シラバス情報

教員名 ： Lily Thukral
科目授業名称（和文）　Name of the subject/class (in Japanese)
英語１Ｂ (L3-1)
科目授業名称（英文）　Name of the subject/class (in English)
EnglishⅠB
授業コード　Class code
998614I
科目番号　Course number
L1FLENGn62

教員名
Lily Thukral
Instructor
Lily Thukral

開講年度学期
2026年度前期
Year
2026年度
Semester
①First semester
曜日時限
金曜1限
Class hours
1st Period of Friday (金曜日1限）

開講学科・専攻　Department
経営学部（一般教養科目）

A course of liberal arts, the School of Management
単位数　Course credit
1.00単位
授業の方法　Teaching method
講義

Lecture
外国語のみの科目（使用言語）　Course in only foreign languages (languages)
英語　English／-
授業の主な実施形態　Main class format
① [対面]対面授業/ [On-site] On-site class

概要　Description
This course explores the theme of student wellness through reading, writing, and self-reflection. Students will engage with a variety of texts that address physical, emotional, and mental health issues commonly experienced by university students. Through discussions, critical reading exercises, and analytical and reflective writing, students will examine how lifestyle choices, stress, relationships, and academic pressures influence well-being.
Building on these insights, students will create a personalized wellness plan and portfolio that integrates evidence-based strategies, written reflections, and goal-setting activities. By the end of the course, students will have strengthened not only their academic reading and writing skills but also their ability to make informed, sustainable choices that support lifelong wellness.

目的　Objectives
This course aims to help students improve their academic reading and writing skills while developing a deeper understanding of personal wellness. By the end of the course, students will be able to:

  • Analyze and respond critically to readings on health and wellness topics relevant to university life.
  • Express ideas clearly and effectively in both academic and reflective writing.
  • Apply research and self-assessment to create a personalized health and wellness portfolio.
  • Demonstrate practical strategies for maintaining balance and well-being as a student.


到達目標　Outcomes
The goal of the course is to enhance general English language reading and writing skills. Students will be able to read and write more comfortably and fluently by the end of the course.
Students will acquire the logical and critical skills to identify issues on their own and to think independently to solve them.

Attain the proficiency levels outlined in the CanDo list (aligned with CEFR). You can find details at the following link: https://tus.box.com/s/98kx6qfrqts8i83po45fdncnivm5k2b3    "    
卒業認定・学位授与の方針との関係（学部科目のみ）
リンク先の [評価項目と科目の対応一覧]から確認できます（学部対象）。
履修登録の際に参照ください。
​You can check this from “Correspondence table between grading items and subjects” by following the link(for departments).
https://www.tus.ac.jp/fd/ict_tusrubric/​​​
履修上の注意　Course notes prerequisites
Attendance is important in this course. Four or more unexcused absences will lead to an automatic failure.
Please bring dictionaries each time.
アクティブ・ラーニング科目　Teaching type（Active Learning）
課題に対する作文　Essay／小テストの実施　Quiz type test／ディベート・ディスカッション　Debate/Discussion／グループワーク　Group work／プレゼンテーション　Presentation／反転授業　Flipped classroom
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準備学習・復習　Preparation and review
To prepare for class, students must:
1. Complete Assigned Readings: Engage with the assigned readings, applying the intercultural concepts learned in class.
2. Take Notes: Make notes on the material, highlighting key points, interesting passages, and questions that arise during the reading.
3. Prepare Questions and Comments: Come to class with a list of questions or comments about the material. This will help in engaging with the content and promoting discussion.
4. Maintain an online reading journal. This journal serves as a space to record thoughts, reactions, and reflections on the readings and class discussions.
5. Arrive Organized: Ensure you have all necessary materials, such as your notes, textbook, and any other resources that may be needed for the class.

Students will be expected to do 2 hours or more preparation outside class each week, including reading and listening, finding sources of information, note-taking, writing, and/or preparing for presentations.

成績評価方法　Performance grading policy
Active class participation: 20%
Reading & writing activity during the class 50 %
TOEIC test:30%

 
学修成果の評価　Evaluation of academic achievement
・S：到達目標を十分に達成し、極めて優秀な成果を収めている
・A：到達目標を十分に達成している
・B：到達目標を達成している
・C：到達目標を最低限達成している
・D：到達目標を達成していない
・-：学修成果の評価を判断する要件を欠格している

・S：Achieved outcomes, excellent result
・A：Achieved outcomes, good result
・B：Achieved outcomes
・C：Minimally achieved outcomes
・D：Did not achieve outcomes
・-：Failed to meet even the minimal requirements for evaluation

教科書　Textbooks/Readings
教科書の使用有無（有=Y , 無=N）　Textbook used(Y for yes, N for no)
Y
書誌情報　Bibliographic information
Live Well by Adam Murray
ISBN 978-4-7647-4226-0
MyKiTSのURL（教科書販売サイト）　URL for MyKiTS(textbook sales site)
教科書および一部の参考書は、MyKiTS (教科書販売サイト) から検索・購入可能です。
​https://gomykits.kinokuniya.co.jp/tokyorika/​​​

