GISDepartment of Global and Interdisciplinary Studies
EDU200ZA（教育学 / Education 200）TESOL III: Syllabus and Teaching MaterialsTESOL III: Syllabus and Teaching Materials
小堀 真知子
授業コードなどClass code etc
| 学部・研究科Faculty/Graduate school | GISDepartment of Global and Interdisciplinary Studies |
| 添付ファイル名Attached documents | |
| 年度Year | 2022 |
| 授業コードClass code | A6278,A6526 |
| 旧授業コードPrevious Class code | |
| 旧科目名Previous Class title | (ESL Education III:Syllabus and Teaching Materials) |
| 開講時期Term | 秋学期授業/Fall |
| 曜日・時限Day/Period | 木3/Thu.3 |
| 科目種別Class Type | |
| キャンパスCampus | 市ヶ谷 / Ichigaya |
| 教室名称Classroom name | 各学部・研究科等の時間割等で確認 |
| 配当年次Grade | 2～4 |
| 単位数Credit(s) | 2 |
| 備考（履修条件等）Notes | |
| 他学部公開科目Open Program | |
| 他学部公開（履修条件等）Open Program (Notes) | |
| グローバル・オープン科目Global Open Program | ○ |
| 成績優秀者の他学部科目履修制度対象Interdepartmental class taking system for Academic Achievers | |
| 成績優秀者の他学部科目履修（履修条件等）Interdepartmental class taking system for Academic Achievers (Notes) | |
| 実務経験のある教員による授業科目Class taught by instructors with practical experience | |
| SDGsCPSDGs CP | |
| アーバンデザインCPUrban Design CP | |
| ダイバーシティCPDiversity CP | |
| 未来教室CPLearning for the Future CP | |
| カーボンニュートラルCPCarbon Neutral CP | |
| 千代田コンソ単位互換提供（他大学向け）Chiyoda Campus Consortium | |
| 旧科目との重複履修Duplicate Subjects Taken Under Previous Class Title | × |
| カテゴリー（2024年度以降入学者）Category (commenced 2024 onwards) | |
| カテゴリー（2020～2023年度入学者）Category (commenced 2020-2023) | |
| カテゴリー（2016～2019年度入学者）Category (commenced 2016-2019) |
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授業の概要と目的（何を学ぶか）Outline and objectives
The course is for students intending to teach English. Its purpose is to give an insight into syllabus design and lesson planning for L2 education. It encourages students to examine, discuss and create L2 resources with a consideration to make consistency in language education from the primary to secondary levels.
到達目標Goal
Upon completion of this course, students should be able to demonstrate the following:
1. Identify the components of a language course.
2. Design course materials that match educational objectives.
3. Employ a principled approach to the design, creation, and implementation of EFL/ESL course syllabi and teaching materials.
4. Grasp the knowledge and skills for teaching languages as well as L2 pedagogy through ICT to qualify as an English teacher.
この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか（該当授業科目と学位授与方針に明示された学習成果との関連）Which item of the diploma policy will be obtained by taking this class?
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
授業で使用する言語Default language used in class
英語 / English
授業の進め方と方法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 focuses on issues in planning and conducting EFL/ESL lessons: it encourages student teachers to take into consideration the importance of lesson planning when designing an EFL/ESL course. It also provides opportunities for the exploration of a wide range of ideas and examples in the syllabus design from different countries, with reflections on those in Japan. Students are expected to acquire a basic understanding of how to create a lesson plan with materials including ICT needed for managing the language classroom. Students are also required to create their own English lessons and teaching materials, with the opportunity to put them into practice. Students will complete a writing assignment and a final examination that reflects their work on teaching plans, performance and lesson materials.
Submission of the final requirements and feedback will be on the learning management systems.
アクティブラーニング（グループディスカッション、ディベート等）の実施Active learning in class (Group discussion, Debate.etc.)
あり / Yes
フィールドワーク（学外での実習等）の実施Fieldwork in class
なし / No
授業計画Schedule
授業形態/methods of teaching：対面/face to face
※各回の授業形態は予定です。教員の指示に従ってください。
1[オンライン/online]：Introduction
Course guidance
2[対面/face to face]：Syllabus Design (1)
Aims and objectives: concepts and classification
3[対面/face to face]：Syllabus Design (2)
Outcomes: concepts and classification
4[対面/face to face]：Syllabus Design (3)
The context and levels of planning: curriculum and teaching procedure
5[対面/face to face]：Syllabus Design (4)
The context and levels of planning: lesson plans for the lower and upper secondary levels
6[対面/face to face]：Issues in Teaching Materials (1)
Aims and objectives: concepts and classification
7[対面/face to face]：Issues in Teaching Materials (2)
Selecting and creating teaching materials: sounds to structure
8[対面/face to face]：Issues in Teaching Materials (3)
Selecting and creating teaching materials: language functions, cultures and communication
9[対面/face to face]：Issues in Teaching Materials (4)
Selecting and creating teaching materials: using audio-visual aids and ICT
10[対面/face to face]：Lesson Planning
Creating a lesson plan: checking contents, materials, procedure and performance
11[対面/face to face]：Micro-teaching (1)
Lower secondary level: demonstration/observation, review and discussion
12[対面/face to face]：Micro-teaching (2)
Upper-secondary level: demonstration/observation, review and discussion
13[対面/face to face]：Micro-teaching (3)
Team-teaching: demonstration/observation, review and discussion
14[対面/face to face]：Final Exam & Wrap-up
Consolidation and review
授業時間外の学習（準備学習・復習・宿題等）Work to be done outside of class (preparation, etc.)
1. Every week before attending class, students are required to comprehend the assigned readings.
2. Before conducting micro-teaching, students are required to prepare for their lesson by creating a lesson plan and teaching materials.
Preparatory study and review time for this class are 2 hours each.
テキスト（教科書）Textbooks
Cohen, L., Manion, L., & Wyse, D. (2010). A guide to teaching practice. (5th ed.). Routledge.
参考書References
1. Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press.
2. Erben, T. et al. (2009). Teaching English language learners through technology. Routledge.
3. Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching (3E). Oxford University Press.
4. Long, M. H., & Doughty, C. J. (2011). The handbook of language teaching. Wiley-Blackwell.
5. Walker, R. & Adelman, C. (1992). A guide to classroom observation. Routledge.
6. 白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
7. 神保 尚武 (監修). JACET教育問題研究会 (編集). 2012.『新しい時代の英語科教育の基礎と実践 成長する英語教師を目指して』三修社.
8. 望月昭彦、磐崎 弘貞、卯城 祐司、久保田 章（著）. 2010.『新学習指導要領にもとづく英語科教育法』大修館.
9. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
10. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
11. 文部科学省. 2018.『高等学校学習指導要領（外国語・英語）』開隆堂出版.
成績評価の方法と基準Grading criteria
Evaluation will be based on:
1. Class participation (10%)
2. Micro-teaching (30%)
3. Teaching materials (20%)
4. Writing assignment (20%)
5. Examination (20%)
More than 2 unexcused absences will result in failure of this course.
学生の意見等からの気づきChanges following student comments
1. More advanced notice of assigned readings will be given in order to allow students to prepare for class discussions.
2. More intensive instruction on how to reflect micro-teaching will be provided in advance.
学生が準備すべき機器他Equipment student needs to prepare
PC
Prerequisite
ESL Education Ⅰor TESOLⅠ
ESL Education Ⅱor TESOLⅡ