English Reinforcement Program

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Oral Presentation & Discussion:Advanced I

Jonathan Docherty

Class code etc
Class code A8018
Year 2021
Faculty/Graduate school English Reinforcement Program
Previous Class title
Attached documents
Class form
Term 春学期授業/Spring
Credit(s) 1
Day/Period 金3/Fri.3
Campus 市ヶ谷
Classroom name
Grade 1~4
Duplicate Subjects Taken Under Previous Class Title
Class taught by instructors with practical experience

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Outline and objectives

本授業は対面での実施を予定しているが、 大学の行動方針レベルが2となった場合,この授業は原則としてオンラインで行う。 具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP受講には専用サイトにて4月7日(水)~13日(火)の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。This course, the highest-level communication course in the ERP, aims to further develop students’ already significant speaking and listening skills, by expanding their active repertoire of English vocabulary and structures to allow complex communication on a range of engaging topics and situations. It uses the textbook’s wide range of topics and themes on society and culture as a springboard for planning, discussion, meeting simulation, presentation and debate activities, with a focus on encouraging active engagement, learner autonomy, and critical thinking. In class, students will receive verbal feedback individually from both their instructor and classmates to help them identify and improve their weak areas. For assigned tasks, students will receive verbal and/or written feedback from their instructor on general progress and points to improve.


By the end of this course, students will be better able to:
• make academic presentations (with PowerPoint, etc.) in English on academic and other topics, in pairs, groups and individually
• expand ability to listen to academic presentations and complex multi-party interactions
• engage proactively in and facilitate discussions on a relatively simple academic topics related to their fields of study
• manage common situations when communicating in English both in Japan and when travelling abroad
• communicate actively by employing strategies for explaining, reasoning, persuading, checking and confirming
• confidently express opinions supported by logical reasoning and convincing evidence, backed by data and evidence
• expand analysis and research skills by using data to support discussions and presentations in class
• work together with other students in collaborative projects

Default language used in class

英語 / English

Method(s)(学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. )

The course covers the first six units of the Life (Level 4) textbook. It starts with a general orientation to the program and introduction to the course, and a study planning workshop in which students set learning goals for the semester. After completing the CEFR self-evaluation in Lesson 2, students begin working with the textbook, completing one unit every two lessons thereafter. The first lesson of each unit focuses on language input and controlled practice, while the second lesson focuses on open practice and application. At the end of each unit is a discussion which provides the basis for the creation of three presentations. In the fourth, eighth and twelfth / thirteenth lessons, students will deliver these presentations which they have worked on in-class and at home. The course ends with a review of key language and skills and another study planning workshop to encourage autonomous learning.

Evaluation is based on consistent attendance, active participation in class activities, homework completion, discussion activities, and three presentations – two of which are done in pairs / groups, and one individually.

Active learning in class (Group discussion, Debate.etc.)

あり / Yes

Fieldwork in class

なし / No



1:Orientation & introductions
Course preview
Study planning

2:CEFR self-evaluation (Initial)
Unit 1: Culture and Identity; parts a-b

Prepare a short speech on “Culture and Identity”

3:Unit 1: Culture and Identity; parts c-e

Unit 1 review
Prepare & practice Presentation 1

4:Presentation 1 – 10%
Unit 2: Performing; parts a-b

Prepare a short speech on “Performing”

5:Unit 2: Performing; parts c-e

Unit 2 review

6:Unit 3: Water; parts a-b

Prepare a short speech on “Water”

7:Unit 3: Water; parts c-e
Discussion 1 – 10%

Unit 3 review
Prepare and practice Presentation 2

8:Presentation 2 – 10%
Unit 4: Opportunities; parts a-b

Prepare a short speech on “Opportunities”

9:Unit 4: Opportunities; parts c-e
Discussion 2 – 10%

Unit 4 review

10:Unit 5: Well-being; parts a-b

Prepare a short speech on “Well-being”

11:Unit 5: Well-being; parts c-e
Discussion 3 – 10%

Unit 5 review
Prepare and practice Presentation 3

12:Presentation 3 – 10%
Unit 6: Mysteries; parts a-b

Review / Prepare Presentation 3

13:Presentation 3 continued – 10%
Unit 6: Mysteries; parts c-e
CEFR self-evaluation (Final) / Student surveys

Prepare a short speech on “What I learned in this course”

14:Course review / Study planning


Work to be done outside of class (preparation, etc.)

Students will be expected to spend 2 hours a week completing homework assignments (preparing short speeches, preparing and practicing evaluated presentations, and completing unit review pages). They will also be asked to set goals and develop study plans as part of their self-study.


Life 4 (2nd Ed.), Cengage Learning / National Geographic Learning (ISBN: 978-1-33-790565-7)


Supplementary in-class handouts (free)

Grading criteria

Attendance: Five or more absences will result in a failing grade; 30 minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution); Presentation 30% (Message, Structure, Delivery, Visuals)


Jonathan Docherty is from Glasgow in Scotland. He is a native speaker of British English. Jonathan has been involved in the teaching English as a foreign language industry since 2004. He taught across Europe for two years before moving to Tokyo, Japan in 2008. He has experience teaching a range of age groups and levels to Japanese students in the Kanto area and Aichi too. He aims to deliver interesting, communicative, fun student centred lessons through a blend of task based pair work and group work activities. He believes teaching English to be a challenging and deeply rewarding career. Punctual, patient and positive by nature, he hopes the students at Hosei University enjoy learning English.


English proficiency requirement:
TOEFL® iBT 61+, TOEFL® ITP 500+, TOEIC® 625+, IELTS 6.0+ or EIKEN® CSE2.0 2400+ or English Placement Test α 730+