Forbes magazine reports that "seventy percent of employed Americans who give presentations agree that presentation skills are critical to their success at work (...) The other 30% don't know it yet."

In this new global and interconnected world, being able to clearly and succinctly communicate ideas is becoming more and more a basic requirement for success at work. Presentation skills are to the XXI century what English skills were to the XX century: a necessity, rather than a luxury.

The aim of this class is to help you improve your communication proficiency, focusing on presentation and discussion skills in English.

At the end of the course, you should be able to present ideas in a concise and orderly manner, in both small and large settings, either individually or as part of a group. The principles behind the use of slideware, color and presentation theory, graphic creation, data delivery, etc., will be introduced during this practical class.

This practical class will divide the learning of presentation skills in the following building blocks:
A) Preparation (Definition of main idea, structure, story, research, etc.)
B) Design (Principles of design, color theory, typography, images, etc.)
C) Delivery (Rehearsal, connecting with an audience, Q&A, etc.)
These themes will be built in conjunction with permanent practice and discussion. Students will have to prepare and present both individual and group presentations during the course. This course consists of 15 classes including one feedback class. A general schedule of the classes is given below.

1) Technical presentation
2) Preparation
3) Analysis of structure
4) Creating the structure
5) Basic design rules
6) Principles of visual design
7) Presenting data
8) Bad data display
9) Basic principles of delivery
10-14) Group and individual presentation exercises
15) Feedback & report

特になし

Evaluation will be based on class participation and homework (25%), feedback from other students (15%), and performance in group and individual presentations (60%). Details will be explained in class. This class will have no written examination.

To pass this class, you need to be able to proficiently prepare, design, and deliver general and technical presentations in English.

As an eminently practical class, you will be expected to work on your own time, preparing and honing the ideas and presentations that you will deliver during class.

Additional time to watch notable presentations online (TED, PechaKucha, Toastmasters, etc., as recommended by the instructor during classes) will be required.

Information related to office hours and contact of instructors will be provided during the first lecture.

The purpose of this course is to develop the listening skills necessary for taking lectures in English by building on the skill development offered in Active Listening 1. In developing listening skills, this course combines both a bottom-up approach that emphasizes listening comprehension at the word/sentence level and a top-down approach that emphasizes semantic understanding by utilizing background knowledge and context. However, this course will focus more heavily on top-down approaches that challenge students to apply their listening and communication skills in meaningful class-based interactions. Students will have several opportunities throughout the course to proactively participate in discussions based on lectures in English towards improving their listening skills.

The following five objectives are defined as the goals to be achieved in this course. The course aims for students to acquire the following abilities at the end of the course.

(1) Analytically understand the phonetic features of English (vowels, consonants, rhythm, intonation, articulation, reduction, assimilation, etc.) and be able to use this knowledge when listening.

(2) Acquire methods to predict what information and content will come next and to modify one's own understanding by using context, background knowledge, and the situation of the utterance, and use these methods in listening.

(3) Be able to listen to short lectures in English and accurately grasp the content.

(4) Be able to participate in discussions about the content of the short lectures in small groups.

(5) Be able to prepare and make a presentation about a topic of academic interest and answer questions from the audience based on the content.

Week 1: Students will receive an overview of the course and listen to a short presentation. In addition, students will complete an introductory questionnaire. The goal of the first week is to create a classroom atmosphere conducive to enhancing learning. Class activities in the first week will focus on identifying individual and collective goals for learning; familiarizing students with the structure of the course and the learning objectives of assignments; and fostering a supportive classroom culture based on mutual respect and understanding.

Week 2: Classroom activities in Week 2 will enhance student understanding of vowels and consonants. In addition, the first portfolio task will be assigned and selected activities from Chapter One of the textbook will be used to further advance listening competencies.

Week 3: Classroom activities in Week 3 will enhance student understanding of rhythm in spoken English. In addition, the second portfolio task will be assigned and selected activities from Chapter Two of the textbook will be used to further advance listening competencies.

Week 4: Classroom activities in Week 4 will enhance student understanding of intonation in spoken English. In addition, the third portfolio task will be assigned and selected activities from Chapter Three of the textbook will be used to further advance listening competencies. There will be a short listening test based on class content at the beginning of the class.

Week 5: Classroom activities in Week 5 will focus on enhancing related bottom-up skills to enhance listening competencies. In addition, the fourth portfolio task will be assigned and selected activities from Chapter Four of the textbook will be used to further advance listening competencies.

Week 6: Classroom activities in Week 6 will focus on enhancing related bottom-up skills to enhance listening competencies. In addition, the fifth portfolio task will be assigned and selected activities from Chapter Five of the textbook will be used to further advance listening competencies.

Week 7: Classroom activities in Week 7 will focus on enhancing student understanding of contractions in spoken English. In addition, the sixth portfolio task will be assigned and selected activities from Chapter Six of the textbook will be used to further advance listening competencies. There will be a short listening test based on class content at the beginning of the class.

Week 8: Classroom activities in Week 8 will focus on enhancing related bottom-up skills to enhance listening competencies. In addition, the seventh portfolio task will be assigned and selected activities from Chapter Seven of the textbook will be used to further advance listening competencies.

Week 9: Classroom activities in Week 9 will focus on enhancing student understanding of dropouts in spoken English. In addition, the eighth portfolio task will be assigned and selected activities from Chapter Eight of the textbook will be used to further advance listening competencies.

Week 10: Classroom activities in Week 10 will focus on enhancing student understanding of consonant sequences in spoken English. In addition, the ninth portfolio task will be assigned and selected activities from Chapter Nine of the textbook will be used to further advance listening competencies. There will be a short listening test based on class content at the beginning of the class.

Week 11: Classroom activities in Week 11 will focus on preparing students for their in-class presentation. In addition, the final portfolio task will be assigned and selected activities from Chapter Ten of the textbook will be used to further advance listening competencies.

Week 12: Classroom activities in Week 12 will focus on preparing students for their in-class presentation. Some students will give their final presentation. A question-and-answer session will follow each presentation. In addition, selected activities from Chapter Eleven of the textbook will be used to further advance listening competencies.

Week 13: The students who did not present in Week 12 will give their final presentation. A question-and- answer session will follow each presentation. There will be a short listening test based on class content at the beginning of the class.

Week 14 (Final Exam): Students will watch a video (in English) and summarize its main points in English in an exam-like setting.

Week 15: Students are invited to contact the instructor if they have any course-related questions.

Week 16: Students will be offered feedback on LMS. The final class will focus on reviewing the course in a fun and interactive way. In addition, selected activities from Chapter Twelve of the textbook will be used to further advance listening competencies.

特になし

Weekly Portfolio and Textbook-Based Activities (30%): Students will be evaluated based on their applied understanding of the phonetic features of English; and their ability to use context, background, and topical knowledge as tools in listening comprehension. In addition, students will also be assessed on their abilities to participate in and lead small-group discussions about the contents of their weekly portfolios as well as textbook-based activities.

In-class Listening Tests (20%): There will be four short in-class listening tests (Week 4, 7, 10, 13) based on course content.

In-class Presentation (20%): The final presentation will afford students an opportunity to demonstrate their applied understanding of course objectives.

Final Exam (30%) (Week 14): The final exam will be administered to evaluate applied student understanding of objective 3.

Students need to watch and listen to media outside of class to complete portfolio tasks and related assignments. Furthermore, students should devote short blocks of time outside of class each week to review class content. In addition, students will need to dedicate time to prepare for their final presentation in the final weeks of the course.

Let's do everything we can to foster a caring and supportive learning environment! Feel free to contact Mr. Armstrong (armstrongkyotou@gmail.com) at any time if you have any questions about the course, or if you would like to practice writing in English.

