course, students will:
・be able to express their ideas and opinions in classes confidently
・be able to write paragraphs or short essays
・be able to better understand academic lectures
・practice effective reading strategies
Student learning outcomes
実務経験と講義内容との関連 (又は実践的教育内容)
An instructor with work experience as an author and editor will provide hands-on education in writing and presenting about science, based on practice in the field that features critical thinking and logical ways of communicating information to audiences.
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, "Why do you say Viking?" or "What is the origin of Coca-Cola?" 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 220 words
- Improve your expressive skills by completing fill-in-the-blank questions of around 80 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 | Class Orientation Unit 1 What is “Black Friday”? Why is it called “Black Friday” in America? ● 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 What is a “leap year”? Why did the “leap year” come about? ● Future tense, progressive 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 Why do big ceremonies have a “red carpet”? Why do they lay a “red carpet” at ceremonies? ● 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 Where did “mouthwash” come from? What is the origin of “mouthwash”? ● Passive voice, causative 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 5 | Unit 5 What is a “Viking”? Why is it called “Viking” in Japan? ● There construction, 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 6 | Unit 6 Why are oranges “orange”? Why are oranges the fruit “orange”? ● Articles, pronouns | ・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 Where did “Vaseline” come from? What is the origin of the creation of “Vaseline”? ● Countable nouns and uncountable nouns 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 ＜Pre-Intermediate＞
by Arnold Arao
ISBN 9784523179351
B5・96pages
￥2,200 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.E113 ： English 3
- LAE.E114 ： English 4
- LAE.E212 ： English 6
- LAE.E213 ： English 7
- LAE.E214 ： English 8
- LAE.E311 ： English 9
Prerequisites
None
Other
None