In this course, students will improve their academic reading skills through study and discussion of various reading sources in varying lengths related to important social issues. Emphasis will be placed on developing a deep understanding of sentence and text structure, and on developing micro- and macro-reading skills, so that relevant information can be found quickly and effectively, without the need for translation into the native language. In particular, students will be urged to start understanding written English in English. They will also be encouraged to read beyond the target texts to gain a deeper understanding of the topics covered. In addition, students are required to master 300 academic words including their meaning and collocations by studying academic word lists.
1. Knowledge of 300 academic words
2. Reading skills to guess word meaning
3. Reading skills to identify continuing ideas
4. Reading skills to recognize development of ideas
5. Reading skills to determine main ideas of the text
6. Fluency in comprehending academic texts
To be able to read and understand an academic text.
1. Course Introduction and review parts of speech
2. Chapter 1: Reading #1: Identifying the main idea and topic of a text
3. Chapter1: Reading #2: Understanding details that support the main idea: Vocabulary Quiz #1
4. Chapter 1: Reading #3: Skimming a text
5. Chapter 2: Reading #1: Scanning a text: Vocabulary Quiz #2
6. Class-specific activity
7. Chapter 2: Reading #2: Identifying poetic devices
8. Chapter 2: Reading #3: Visualize images to understand a story: Vocabulary Quiz #3
9. Chapter 3: Reading #1: Predicting content from a title
10. Chapter 3:Reading #2: Predicting content from a paragraph: Vocabulary Quiz #4
11. Class Specific Activity
12. Chapter 3: Reading #3: Finding a correlation between two texts
13. Chapter 4: Reading #1: Identifying the narrative structure of a text
|平常点||100||Evaluation is based upon completion of class projects and participation.|
I have over 20 years teaching experience in ESL at the university level in Japan, and formal graduate education in teaching ESL.
I have taught both Japanese and non-Japanese speakers ESL at the tertiary level in a post- secondary institution. For example, I have taught many students from European and Asian countries, such as, Switzerland, Italy, Germany, Croatia, Taiwan, China, and Korea to name a few. I have found that Japanese and foreign students complement each others learning styles in the classroom, thru cross-cultural exchanges and discussion.
Students are exposed to a variety of pedagogical approaches to learning, both traditional and technology based, in order to achieve the expected learning outcome.
• Sanabria, Kim. 2017. Longman Academic Reading Series 2: Reading Skills For College. Pearson Education
•Thomas A. Upton. 2004. Reading Skills for Success: A Guide to Academic Texts. The University of Michigan Press (Reference) (Optional)
I hope that your English reading skills will improve, and that you will discover the joy of reading. Classes will be held face to face.