On a classroom-specific note, students should bring a laptop and earphones to each class. These tools will be helpful in creating an optimal learning environment for listening-related tasks.

The ability to effectively communicate science in English is an essential skill for students and aspiring young researchers, whether it is for a lab report, preparing an abstract and/or poster or an oral presentation for a conference, a journal club, a thesis, or a full research article. Failure to produce a good narrative results in lost opportunities for both the writer and the reader. Developing skills in both written and oral forms of communication is therefore important to successfully progress in science.

This course will aim to improve student confidence in communicating science in English. Opportunities will be provided to learn and practice the basics of effective scientific writing and communication in English. Emphasis will be placed on learning the basic structures and logic of different forms of scientific communication and practicing through the analysis of scientific material and writing. Practical exercises to develop those skills, will include among others, preparing a good title and abstract, analyzing scientific text, and presenting science news and a full research article (journal club presentation) and their evaluation. Many exercises will be completed in small groups. The course will be targeted to non-native speakers of English.

This main objective of this course is to learn and practice skills for communicating scientific content effectively in English. The emphasis will be on structuring and organizing content, data and figures, and their interpretation to build a coherent narrative. Tips and tricks about writing and presenting as well as patterns to avoid will also be presented.

At the end of this course students will:
- Understand and be able to explain the basic structure and format of different forms of scientific communications
- Master key conventions and structures essential for effective scientific communication
- Have gained skills in organizing concepts and ideas into a coherent narrative, using the appropriate words, units, logic, etc.
- Be able to produce clear short text and make an oral presentation of a research article following the formal scientific style of writing and presenting
- Have acquired confidence and practiced critical evaluation skills by reviewing and providing constructive feedback about their peers' work.

The following topics will be covered over the course of 14 classes, not necessarily in that order:

Week 1 Course guidance and introduction
Week 2 Introduction to communication
Week 3 Finding and managing scientific literature and resources (databases and reference management software)
Week 4 Crafting a good title
Week 5-6 Analyzing and preparing a good abstract
Week 7 The basics of writing the Introduction. Structure and logic
Week 8 How to read and write different parts of a research manuscript
Week 9 Tips for making good figures and visuals and understanding scientific content
Weeks 10-14 Research article presentations - Critical thinking, discussion, and peer evaluation
Week 16 Feedback

Access to a personal computer or device is required to complete homework assignments and other practice.

20 % Class attendance and active participation
60 % In-class exercises/quizzes and homework assignments
20 % Presentation

Students can expect to spend on average about 1-2 hours per week on homework assignments and preparation for in-class exercises.

Some of the content is subject to change according to the class size.

The instructor can be contacted by e-mail to arrange an appointment.

The ability to effectively communicate science in English is an essential skill for students and aspiring young researchers, whether it is for a lab report, preparing an abstract and/or poster or an oral presentation for a conference, a journal club, a thesis, or a full research article. Failure to produce a good narrative results in lost opportunities for both the writer and the reader. Developing skills in both written and oral forms of communication is therefore important to successfully progress in science.

This course will aim to improve student confidence in communicating science in English. Opportunities will be provided to learn and practice the basics of effective scientific writing and communication in English. Emphasis will be placed on learning the basic structures and logic of different forms of scientific communication and practicing through the analysis of scientific material and writing. Practical exercises to develop those skills, will include among others, preparing a good title and abstract, analyzing scientific text, and presenting science news and a full research article (journal club presentation) and their evaluation. Many exercises will be completed in small groups. The course will be targeted to non-native speakers of English.

This main objective of this course is to learn and practice skills for communicating scientific content effectively in English. The emphasis will be on structuring and organizing content, data and figures, and their interpretation to build a coherent narrative. Tips and tricks about writing and presenting as well as patterns to avoid will also be presented.

At the end of this course students will:
- Understand and be able to explain the basic structure and format of different forms of scientific communications
- Master key conventions and structures essential for effective scientific communication
- Have gained skills in organizing concepts and ideas into a coherent narrative, using the appropriate words, units, logic, etc.
- Be able to produce clear short text and make an oral presentation of a research article following the formal scientific style of writing and presenting
- Have acquired confidence and practiced critical evaluation skills by reviewing and providing constructive feedback about their peers' work.

The following topics will be covered over the course of 14 classes, not necessarily in that order:

Week 1 Course guidance and introduction
Week 2 Introduction to communication
Week 3 Finding and managing scientific literature and resources (databases and reference management software)
Week 4 Crafting a good title
Week 5-6 Analyzing and preparing a good abstract
Week 7 The basics of writing the Introduction. Structure and logic
Week 8 How to read and write different parts of a research manuscript
Week 9 Tips for making good figures and visuals and understanding scientific content
Weeks 10-14 Research article presentations - Critical thinking, discussion, and peer evaluation
Week 16 Feedback

Access to a personal computer or device is required to complete homework assignments and other practice.

20 % Class attendance and active participation
60 % In-class exercises/quizzes and homework assignments
20 % Presentation

Students can expect to spend on average about 1-2 hours per week on homework assignments and preparation for in-class exercises.

Some of the content is subject to change according to the class size.

The instructor can be contacted by e-mail to arrange an appointment.

In this course, students will work on their research projects and present and discuss the findings in English. Through the process, students will learn how to conduct research and develop English “four skills,” especially writing and presentation abilities.
This course is mainly targeted at students of the Faculty of Science. Therefore, students must choose research topics related to science. Also, this course is designed for students with a basic to intermediate level of English proficiency (around B1 in CEFR). Students should consider their English level before taking the course.
この授業では、受講生自身がリサーチプロジェクトに取り組み、その成果を英語で発表し、議論する。その過程でリサーチの方法を身につけるとともに、英語4技能、とりわけライティング能力、プレゼンテーション能力といった発信力に関わる技能の強化を目指す。
この授業は理学部の学生を主な対象とする。したがって、リサーチのトピックは理系のものに限定する。また、英語習熟度が中程度からやや低めの学生を対象とする。自身の英語レベルを考慮した上で受講すること。

1. Students will be able to present and discuss academic content in English.
2. Students will be able to write academic content in English.
3. Students will be able to carry out research independently.
1. アカデミックな内容に関して、英語で発表し、議論できる。
2. アカデミックな内容に関して、英語でライティングができる。
3. 自らリサーチを進めることができる。

Weeks 1 to 8 will be assigned for a poster presentation and Weeks 9 to 15 for a slide presentation. No examination will be administered. The detailed schedule is as follows.
　Session 1: Orientation
　Session 2: Decide on research question (RQ)
　Session 3: Review previous studies
　Session 4: Research/Make poster
　Session 5: Research/Make poster
　Session 6: Pre-presentation
　Session 7: Revise
　Session 8: Final presentation
　Session 9: Feedback/Decide on RQ
　Session 10: Review previous studies
　Session 11: Research/Make slides
　Session 12: Pre-presentation
　Session 13: Revise
　Session 14: Final presentation
　Session 15: Feedback
前半（第1〜8週）はポスター発表、後半（第9〜15週）はスライド発表を行う。定期試験は実施しない。具体的な予定は以下の通り。
　第1回：オリエンテーション
　第2回：リサーチクエスチョンの決定
　第3回：先行研究の調査
　第4回：リサーチ／ポスター作成
　第5回：リサーチ／ポスター作成
　第6回：中間発表
　第7回：修正
　第8回：最終発表
　第9回：フィードバック／リサーチクエスチョンの決定
　第10回：先行研究の調査
　第11回：リサーチ／スライド作成
　第12回：中間発表
　第13回：修正
　第14回：最終発表
　第15回：フィードバック

No specific requirements. The number of students will be limited. Details will be announced on KULASIS.
特になし。授業の性格上、定員を設ける。KULASISで別途周知するので確認すること。

