日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
全学共通科目・全学共通カリキュラム（総合系）/University-wide Liberal Arts Courses (Comprehensive Courses)University-wide Liberal Arts Courses (Comprehensive Courses) |
| 科目コード等/ Course CodeCourse Code |
FC513/FC513FC513 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Creating an interactive read-aloud with a picturebook in English. |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
金3･5125/Fri.3･5125 Fri.3･5125 |
| 単位/ CreditCredit |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
CMP2331 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選他/Exceptional Lottery RegistrationExceptional Lottery Registration |
| 配当年次/ Grade (Year) RequiredGrade (Year) Required |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ prerequisite regulationsprerequisite regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ course cancellationcourse cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
|
| テキスト用コード/ Text CodeText Code |
FC513 |
Picturebook read-alouds are an engaging and motivating classroom activity for learners of all ages, that can help develop a wide range of literacies including; visual, emotional, or cultural literacy, as well as the foundation for reading and writing. Interactive read-alouds can initiate critical thinking and facilitate real communication, naturally developing learners’ listening and speaking skills too. Students will take part in, then plan and carry out interactive picturebook read-alouds, aimed at developing not only children’s listening and speaking skills but also critical thinking and creativity.
Participants will gain knowledge about various picturebooks and authors, as well as plan and practice two picturebook read-alouds in class following the pre-reading, during-reading, and post-reading framework. This framework is designed to help instructors nurture the development of learners' language and other skills through, pre and post-reading discussion, drawing, writing or craft activities, for example.
Students training to be English instructors at primary, junior-high, or high-school level, as well as anyone interested in literature, and ways to share children's literature with their own, or future children will find this course valuable.
By the end of the course, students will have:
(i) observed, then planned, and practiced doing two interactive picturebook read-alouds following the pre-reading, during-reading and post-reading framework.
(ii) written a Final Report, and taken part in discussions around the picturebooks presented.
※Please refer to Japanese Page for details including evaluations, textbooks and others.
Picturebook read-alouds are an engaging and motivating classroom activity for learners of all ages, that can help develop a wide range of literacies including; visual, emotional, or cultural literacy, as well as the foundation for reading and writing. Interactive read-alouds can initiate critical thinking and facilitate real communication, naturally developing learners’ listening and speaking skills too. Students will take part in, then plan and carry out interactive picturebook read-alouds, aimed at developing not only children’s listening and speaking skills but also critical thinking and creativity.
Participants will gain knowledge about various picturebooks and authors, as well as plan and practice two picturebook read-alouds in class following the pre-reading, during-reading, and post-reading framework. This framework is designed to help instructors nurture the development of learners' language and other skills through, pre and post-reading discussion, drawing, writing or craft activities, for example.
Students training to be English instructors at primary, junior-high, or high-school level, as well as anyone interested in literature, and ways to share children's literature with their own, or future children will find this course valuable.
By the end of the course, students will have:
(i) observed, then planned, and practiced doing two interactive picturebook read-alouds following the pre-reading, during-reading and post-reading framework.
(ii) written a Final Report, and taken part in discussions around the picturebooks presented.
| 1 | An Introduction to ‘The Picturebook’ as an EFL/ESL Classroom Resource. |
| 2 | The Parts of a Picturebook and Demonstration Read-aloud. |
| 3 | The Relationship between Words and Pictures and Demonstration Read-aloud. |
| 4 | Building a Framework for an Effective Read-Aloud - the 3 stages. Reading 'with' children not 'to' children - Strategic Questions. |
| 5 | The Possibilities of Pre, During and Post-reading Activities. Planning for a Read-aloud. |
| 6 | Group 1 - Read-aloud 1 |
| 7 | Focus on Classic Authors/Illustrators - Eric Carle & Leo Lionni |
| 8 | Group 2 - Read-aloud 1 |
| 9 | Focus on theme 1 - Celebrating Individuality & Embracing Diversity |
| 10 | Group 1 - Read-aloud 2 |
| 11 | Focus on Modern Authors/Illustrators - Emily Gravett, Chris Haughton, Anthony Browne, Mac Barnett, Christian Robinson, Kevin Henkes, Oliver Jeffers & David Wiesner. |
| 12 | Group 2 - Read-aloud 2 |
| 13 | Focus on theme 2 - Developing Resilience & Dealing with Grief through Interactive Read-alouds. |
| 14 | Recognizing and Talking about Feelings - Social Emotional Learning (SEL) and the Read-aloud. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Answering questions and joining discussions in the Google Classroom.
Planning for 2 (20-30 min.) Interactive Read-aloud Sessions.
Writing a Final Report.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Active participation & discussion in class and online in the Google Classroom (20%) Read-Aloud 1, planning, presentation and reflection (20%) Read-Aloud 2, planning, presentation and reflection(20%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
なし/None
Attendance Policy: 80% attendance is required to receive credit for the course. 4 absences = no credit.
2 late = 1 absence. Late = not seated when the bell rings.
2 early departures = 1 absence. Early departure = leaving class 15 minutes or more before the end of class
・F科目中級（外国語による総合系科目）
・他に特別外国人学生が履修
・この授業は英語で実施する
・履修者はTOEIC®L&R 550点相当以上の英語力を有することが望ましい
・2016年度以降入学者：多彩な学び
・2015年度以前入学者：主題別A