It is possible to search for and purchase textbooks and certain reference materials at MyKiTS (online textbook store).
​​https://gomykits.kinokuniya.co.jp/tokyorika/

参考書・その他資料　Reference and other materials
The textbook will be supplemented with additional materials that the teacher will distribute in class

授業計画　Class plan

Lesson 1 Course introduction & wellness baseline  
- Introduce course goals, wellness themes, and the personal health portfolio.  
- In-class reading: short article on student wellness overview; follow-up diagnostic writing about current habits and challenges.

Lesson 2  Unit 1: Exercise (reading focus)  
- Pre-reading discussion on exercise habits and barriers for students.  
- Read a short text on benefits of regular physical activity and exercise planning for busy students; annotate for main ideas and supporting details.

Lesson 3 Unit 1: Exercise (writing focus)  
- Analyze model paragraph/short essay on exercise and academic performance.
- Write a short response essay (e.g., “My realistic exercise plan this semester”) for the portfolio, focusing on clear topic sentences and support.

Lesson 4  Unit 2: Allergies (reading & vocabulary)  
- Pre-teach key vocabulary related to allergies and campus health services.
- Read a short article or campus-health style text on managing seasonal or food allergies at university; practice summarizing in one paragraph.

Lesson 5 Unit 2: Allergies (writing & application)  
- Discuss how allergies affect concentration, attendance, and sleep.
- Write a short problem–solution paragraph on managing allergies as a student; add an “Allergy/Health considerations” page to the wellness portfolio.

Lesson 6  Unit 3: Sleep (reading–to–writing)  
- Read an article on sleep hygiene and academic performance
- In-class task: compare the article’s recommendations with students’ actual sleep patterns; start a brief reflective journal entry on changing one sleep habit.

Lesson 7 Presentation skills & midterm preparation  
- Mini-workshop on presentation skills for language learners: clarity, structure (introduction–body–conclusion), simple visuals, and delivery (pace, eye contact).
- Students choose one topic from Units 1–3 (Exercise, Allergies, Sleep) and outline a 3–5 minute presentation, including a clear main message and one personal goal.

Lesson 8  Midterm student presentations (Part 1)  
- Half of the class presents; peers complete simple feedback forms focusing on clarity of message and organization.
- Short post-presentation reflection: What went well? What to improve next time?

Lesson 9  Midterm student presentations (Part 2)  
- Remaining students present with the same feedback procedure.
- Brief written reflection: connect oral presentation content to written portfolio goals.

Lesson 10  Unit 4: Hydration (reading & data)  
- Read a short guide or infographic on hydration needs and the impact of dehydration on concentration and mood.
- Simple data-focused activity: track water intake for one day and write a short analytical paragraph comparing personal data to recommendations.

Lesson 11  Unit 5: Mental health (reading focus)  
- Sensitive discussion norms; brief needs-assessment activity about stress and coping on campus.
- Read a text on student mental health, stress, and when to seek support; annotate for causes, effects, and strategies.

Lesson 12  Unit 5: Mental health (writing focus)  
- Analyze a model reflective paragraph on stress and coping strategies.
- Students write a reflection on one stressor and one realistic coping strategy; add a “Mental health & support” section to the portfolio (with campus or online resources).

Lesson 13 Unit 6: Meditation (reading & practice)  
- Introduce mindfulness and meditation as everyday tools for students; short reading on benefits of mindfulness for focus and stress reduction.
- Guided short meditation (2–5 minutes) followed by a quick-write on immediate reactions and potential challenges in continuing the practice.

Lesson 14  Portfolio workshop & integration  
- Review all written pieces (exercise plan, allergies problem–solution, sleep reflection, hydration paragraph, mental-health reflection, meditation quick-write).
- In-class editing and organization: turn individual texts into a coherent personal wellness plan and portfolio, including a brief introduction and conclusion.

Lesson 15  Final reflection and assessment
- Final in-class written reflection (assessment)


担当教員の実務経験とそれを活かした教育内容　Work experience of the instructor
MA in Interdisciplinary Intercultural Communications
MA in Literature/ Creative Writing


教育用ソフトウェア　Educational software
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備考　Remarks
 Late policy: up to 20 minutes late = 0.5 absence, after 20 minutes late = 1 absence, and official reason for an absence requires a document.  
The primary language of this class is English, but the teacher may provide explanations in Japanese as an aid.
The class plan may be modified according to the situation.
Instructor email: a29570@rs.tus.ac.jp 



授業でのBYOD PCの利用有無　Whether or not students may use BYOD PCs in class
Y
授業での仮想PCの利用有無　Whether or not students may use a virtual PC in class
N