1. Group slide presentation: 25%
2. Individual poster presentation: 25%
3. Research sheet: 20%
4. Feedback sheet: 15%
5. Active participation in the class: 15%
Students who miss more than three classes will be disqualified.
1. グループでのスライド発表: 25%
2. 個人でのポスター発表: 25%
3. リサーチシート: 20%
4. フィードバックシート: 15%
5. 授業への積極的な参加: 15%
4回以上欠席すると不合格となる。

This course will be based on the students’ research. Therefore, students will need to conduct research and complete the PowerPoint slides and posters outside the classes. Students will also be required to prepare reports such as research sheets and feedback sheets.
この授業は受講生のリサーチに基づいて進められる。したがって、受講生は授業外にリサーチを行い、スライドやポスターを完成させる必要がある。また、リサーチシートやフィードバックシートなどのレポートを作成することを求められる。

This course is mainly based on group work. Questions about the course will be welcomed before and after the classes as well as via e-mail.
この授業はグループワークが中心となる。授業に関する質問は、授業の前後に受け付けるほか、授業中に知らせる教員メールアドレスでも受け付ける。

本授業では、AcademicなコンテクストにおけるSpeaking（Oral Presentation / Discussion / Debate等)の技能養成を中心課題に置き、この課題達成の手段として、Academic Reading、Speaking/Debate能力涵養のための演習を行う。Academic Readingの目的は「英語を読むことではなく、読み取った情報を整理、統合、理解した上で、これを他人に伝達したり、他人と議論したりする基盤とすることである」という前提に立ち、本授業は、こういった一連の作業を「全て英語を用いて実践する」訓練の場となる。 Oral Presentation / Debate / Reading Materialのについての講義／ディスカッションを含め、授業運営は全て英語で行う。

(1) Academic Reading Materialsを、「訳読」ではなく、「知識の取得、自らの議論の構築、他者への情報伝達」といった目的に応じて読みこなす力を身につける。
(2) 英語で読み取った情報を、英語でPreset/Discuss/Dabateするための技能を身につける。

①毎回の授業の構成
１〜２週間を１ユニットとして、それぞれ新しいReading Material / Audio-Visual Materialを導入し、授業中にこれを読み/視聴し、理解した内容について担当者、および授業参加者同士でディスカッションを行う、という形式をとる。ディスカッションの方法は受講人数に応じて変わりうるが、英語によるディスカッションまたはディベートをユニットの最終課題とする。

Session 1: Orientation / Introduction
Sessions 2 & 3: TED Exercise 1 (including discussion)
Sessions 4 & 5: TED Exercise 2 (including discussion)
Sessions 5 & 6: Reading in Social Science 1 (including discussion)
Sessions 7 & 8: Reading in Social Science 2 (including discussion)
Sessions 9 & 10: Debate based on readings 1
Sessions 10 & 11: Debate based on readings 2
Sessions 12, 13, 14: Group or Individual Presentation
Feedback

②学期を通じた課題（グループ課題）
グループで決定する任意のトピックについてグループ構成員がそれぞれ必要な英語文献を検索して読み、これを統合して英語によるoral presentationを学期末に行う。トピック等については授業中に指示する。

＜テキスト／課題等＞
テキストは指定せず、担当者がReading Materialを配布する。Reading Materialに加え、英語による講義等の音声／映像 Material(主にTED)を適宜導入する予定である。課題は上述の通りであり、原則として毎回の授業に対して宿題を課す予定はない。

＜履修の心得など＞
履修の時点でSpeakingやDebateの高い技術を要する必要はないが、Readingの演習を基盤としてそうしたコミュニケーションスキルを伸ばそうとする態度が求められる。

特になし

In-class Assignments（各授業での演習課題、Debate/Discussionへの貢献度、不定期の提出物等）（50%)
Oral Presentation (Group) (30%)
Final Paper(20%)

毎回の授業で指示する（主に、短いPresentation / Argumentの事前準備）

The purpose of English Academic Discussion is to equip students with the communication skills necessary to actively engage within academic and professional communities, improve critical thinking and discussion skills, and expand viewpoints on a variety of topics from the humanities, natural sciences, and social sciences. The course will be focused mainly on group discussions. Students will be asked to watch videos and write notes for homework and actively participate in discussions.

本授業の目的は、人文科学、自然科学、社会科学の様々なトピックについて、アカデミック・コミュニティやプロフェッショナル・コミュニティに積極的に参加し、批判的思考やディスカッションのスキルを向上させ、視野を広げるために必要なコミュニケーション・スキルを身につけることである。

By the end of this course, students should be able to:
- understand the role of discussion in academic settings
- initiate and maintain a conversation
- ask critical questions and respond in length
- lead and manage a discussion
- identify and use discourse markers
- synthesize and summarize ideas from in-class discussions

1. Course introductions
2. Discussion skill 1 / Teacher-led discussion 1
3. Discussion skill 2 / Teacher-led discussion 2
4. Discussion skill 3 / Teacher-led discussion 3
5. Student-led discussion
6. Student-led discussion
7. Student-led discussion
8. Poster presentation workshop
9. Poster presentation
10. Student topic choice discussion
11. Student topic choice discussion
12. Student topic choice discussion
13. Discussion evaluation workshop
14. Graded group discussion
15. Feedback

特になし

(30%) Active participation
(20%) Discussion leadership
(10%) Poster presentation
(30%) Final group discussion
(10%) Self-evaluation

Students must watch videos and take notes, find suitable materials and prepare responses for class discussions.

If you have any questions, the teacher can be contacted at mccarthy.tanyamiranda.7n@kyoto-u.ac.jjp

本科目は、英語による講義を履修するために必要となるリスニング能力の育成を目的とする。リスニング能力の育成では、語・文レベルでの聴解力を重視するボトムアップ型と、背景知識や文脈などを活用した意味理解を重視するトップダウン型の両方を組み合わせる。リスニング能力の向上により、主体的に英語での講義に参加できることを目指す。

本科目は、以下の3つを到達目標として定める。この科目が修了する時点で受講生が以下の能力を 身につけることを目標とする。
(1)英語の音声的特徴（母音、子音、リズム、イントネーション、連結、脱落、同化など）を分析的 に理解し、その知識をリスニングの際に利用することができる。
(2)文脈や背景知識、発話の状況を活用して、次にくる情報や内容などを予測したり、自身の理解を 修正したりする方法を身につけ、その方法をリスニングの際に利用することができる。
(3) 英語の概論的講義を聞いて、その概要や要点を的確に把握することができる。

本授業のねらいは、授業に参加する皆さんが、将来的に英語を介した対人コミュニケーションで意思疎通ができるようになるために必要なリスニング力を身につけることです。そのため、試験問題に出てくるような音声を聞いて正答を選択するような問題を解くことに加え、英語で話されているコンテンツを聴きまとめたり、会話・スピーチの練習をしたりと、実際のコミュニケーションに慣れるための活動を行います。これらの活動中には、より正確な英語の発音ができるようなトレーニングも行います（発音できない音は聞き取ることが難しいためです）。

[使用言語]
英語と日本語。授業ルール等の重要な説明は英語で行い逐次日本語で説明をします。わからないことは、日英どちらの言語でもいいので、必ず質問してください。

[教材]
　この授業では、学術英語の特徴を理解するために、様々な文脈の英語使用を比較しながらすすめます。授業ではYoutubeやTEDトークなどを使い、日常英会話やビジネス英会話 、ニュース、アカデミックなトピックなど、様々なジャンルのコンテンツを取り入れた音声教材を扱います。これら音声教材の詳細は授業で逐次紹介します。

