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科目の基本情報
| 開講年度 | 2020 年度 | |
|---|---|---|
| 開講区分 | 教育学部・教科又は教職に関する科目 | |
| 科目名 | 小学校の教科又は教職に関する科目 | |
| しょうがっこうのきょうかまたはきょうしょくにかんするかもく | ||
| Subject for elementary school or teaching profession | ||
| 受講対象学生 |
教育学部, A 類 他類の学生の受講可 学部(学士課程) : 1年次, 2年次, 3年次, 4年次 ～71 期生 ・主対象コース以外（B・C・D類）も受講可。 ・「卒業資格履修単位一覧」に掲載していない学年も履修できます。 |
|
| 卒業要件の種別 | その他 |
|
| 授業科目名 | 早期英語教育論 | |
| そうきえいごきょういくろん | ||
| Early English Education | ||
| 単位数 | 2 単位 | |
| ナンバリングコード | edu-comn-ENGL2502-001
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| 開放科目 | 非開放科目 | |
| 開講学期 |
後期 |
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| 開講時間 |
月曜日 9, 10時限 |
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| 開講場所 | 教育学部1号館（詳細は時間割で確認のこと） | |
| 担当教員 | ケント・スコット（教育学部特任教員） | |
| Kent Scott | ||
| SDGsの目標 |
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学修の目的と方法
| 授業の概要 | English Education has expanded into the Elementary Schools of Japan and this expansion will continue. Second language acquisition is a field that presents many challenges for Elementary School teachers especially if the teachers are inexperienced or unprepared. Over the course of a teaching career, Elementary School teachers can expect to be faced with a variety of English textbooks and co-workers, each with their own views and methods of teaching English. How well these challenges are met will have an enormous influence on the success of the language program and on the ability of the students. |
|---|---|
| 学修の目的 | This course is designed to prepare future Elementary School teachers for the challenges of Early English Education. Theoretical subjects will be covered, but the emphasis will be always on practical applications. We will learn the basics of many teaching methodologies that will likely be encountered, their strengths and weakness, and how to plan lessons that emphasize their strengths. We will also explore some of the experiences of team teaching with ALTs and strategies to make those partnerships successful. Further, we will study and practice useful teaching activities and will see how they can be modified for different situations. We will wrap up the course by planning and executing English classes in a realistic environment. |
| 学修の到達目標 | After completion of this course, students will: 1) Have a firm grasp on the fundamentals of second language acquisition and the tools to explore the subject more deeply as desired. 2) Have knowledge of the problems and benefits of working with ALTs and confidence to build successful partnerships. 3) Have the knowledge and skills required to make exciting and successful English classes for young learners. |
| ディプロマ・ポリシー |
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| 成績評価方法と基準 | Evaluation 25% Classroom Participation 25% Individual Lesson Plan Preparation 50% Individual Lesson Plan Presentation (Final) |
| 授業の方法 | 講義 演習 |
| 授業の特徴 |
問題提示型PBL（事例シナリオ活用含） 問題自己設定型PBL プロジェクト型PBL 実地体験型PBL グループ学習の要素を加えた授業 その他、能動的要素を加えた授業（ミニッツペーパー、シャトルカードなど） |
| 授業改善の工夫 | |
| 教科書 | No textbook used |
| 参考書 | Materials will be provided by the teacher |
| オフィスアワー | |
| 受講要件 | |
| 予め履修が望ましい科目 | |
| 発展科目 | |
| その他 |
授業計画
| MoodleのコースURL |
|---|
| キーワード | 教授法、成功する早期英語授業 |
|---|---|
| Key Word(s) | teaching methodologies, successful English classes for young learners |
| 学修内容 | 1. Introduction to Early English Education: Goals and Motivations 2. Teaching Methods: Traditional Teaching, Grammar-translation 3. Teaching Methods:Communicative Language Teaching (CLT) and TPR Part 1 4. Teaching Methods:Communicative Language Teaching (CLT) and TPR Part 2 5. Presentations using concepts studied in Lecture 2, 3, and 4 6. Teaching Methods: Phonics 7. Presentations using concepts studied in Lecture 6 8. Teaching Tools: Making a Lesson Plan 9. Teaching Tools: Reading, Writing, Prints, and Projections 10. Teaching Tools: Audio, Activities, and Games 11. Presentations using concepts studied in Lecture 8, 9, and 10 12. Teaching Goals: Using most recent 3rd grade textbook 13. Teaching Goals: Using most recent 4th grade textbook 14. Teaching Goals: Combining Teaching Tools with Teaching Goals 15. Presentation Preparation: Practice and advise 16. Presentations and Evaluations (Final) |
| 事前・事後学修の内容 | Homework Homework will be given to students as needed to prepare for future lecture topics and for teaching projects. Homework will not be evaluated as such, but will likely affect class participation and lesson plan scores. |