●時間割コード
20190032307
●科目区分
言語文化Ⅰ
●科目名
英語（上級）
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●主担当教員名
三輪 晃司
●単位数
2単位
●開講時期
Ⅲ期
火・3
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●対象学部
経
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●本授業の目的およびねらい
学会や社会で求められるプレゼンテーションを行えるよう、リーディング・スピーキング・リスニング・ライティングの各能力を高め、また４技能の統合を目指すことを目的とする。研究拠点大学たる名古屋大学の学生に相応しい学術英語を使いこなす能力を、実際の運用を前提とした学習活動を通して養う。自分の考えをその根拠とともにいかに説得力ある論理的な英文に組み立てるかというこれまで英語（基礎）・（中級）で養った知識・技能と、英語（コミュニケーション）で培ったコミュニケーション能力に加え、プレゼンテーションに必要な知識や技能を習得し、学術英語を使いこなす能力を更に発展させる。
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●履修条件あるいは関連する科目等
Please refer to the guidelines on the undergraduate English studies.
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●授業内容
In this course, students study various presentation skills and useful English expressions for an effective presentation.
Week 1: What is Academic English Advanced?, Introduce Yourself (Unit 2)
Week 2: Someone you should know (Unit 3)
Week 3: Have you ever been there? (Unit 4)
Week 4: In the world today... (Unit 7)
Week 5: Cause & consequence (Unit 8)
Week 6: For example (Unit 10)
Week 7: Measuring solutions, solving problems (Unit 12)
Week 8: Lies & statistics (Unit 13)
Week 9: In conclusion... (Unit 16)
Week 10: Any questions? (Unit 17)
Week 11: Student presentations
Week 12: Student presentations
Week 13: Student presentations
Week 14: Student presentations
Week 15: Course review, E-learning test
The language of instruction is English. Students are expected to participate actively during classes and complete an oral presentation at the end of the semester.
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●成績評価の方法
E-learning (20%), Class-level participation (30%), Individual-level participation (20%), Presentation abstract (10%), Presentation (20%)
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●教科書
Hood, M. (2007). Dynamic presentations. Tokyo: Kinseido.
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●参考書
Not applicable
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●注意事項
対面授業に加え、課外学習教材「eFACE」を課し、その成績に基づく評価を授業全体の評価の２０％とする。なお、５回以上欠席をした場合、「欠席」の評価がつく。履修取り下げ制度は採用しない。
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●本授業に関する参照Webページ
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●担当者からの言葉(Webページのみ表示)
課外学習の説明資料は、アカデミック・イングリッシュ支援室のサイト ( http://elearn.ilas.nagoya-u.ac.jp/access/ ) からダウンロードすること。
I generally believe that the ultimate goal of teaching is to help students to develop self-confidence and independent attitude towards learning. To this end, I value students' contribution in class. As the course instructor, I would like to follow the principles and teachings in The Seven Habits of Highly Effective People (Covey, 1989). That is, I would like to make sure that students (and I) become proactive by focusing on what can be controlled rather than what cannot be controlled, have specific goals in mind, and set their priorities straight to achieve what is important in the long-run. Because second language acquisition requires painstaking commitment, the proactive, ambitious, and independent attitudes are particularly important. I will also be careful not to impose my own opinions, without first listening to students’ thoughts.
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