[授業計画]
第1週：授業計画、授業ルール、教材、評価方法等の確認
第2週：リスニングの基本原則についての説明（母音と子音）
第3週：TED Talkに学ぶ英語のスピーチ(リズム)
第4週：異なる国や地域の英語 —アカデミックな英語とは？（イントネーション）
第5週：ピコ太郎のPPAP：日本語と英語の音声的特徴 (連結)
第6週：英語のニュースは早口に聞こえる？(脱落)
第7週：英語でカラオケをしてみましょう (同化)
第8週：アメリカ英語はムズすぎて聞こえん—担当教員の留学経験談 (弱形とラ行化)
第9週：発音をチェックするためのAI使用
第10週: スピーチにおける分節音・超分節音の役割
第11週: リスニング教材を使った聴解練習 I (知覚・意味理解について)
第12週: リスニング教材を使った聴解練習 II (要点整理の方法)
第13週: スピーチの実践 I
第14週: スピーチの実践 II
第15週: 期末試験 (筆記)
第16週: 希望者へのフィードバックと学習相談


第1週の授業は、シラバスの読み合わせをしますが、特に授業ルールについては非常に重要なので、質問があれば積極的に聞いてください。出席や評価等、初回授業で設定したルールは、以降例外なく変わりません。初回の授業には必ず出席し、授業ルールや全体計画について理解を深めてください。

この授業ではスマートフォンを高頻度で使用する予定です。

(a) 毎週の課題(ポートフォリオ)：到達目標の (1)と(2)の基礎 (40%)
(b) スピーチの実践：主に到達目標の (1)と(2)の応用 (30%)
(c) 期末試験（筆記）: 到達目標の(3) (30%)

毎週必ず期末試験に向けた進捗の報告をしてもらいます。詳細は初回授業で提示します。

オフィス・アワーの詳細は初回授業で提示します。

お遊びのつもりで授業は行いませんが、言語学習はそもそも楽しくないと身につきません。自分にとって実りのある学習にするためには、目的意識をもって取り組んでください。また、そもそも英語学習の目的自体を見直したい人も多いと思います。担当教員は、紆余曲折を経て英語教師をしています。英語学習についての相談には積極的にのりますので、どうぞオフィス・アワーをご利用ください。

Debating and negotiating are skills needed in most professions students will enter after graduation. The course aims to improve critical thinking and general abilities to discuss scientific issues.

1) To improve students' ability to discuss scientific issues in a set format. Students will learn to defend their opinions and to react to counter-arguments. 2) Students will be introduced to a number of current issues in Civil Engineering through the debate topics.

The first lecture will give an introduction to the course and to debating: What makes a good debate, introduction on how to prepare for a debate, some helpful tools for organizing the debate, etc. The second lecture then will be an initial test debate. The following lectures are then grouped into four units of 3 lectures, each unit is taught by a different faculty member and discusses different debate topics, often related to the teacher's research interest. Each unit has following outline. In Lecture 1 of a unit the topic will be introduced and students choose a role (pro or contra the debate motion). Then in Lecture 2 students collect some information and arguments on the topic by reading articles or collecting information from the internet. The lecture is further meant to prepare debate talks and to prepare for potential counter- arguments. In the final classes of each unit students are then performing the actual debate. Debate topics are chosen by teachers from engineering issues as well as current issues.


Weeks 1-2: Introduction, debate exercises. Debate theory will be introduced and an exercise will be conducted on a current issue.

Weeks 3-5: Debating on topics related to transport planning, for example, debates about the feasibility to introduce "shared space" in Kyoto. Students will learn to discuss pros and cons of traffic management policies.

Weeks 6-8: Debating on topics related to large civil engineering projects. For example debates on the usage of hydraulic energy will help students express the issues involved with different energy sources.

Weeks 9-11: Debating on topics related to sustainable vs efficient technology. For example, debates about recycling of material will be conducted to trade off cost issues and environmental benefits

Weeks 12-14: Debating on topics related to current affairs. For example, debates on the usage of chatbots at university will be conducted. This will help students to understand and articulate the pros and cons of using this technology for educational purposes.

There is no written exam at the end of the semesters. Feedback is given during regular classes and as feedback session after the course completion. (Total 14 classes plus 1 feedback session).

特になし

The grade will be based mainly on the presentations about the debate topics (70%). In addition active participation in the class (30%) are evaluated.

In some weeks students will be asked to collect information material for the debates and to complete the preparation for the debates that can not be carried out during the class period.

All instructors will provide their contact information for questions and feedback.

TOEFLテストに準拠した教科書を使用し、リスニング能力の向上により、主体的に英語での講義に参加できるようになることを目指します。

主要な教材としてはTOEFLテストに準拠した教科書を使用します。論理的に構築された英文を音声として聴取しつつ直ちに意味把握・批判的分析をおこなえるよう、ノートテーキングや聴き取り・穴埋め練習、口頭でのオーバーラッピング等の訓練を積み、学術的な語彙を身に着けます。各教材に関しては最後にスクリプトで内容を完全に理解してから進みますので、あまりリスニング力に自信がない方も安心して受講できます。その他、時事的な内容の英文記事を学生さんに選んできてもらい、重要だと思うキーワードを抽出・紹介する簡単な発表を課します。

基本的には以下のプランに沿って進みます。

１．歴史学講義

2. 音楽に関する講義

3. 文学に関する講義

4.　生物学に関する講義

5. 統計学に関する講義

6. 美術史に関する講義

7. 中間テスト　

8. 批判的思考に関する講義

9. 環境学に関する講義

10. メディアに関する講義

11.　学会参加を想定した英会話

12. スポーツに関する講義

13. 物理学に関する講義

14. 人類学に関する講義

15. 期末テスト

16.フィードバック・学習の振り返り

特になし

授業参加・貢献（発表・コメント・各課のトピックに関する英作文）30％
中間テスト　35％
期末テスト　35％ 

指定された範囲の音声教材をあらかじめ聴取して授業に臨む。授業後、埋められなかった虫食い部分を確実に聞き取り、正しい綴りで書き取れるように反復学習し、語彙知識についても定着を図る。

授業担当者のメールアドレスを初回授業でおしらせいたします。

The course will help students develop presentation skills for academic settings. More specifically, students will learn how to make successful speeches that incorporate quality slides with the appropriate poise for
academic contexts.
学術に必要なプレゼンテーションスキルを向上させます。効果的なスライドを提示させながらスピーチをするスキルを中心とします。

By the end of this course, students should be able to: (1) recognize the characteristics of successful presentations; (2) incorporate techniques learned in class into their own presentations; (3) create and deliver
coherent presentations from the introduction to the conclusion; and (4) give presentations with greater fluency and confidence.

Week 1: Orientation and goal setting for the course
Week 2: Elements of good presentations: voice, eye contact, gestures, etc. - Part 1
Week 3: Elements of good presentations: voice, eye contact, gestures, etc. - Part 2
Week 4: PowerPoint slide design - Using PowerPoint effectively
Week 5: Presentation types - Informative vs Persuasive - Part 1
Week 6: Presentation types - Informative vs Persuasive - Part 2
Week 7: Mid-term presentations
Week 8: Elements of a good introduction
Week 9: Body of a presentation - Part 1
Week 10: Body of a presentation - Part 2
Week 11: Elements a good conclusion
Week 12: Review of the course
Weeks 13-14: Final individual presentations
Feedback

特になし

The grading policy will be as follows:
Short presentations 30%
Active class participation 30%
Final presentation 40%

Students are expected to watch videos or read materials outside of class in order to prepare for class discussions. Students are also expected to prepare adequately for all presentations.

Tools and practical experience for conducting negotiations from pre-planning to agreement, so-called Harvard Method or Mutual Gains Negotiation. The course is conducted entirely in English and requires strong speaking and listening skills. The focus is generally on business, however the skills are applicable to other kinds of negotiation, such as politics.
Practices may include remote negotiations with students in overseas universities.

Students will understand basic concepts such as alternative, zone of agreement, reserve points, planning, creating new value, problem solving, satisfaction, relationship building, and the overall process of negotiation.

Lecture 1:　Basic negotiation skills 1
Lecture 2:　Basic negotiation skills 2
Lecture 3:　Basic negotiation skills 3
Lecture 4-13:　Case practices and skills
Lecture 14:　Overview
Number 15: Feedback session
"Total：14 classes, 1 Feedback session"

特になし

Ongoing evaluation of skills in class including verbal and written assignments.
About 20% of the points will be scored in quizzes.
About 20% of the points will be scored in reflective writing assignments.
About 50% of points will be scored in assignments such as submitted agreements and planning documents.
About 10% of points will be scored for active participation in simulations and classroom discussions.

Readings from the textbook may be assigned for preparation before class.
Additional materials (cases) will be given to students for preparation before a practice negotiation. students are expected to read and prepare in advance.
Some activities may occur outside of classes (evening or weekend); specific information will be found in the class materials.

Office hours: Monday and Friday afternoons by appointment

The purpose of Academic Discussion is to equip learners with the necessary communication skills to engage with the academic community, expand their intellectual interests, and improve critical thinking skills. Current topics from the humanities, social sciences and natural sciences will be explored from an interdisciplinary perspective with a primary emphasis on academic speaking and listening. Students will be expected to express their ideas in various types of settings (i.e. group discussion, debate, presentations) and prepare for these exchanges by listening to and viewing audio and video materials outside of class.

A central part of this course will be group discussions. Therefore, active participation of students is crucial to the success of this course. Regarding academic speaking, students are expected to exercise their ability to express their views in discussions and debate, as well as improve comprehensibility through pronunciation practice. Regarding academic listening, students are expected to perform self-directed listening tasks using various types of audio and video recordings. These materials will be used to provide additional information to feed in-class discussions. Presentations will be considered in the assessment of students for the completion of this course.

本授業は，学術コミュニティにおいて必要とされるコミュニケーション能力を身につけ，知的好奇心を広げ，批判的思考力を向上させることを目的とする。人文学・社会科学・自然科学の最新のトピックについて，スピーキングとリスニング技能の育成に焦点を当てつつ，学際的な視点から探求する。指定の音声・動画教材を予習し，様々な授業内活動（グループディスカッション，ディベート，プレゼンテーション）で意見交換することが期待される。

本授業では，グループディスカッションが中心的な活動となるため，積極的な授業参加が求められる。アカデミックスピーキングに関しては，発音練習を通して理解されやすい話し方を身につけるとともに，ディスカッションやディベートで意見を表現する能力を育成する。アカデミックリスニングに関しては，様々な種類の音声・動画素材を用いた自学自習が必須であり，これをもとに授業内活動を行う。プレゼンテーションを成績評価の一部とする。

By the end of this course, students will be able to:
-initiate and maintain a conversation
-articulate a complete idea relating to a specified topic
-respond to other classmates' ideas and opinions
-manage a conversation in various settings using discussion strategies, such as agreeing/disagreeing, asking for clarification, changing the topic, etc.
-present and support opinions in a logical manner
-paraphrase an idea in order to clarify or verify information
-orally summarize ideas from in-class discussions and listening materials
-demonstrate comprehension through verbal and non-verbal cues in conversation
-identify the purpose of statements and supporting information in oral discourse

The course will cover both student-selected and teacher-selected topics. Classes will rotate between student-led discussions and specialized lectures prepared by the instructor. The order and number of classes for each topic will depend on student enrollment and progression in the course.

1 - Introduction and course overview
2 - Listening strategies & practices
3 - Discussion strategies & practices
4 - Topic specific discussions
5 - Topic specific discussions
6 - Topic specific discussions
7 - Student-led discussions
8 - Student-led discussions
9 - Student-led discussions
10 - Student-led discussions
11 - Panel discussion preparation & Presentation workshop
12 & 13 - Panel discussion presentations
14 - Review and course wrap-up
15 - Feedback

特になし

Evaluation will be based on active participation in class (30%), listening participation (outside of class) (20%), speaking assessment (15%), performance self-assessment (20%), presentations (15%)

The speaking assessment format will be determined based on student enrolment. Presentations will be in the form of a group panel discussion to allow students to practice conference-like presentation skills.

Students are required to listen to assigned and self-selected materials outside of class, reflect and comment on the themes presented in these materials, and prepare discussion points for in-class participation. Relevant materials will be made available to students through email as the course progresses.

Class correspondence will be via mailing list. Students are advised to use digital materials for work outside of class. Instruction on use of digital materials will be given in the first few weeks of class.

This course is for students with Intermediate to Low-Advanced English skills. Students with higher English skills may not take the course. The course practices English skills that are necessary for business.

Students will learn about
- Formal business email
- Informal business email
- Summarizing (verbal and written)
- Short written reports
- Short verbal presentations to small groups
- Understanding and communicating precise rules

Course Schedule and Contents
Week 1: Informal work email, speaking skills
Week 2: Formal and "bad news" email
Week 3: Summarizing
Week 4: Talking about business models
Week 5-14: Above skills, presenting, writing, and more.
Number 15: Feedback session
"Total：14 classes, 1 Feedback session"

Students with English skills below "Intermediate" or above "Low Advanced" will not be accepted.
The course is targeted for students with middle level skills (CEFR B1-C1).

Students are graded based on the number and level of tasks completed.

Students are expected to complete tasks outside of class and in class. Class time is mainly for support, question asking, and skills review with the professor.

In class meetings.
Size limit: 20 students
Size is limited in order to allow time for frequent interaction with the professor.
Office hours: Monday and Friday afternoons by appointment.

This course is designed for upper-intermediate to advanced students (approx. CEFR B2 to C1) who wish to enhance their performance in academic English proficiency exams such as TOEFL iBT and IELTS. The course provides a comprehensive, skill-integrated approach to test preparation by focusing on the four core language domains: reading, listening, speaking, and writing.

Through structured lessons and practice tasks, students will develop a deeper understanding of test formats, effective time management, note-taking, paraphrasing, and logical reasoning. The class also emphasizes critical thinking, academic vocabulary, and strategies for synthesizing information from multiple sources and skills essential not only for test success but also for future academic and professional communication.

By the end of the course, students will be able to:
- Apply advanced strategies for the TOEFL/IELTS Reading, Listening, Speaking, and Writing sections.
- Integrate information from multiple academic sources and summarize accurately.
- Produce logical, well-supported arguments in speaking and writing.
- Manage time effectively in high-pressure test situations.
Use instructor feedback to improve autonomously.
- Understand how standardized test skills support university-level academic communication.

(Topics may be modified depending on student progress)

Week 1 Course Introduction and Advanced Diagnostic Task
A review of Spring semester skills, followed by a diagnostic test focusing on higher-level reading, listening, speaking, and writing to identify advanced areas for improvement.

Week 2 Reading Strategies II: Logical Structure and Rhetorical Purpose
Developing the ability to understand text organization, author intention, and rhetorical techniques in academic passages.

Week 3 Listening Strategies III: Lecture Organization and Complex Detail
Analyzing longer academic lectures, identifying patterns of reasoning, and recognizing connections between main ideas and supporting details.

Week 4 Speaking Task 3: Academic Explanations and Mini-Lectures
Building the ability to speak with clarity and academic tone, including short explanations, summaries, and paraphrasing of academic content.

Week 5 Integrated Task 3: Reading, Listening, and Speaking
Practicing advanced integrated speaking tasks where students must combine information from multiple sources and respond with accuracy and clear organization.

Week 6 Writing Task 3: Synthesis Writing
Producing well-structured essays that integrate ideas from reading and listening materials, focusing on coherence, paraphrasing, and academic style.

Week 7 Mid-term Review and Mock Test 2
A full practice test modeled on higher-level TOEFL or IELTS tasks, followed by a detailed review of strategies for improvement.

Week 8 Critical Listening and Inference
Recognizing speaker purpose, attitude, and implied meaning in longer, more abstract academic discussions.

Week 9 Reading Strategies III: Evidence Evaluation and Critical Thinking
Evaluating arguments, distinguishing between strong and weak evidence, and identifying assumptions and logical relationships.

Week 10 Speaking Task 4: Problem-Solution and Argumentation
Responding effectively to prompts requiring logical reasoning, explanation of problems, and presentation of possible solutions.

Week 11 Writing Task 4: Extended Argumentative Essay
Developing clear thesis statements, strong reasoning, and cohesive organization in longer essays typical of advanced academic English tests.

Week 12 Integrated Task 4: Multi-Source Reading and Writing
Composing a structured academic response using information from multiple academic texts and listening passages, focusing on accuracy and balanced synthesis.

Week 13 Group Workshop and Peer Feedback
Students review sample responses, provide peer feedback, and collaboratively revise reading, listening, speaking, and writing tasks for improved performance.

Week 14 Final Mock Test and Comprehensive Review
A complete practice test simulating actual exam conditions, followed by detailed self-reflection and final strategy refinement.

Week 15 Final Examination
A comprehensive assessment measuring proficiency in reading, listening, speaking, and writing at an advanced level.

Week 16 Feedback and Self-Assessment (Feedback Week)
Students receive detailed feedback on test results, including:
Explanation of question types and model answers
Written commentary posted on the LMS
In-class review of selected student responses
Opportunities for questions during feedback sessions
Individual consultation hours during the official feedback week

Students are expected to:
Have an upper-intermediate to advanced level of English proficiency (approx. CEFR B2 to C1), suitable for academic test preparation.
Attend classes regularly and participate actively in discussions, group work, and test simulations.
Complete all weekly assignments and practice tasks using materials provided by the instructor.
Be able to use the Internet, e-mail, and PowerPoint for completing assignments and presentations.
Bring necessary materials such as a notebook, dictionary, and personal study notes to every class.
A positive learning attitude, punctuality, and consistent preparation are essential for success in this course. Other specific requirements or updates will be explained during the first class.

Active participation and attendance: 20 points
Weekly assignments and practice tasks: 20 points
Quizzes and short tests: 20 points
Mid-term mock test: 15 points
Final examination (integrated performance test): 25 points
Assignments and tests will be assessed according to the course objectives, focusing on students’ ability to apply strategies learned in class and demonstrate improvement in reading, listening, speaking, and writing skills.

All assignments must be submitted by the specified deadline. If you have any trouble with submission, please contact me. I’m happy to help.

Originality, effort, and progress will be considered when evaluating written and spoken performance.
Grades will follow the Kyoto University ILAS grading scale (A+, A, B, C, D, F), with reference to the diploma policy and course objectives.

Preparation and Review
Students are expected to prepare and review consistently throughout the semester.
Before each class, students should review relevant vocabulary and grammar, and read or listen to assigned practice materials to become familiar with the topic and test format.
After class, students should complete assigned exercises and review feedback to reinforce strategies learned and identify areas for improvement.
Preparation: approximately 30 to 45 minutes per class, including reading or listening to short academic passages and previewing vocabulary.
Review: approximately 45 to 60 minutes per class, including completing writing or speaking tasks, reviewing notes, and reflecting on errors from quizzes and mock tests.
Students are encouraged to use online resources provided by the instructor for additional practice (TOEFL/IELTS-style exercises and model answers).
Continuous preparation and review are essential for improving integrated language skills and achieving measurable progress toward the course objectives.

Student Attitude and Behavior:
Active participation and professional behavior are essential. Students are encouraged to speak up, make comments willingly, and contribute to class discussions in a respectful and supportive manner. Consistent effort, cooperation, and a positive learning attitude are highly valued and will be reflected in the overall evaluation.

Technology Use:
Students are expected to be able to use the Internet, e-mail, and PowerPoint for class activities, assignments, and presentations. Guidance on how to use these tools will be provided during the course when necessary.

本科目は、英語による講義を履修するために必要となるリスニング能力の育成を目的とする。リスニング能力の育成では、語・文レベルでの聴解力を重視するボトムアップ型と、背景知識や文脈などを活用した意味理解を重視するトップダウン型の両方を組み合わせる。リスニング能力の向上により、主体的に英語での講義に参加できることを目指す。

本科目は、以下の3つを到達目標として定める。この科目が修了する時点で受講生が以下の能力を 身につけることを目標とする。
(1)英語の音声的特徴（母音、子音、リズム、イントネーション、連結、脱落、同化など）を分析的 に理解し、その知識をリスニングの際に利用することができる。
(2)文脈や背景知識、発話の状況を活用して、次にくる情報や内容などを予測したり、自身の理解を 修正したりする方法を身につけ、その方法をリスニングの際に利用することができる。
(3) 英語の概論的講義を聞いて、その概要や要点を的確に把握することができる。

本授業のねらいは、授業に参加する皆さんが、将来的に英語を介した対人コミュニケーションで意思疎通ができるようになるために必要なリスニング力を身につけることです。そのため、試験問題に出てくるような音声を聞いて正答を選択するような問題を解くことに加え、英語で話されているコンテンツを聴きまとめたり、会話・スピーチの練習をしたりと、実際のコミュニケーションに慣れるための活動を行います。これらの活動中には、より正確な英語の発音ができるようなトレーニングも行います（発音できない音は聞き取ることが難しいためです）。

[使用言語]
英語と日本語。授業ルール等の重要な説明は英語で行い逐次日本語で説明をします。わからないことは、日英どちらの言語でもいいので、必ず質問してください。

[教材]
　この授業では、学術英語の特徴を理解するために、様々な文脈の英語使用を比較しながらすすめます。授業ではYoutubeやTEDトークなどを使い、日常英会話やビジネス英会話 、ニュース、アカデミックなトピックなど、様々なジャンルのコンテンツを取り入れた音声教材を扱います。これら音声教材の詳細は授業で逐次紹介します。

[授業計画]
第1週：授業計画、授業ルール、教材、評価方法等の確認
第2週：リスニングの基本原則についての説明（母音と子音）
第3週：TED Talkに学ぶ英語のスピーチ(リズム)
第4週：異なる国や地域の英語 —アカデミックな英語とは？（イントネーション）
第5週：ピコ太郎のPPAP：日本語と英語の音声的特徴 (連結)
第6週：英語のニュースは早口に聞こえる？(脱落)
第7週：英語でカラオケをしてみましょう (同化)
第8週：アメリカ英語はムズすぎて聞こえん—担当教員の留学経験談 (弱形とラ行化)
第9週：発音をチェックするためのAI使用
第10週: スピーチにおける分節音・超分節音の役割
第11週: リスニング教材を使った聴解練習 I (知覚・意味理解について)
第12週: リスニング教材を使った聴解練習 II (要点整理の方法)
第13週: スピーチの実践 I
第14週: スピーチの実践 II
第15週: 期末試験 (筆記)
第16週: 希望者へのフィードバックと学習相談


第1週の授業は、シラバスの読み合わせをしますが、特に授業ルールについては非常に重要なので、質問があれば積極的に聞いてください。出席や評価等、初回授業で設定したルールは、以降例外なく変わりません。初回の授業には必ず出席し、授業ルールや全体計画について理解を深めてください。

この授業ではスマートフォンを高頻度で使用する予定です。

(a) 毎週の課題(ポートフォリオ)：到達目標の (1)と(2)の基礎 (40%)
(b) スピーチの実践：主に到達目標の (1)と(2)の応用 (30%)
(c) 期末試験（筆記）: 到達目標の(3) (30%)

毎週必ず期末試験に向けた進捗の報告をしてもらいます。詳細は初回授業で提示します。

オフィス・アワーの詳細は初回授業で提示します。

お遊びのつもりで授業は行いませんが、言語学習はそもそも楽しくないと身につきません。自分にとって実りのある学習にするためには、目的意識をもって取り組んでください。また、そもそも英語学習の目的自体を見直したい人も多いと思います。担当教員は、紆余曲折を経て英語教師をしています。英語学習についての相談には積極的にのりますので、どうぞオフィス・アワーをご利用ください。

The overall aim of this class is to develop students' proficiency in using academic English while practicing the skills necessary to do well on standardized tests, with a focus on the Internet-Based Test of English as a Foreign Language (TOEFL iBT). Reading, listening, writing, and speaking activities will be balanced in an effort to develop students' overall proficiency using academic English. We will take an innovative approach to developing listening and test-taking skills by using a textbook focused on paradigms of well-being and living effectively. Importantly, the text is read aloud by the author in the unabridged audiobook (15 hours), which is also required. Every week there will be a test reviewing the homework topics focused either on vocabulary, listening, or speaking, and test formats will be similar to those found on the TOEFL iBT. Students will develop academic English skills and test-taking skills in a range of academic listening and speaking tasks. When listening, students will be guided in identifying main ideas and details, taking notes accordingly, identifying the author's point of view, and recognizing previously held beliefs. For speaking tasks, students will express and support opinions, paraphrase the speaker's ideas, and sometimes collaborate interactively.

本授業は，TOEFL iBTを中心とした英語テストの受験に必要とされる技能の育成に焦点を当てながら，学術英語運用能力を高めることを目的とする。運用能力を高めるためには，意味を重視したインプット，意味を重視したアウトプット，語彙や文法などの言語形式を重視した学習，および流暢さの向上が重要である。リーディング，リスニング，ライティング，スピーキングの四技能のバランスのとれた活動を通して，学術英語における総合的な運用能力の育成を目指す。

Students will learn to respond effectively to questions on the TOEFL iBT through reading and listening homework tasks and in-class quizzes. The main emphasis during class time will be on the speaking activities. Students will learn listening skills for basic comprehension, pragmatic understanding, and connecting information. They will learn speaking skills for planning speaking responses to the TOEFL question types, with a focus on strategies for how to analyze and answer questions quickly and in an organized manner. Although there will be less emphasis on reading and writing skills, key skills such as understanding vocabulary from contexts, making inferences from stated facts, completing organizational tables, and planning and writing a point-by-point writing response will be studied. Time will also be taken for studying the text’s mid-frequency academic vocabulary, consolidating students’ knowledge of words they learned studying the 京大英単語1110.

The course will proceed systematically through the topics in the main textbook. Every week, there will be reading, listening, and vocabulary homework. There will be frequent short tests in class.
(1) Introduction
(2) Proactivity (Reading and Listening)
(3) Proactivity (Speaking)
(4) Paradigms, Perspectives, and Mission-centered Living (R & L)
(5) Paradigms, Perspectives, and Mission-centered Living (Spkng)
(6) Urgency versus Importance (Reading and Listening)
(7) Urgency versus Importance (Speaking)
(8) Interdependence (Reading and Listening)
(9) Interdependence (Speaking)
(10) Empathic Listening (Reading and Listening)
(11) Empathic Listening (Speaking)
(12) Renewal and the Upward Spiral (Reading and Listening)
(13) Renewal and the Upward Spiral (Speaking)
(14) By Design or Default (Reading, Listening, and Speaking)
(15) Final Test

特になし

Evaluation will be based on short tests (50%), a brief presentation (10%), and the final test (40%). Attendance will be closely monitored, and students absent from 4 classes or more will not earn credit.

Students should be prepared to study for about 2 hours before every class. There will be a short test in every class to assess students’ knowledge of the assigned homework. Short test formats will vary and focus on vocabulary, speaking, and comprehension questions about a reading or listening assignment.

The overall aim of this class is to develop students' proficiency in using academic English while practicing the skills necessary to do well on standardized tests, with a focus on the Internet-Based Test of English as a Foreign Language (TOEFL iBT). Reading, listening, writing, and speaking activities will be balanced in an effort to develop students' overall proficiency using academic English. We will take an innovative approach to developing listening and test-taking skills by using a textbook focused on paradigms of well-being and living effectively. Importantly, the text is read aloud by the author in the unabridged audiobook (15 hours), which is also required. Every week there will be a test reviewing the homework topics focused either on vocabulary, listening, or speaking, and test formats will be similar to those found on the TOEFL iBT. Students will develop academic English skills and test-taking skills in a range of academic listening and speaking tasks. When listening, students will be guided in identifying main ideas and details, taking notes accordingly, identifying the author's point of view, and recognizing previously held beliefs. For speaking tasks, students will express and support opinions, paraphrase the speaker's ideas, and sometimes collaborate interactively.

本授業は，TOEFL iBTを中心とした英語テストの受験に必要とされる技能の育成に焦点を当てながら，学術英語運用能力を高めることを目的とする。運用能力を高めるためには，意味を重視したインプット，意味を重視したアウトプット，語彙や文法などの言語形式を重視した学習，および流暢さの向上が重要である。リーディング，リスニング，ライティング，スピーキングの四技能のバランスのとれた活動を通して，学術英語における総合的な運用能力の育成を目指す。

Students will learn to respond effectively to questions on the TOEFL iBT through reading and listening homework tasks and in-class quizzes. The main emphasis during class time will be on the speaking activities. Students will learn listening skills for basic comprehension, pragmatic understanding, and connecting information. They will learn speaking skills for planning speaking responses to the TOEFL question types, with a focus on strategies for how to analyze and answer questions quickly and in an organized manner. Although there will be less emphasis on reading and writing skills, key skills such as understanding vocabulary from contexts, making inferences from stated facts, completing organizational tables, and planning and writing a point-by-point writing response will be studied. Time will also be taken for studying the text’s mid-frequency academic vocabulary, consolidating students’ knowledge of words they learned studying the 京大英単語1110.

The course will proceed systematically through the topics in the main textbook. Every week, there will be reading, listening, and vocabulary homework. There will be frequent short tests in class.
(1) Introduction
(2) Proactivity (Reading and Listening)
(3) Proactivity (Speaking)
(4) Paradigms, Perspectives, and Mission-centered Living (R & L)
(5) Paradigms, Perspectives, and Mission-centered Living (Spkng)
(6) Urgency versus Importance (Reading and Listening)
(7) Urgency versus Importance (Speaking)
(8) Interdependence (Reading and Listening)
(9) Interdependence (Speaking)
(10) Empathic Listening (Reading and Listening)
(11) Empathic Listening (Speaking)
(12) Renewal and the Upward Spiral (Reading and Listening)
(13) Renewal and the Upward Spiral (Speaking)
(14) By Design or Default (Reading, Listening, and Speaking)
(15) Final Test

特になし

Evaluation will be based on short tests (50%), a brief presentation (10%), and the final test (40%). Attendance will be closely monitored, and students absent from 4 classes or more will not earn credit.

Students should be prepared to study for about 2 hours before every class. There will be a short test in every class to assess students’ knowledge of the assigned homework. Short test formats will vary and focus on vocabulary, speaking, and comprehension questions about a reading or listening assignment.

本科目は、英語による講義を履修するために必要となるリスニング能力の育成を目的とする。リスニング能力の育成では、語・文レベルでの聴解力を重視するボトムアップ型と、背景知識や文脈などを活用した意味理解を重視するトップダウン型の両方を組み合わせる。リスニング能力の向上により、主体的に英語での講義に参加できることを目指す。

本科目は、以下の3つを到達目標として定める。この科目が修了する時点で受講生が以下の能力を身につけることを目標とする。
(1)英語の音声的特徴（母音、子音、リズム、イントネーション、連結、脱落、同化など）を分析的に理解し、その知識をリスニングの際に利用することができる。
(2)文脈や背景知識、発話の状況を活用して、次にくる情報や内容などを予測したり、自身の理解を修正したりする方法を身につけ、その方法をリスニングの際に利用することができる。
(3) 英語の概論的講義 (10-20 分程度）を聞いて、その概要や要点を的確に把握することができる。

(授業計画と内容)
[授業方針]
「教室は、学習者が安心して間違い、その間違いから学ぶ場所」と心得ています。教室内に心地よい学びの共同体文化を創りましょう。ペアやグループ活動を積極的に行い、お互いに励まし合って英語学習を継続させましょう。

［授業のねらい］
皆さんが、他律的な英語学習者から自律的な英語ユーザーへと成長を遂げることを目指します。そのため、皆さんが授業で学んだリスニングのコツをもとにして、自分の興味ある英語をどんどん聞き・話すことを奨励し、その成果をまとめたレポートを評価します。聞く課題では、授業で紹介された動画や自分で見つけた動画の中でもっとも自分の興味をひいた動画を聞いてください。話す課題では、授業外ではAIと授業中ではクラスメートと話してください。（AIとの英会話については、下の「関連URL」を参照。）
技能習得には時間がかかりますので、毎週、自分の好きな話題でいいですから英語を聞いて話す課題を授業外に求めます。大変そうに聞こえますが、逆に言いますと、ある程度の努力を重ねないと英語は身につきません。また、皆さんが行った努力の過程は必ず適正に評価します。

[授業計画]
第2週から第12週の授業は、基本的に4つの部分で構成されます。1) 提出されたポートフォリオについてのコメント、2) 前の週の自分の英語学習についてペアで英会話、3) 英語の音声的特徴についての学習（ボトムアップ型学習）、4) 有意義な英語サイトの紹介（トップダウン型学習）。
1) でクラスメートの優れた学びから刺激を得ます。 2) ではスピーキング経験を重ねて苦手意識を取り除き自信をつけてゆきます。3) は授業の主眼で、解説・ディクテーション・発音練習などで、日本語にはない英語の音声的特徴を学びます。4) では入門的なサイトから、学術的あるいは発展的なサイトを紹介して皆さんの視野を広げます。教科書ではアメリカ英語のリスニング・発音を学びますが、世界のさまざまな種類の英語のサイトも紹介します。
第13-14週では、英語講義でのノートの取り方を学びます。
第15週は、Active Listening科目のどのクラスでも要求されている期末テストを行います。

以下のリストは、それぞれの週での主な学習の内容です。これより詳しい計画表は授業第1週に配布します。

1: 導入：授業とデジタル学習環境についての説明
2: 子音：破裂音・美音・摩擦音
3: 子音：破擦音・接近音・側面接近音
4: 母音：日本語よりもはるかに多い英語の母音
5: 同化：音と音が結合して別の音になる
6: 脱落：特定の音は頻繁に省略される
7: 弱形：機能語は通常は弱く発音される
8: 短縮形：短縮形の聞き取りは案外難しい
9: 破裂音：時に破裂音の破裂は生じない
10: 連結：単語の境界が音ではわかりにくい
11: リズム：上の現象の根源は英語のリズムにあった
12: イントネーション：音程変化は意味やニュアンスにかかわる
13: ノートテイキング： 構造的なノートの取り方
14: ノートテイキング実践：要点だけを構造的に書き残す
15: 期末試験：英語動画を視聴し、その要点を英語でまとめる
16: フィードバック：LMS上でフィードバックを示す。授業時間には希望者の研究室訪問を歓迎する

特になし

以下の (a)-(d) の4項目を評価し、それぞれの比率にしたがって評価得点とする。
(a) 毎週提出するポートフォリオ (30%)
(b) 毎週提出するAIとの英会話レポート (20%)
(c) 積極的な授業参加 (20%)
(d) 期末試験 (30%)

授業の予習は不要ですが、復習としては第1〜14週まで「成績評価の方法・観点」の (a) のポートフォリオを提出してください。また英語で話すことを習慣化するため (b) のAIとの英会話のレポートの提出もお願いします。どの課題も、皆さん自身が書いてよかったと思える形でまとめてください。この授業の究極の目的は皆さんに自律的英語ユーザーになってもらうことですので、皆さんの個性的なレポートをお待ちしています。

授業にはインターネットが使えるデバイス（ラップトップ推奨）とイアフォンをもってきてください。
個人相談は随時受け付けますから、授業の前後か、メール（yanase.yosuke.3n@kyoto-u.ac.jp）でお互いに都合のよい時間を決めましょう。

留学するためにスコア提出が課されるTOEFL(Test of English as a Foreign Language)iBTやIELTS(International English Language Testing System)では大学での講義、研究、生活に関する問題が出題される。本講義では、TOEFL iBTのセクション（リーディング、リスニング、スピーキング、ライティング）全般を学習し、特にTOEFL iBTテスト形式のスピーキング、ライティング力の強化に注力する。2026年1月21日以降のTOEFL iBTの新形式の問題形式も紹介しつつ、TOEFLiBTのそれぞれのセクションの出題形式の理解を深めながら、自律的な学習を通じて、英語運用能力の向上を図っていく。また、授業では、随時、IELTSの問題形式も紹介していく。

・学術的な文章を速読し、理解、要約（パラフレーズ）できるようになる。
・リスニングのスピードに慣れ、意味が把握できるようになる。
・スピーキングは、自分の意見を論理的に伝えることができるようになる。
・ライティングは、制限時間内にパラグラフ構成を考え、論述することができるようになる。
・各セクションの不得意分野について振り返り、効果的な学習計画を立てることができるようになる

＜授業内容＞
１．予習範囲の確認
２．学習範囲の講義、問題の解説
３．問題文章の要約アウトプット（ライティング・スピーキング）・ワーク
４．問題文章の要約アウトプット・ワークの発表、ディスカッション

＜授業計画＞
第１週　　　　ガイダンス　TOEFLiBT、IELTSについて
第２週　　　　Unit 1 Listening
第３週　　　　Units 2、3 Writing and Speaking
第４週　　　　Unit 4 Listening & Speaking
第５週　　　　Unit 5 Writing & Speaking
第６週　　　　Units 6、7 Listening & Speaking
第７週　　　　Unit 8 Writing & Speaking
第８週　　　　Unit 9 Listening & Reading
第９週　　　　Unit 10 Writing & Speaking
第１０週　　　Unit 11 Reading & Speaking
第１１週　　　Unit 12 Listening & Writing
第１２週　　　Unit 13 Reading & Speaking
第１３週　　　Unit 14 Listening & Writing
第１４週　　　Unit 15 Speaking & Writing
第１５週　　　定期試験
第１６週　　　フィードバック

特になし

(成績評価の方法・観点)
期末試験 30％
スピーキング（プレゼンテーション）課題 25％
ライティング課題 25％
参加度 20％　
を総合して判断する。
5回以上欠席した場合には、成績評価の対象としません。なお、遅刻は欠席に準じた扱いとします。

テキストの予習範囲の単語の意味確認と問題を解いておくこと。

TOEFL iBTのライティングは試験会場のパソコンで解答します。授業時のラィティング課題では制限時間を設けて、LMSに提出する予定です。タイピング・スピードが速くなるよう、練習することを推奨します。