2774 items found.
Developing the skills necessary for the TOEIC and other English language proficiency tests can be a trying experience for test-takers, so this course has been designed to provide some strategies to develop students’ higher-order thinking skills and stay motivated. Reading Strategies for Test Taking will cover ways for students to improve their TOEIC score by helping them to think through the test and generalize this knowledge across other English language proficiency tests. A heavy emphasis is placed on strategies for learning vocabulary which will help with depth of understanding, much of which is done through sharing connections with other students. There is ample opportunity for the learning exercises in this course to become an opportunity for social interaction and further understanding of a vocabulary item through others’ experiences.
During this course, students will be encouraged to scan for information type questions and judge which words are more important for answering questions, understand the four major types of reading comprehension questions, recognize questions that ask for specific information such as when, where, who, why, and how, learn about questions that ask for meaning of a word or a synonym/antonym of a given term, understand inference questions that require students to take a leap of understanding from the information given in the text to the answer asked for in the comprehension question, and practice answering questions that ask for what is not in the text.
Students learn how to express their opinions creatively in English through responding to music & lyricism. They select music from artists they admire and learn to analyse the lyrics, techniques and patterns in order to establish understanding. Song writing patterns and structures are compared and contrasted and students identify styles and genres. Students identify topics they feel strongly about and explain why these issues are important. They select songs that somehow relate to their chosen topics and deconstruct the lyrics in order to express relevance. Students develop the following English language skills: Listening, Reading, Creative Writing and Interpretation. The core subject is used as a vehicle to examine contemporary issues including: philosophy, psychology, politics, history, theology and globalization and there is a special emphasis on Artists Tackling Global Issues. This course is suitable for students who are comfortable participating in class in English and have an interest in modern music
Understanding India
The course will help students understand the intellectual, religious, social, linguistic, political, educational and environmental traditions of India. It will provide them with knowledge about key themes, ideas and debates about India and develop their presentation and analytical skills. The course will include online discussion with students from India to help students develop their end-semester project presentation. Important to note that students are expected to read the documents loaded on the class web page (SOL) weekly and be ready to share their response in class.
This is a Level-C Project English course aimed at strengthening one’s ability to do research and make a report about. The two main language components of the course are reading and speaking. Students work on these target skills by researching and discussing issues as well as historical moments that have impacted the world in the last 50 years.
The course takes place on campus; and it is run in a form of an academic seminar. Discussions that follow individual presentations are an important part of this course. They also play a role in the overall grading.
This is a Level-C Project English course. Its main language components are reading and speaking. Students improve on these target skills through short projects of cross-cultural interest done either individually or in pairs. The course takes place on campus; and it is run in a form of an academic seminar.
Themes for class sessions’ activities are about ‘Life and Culture in Africa’. Lessons are designed to help students grasp the core of the African Way while working on the described target skills. Research assignments are presented in a form of summary speech reports.
This Level-C English course is about developing advanced communication skills. The course takes place on campus. Speaking and discussion are its main language components.
Students improve on the described target skills through carefully-designed speech practice projects on issues of Japan’s socio-cultural input to the world. Discussions that follow individual presentations play an important role in the overall grading.
In this class, you will read some famous Japanese poets from the Meiji through roughly the early Shōwa era. Most of the reading will be in Japanese. You will improve your English writing and translation skills by translating poems into English. You will also write your own original English poems! We will look at haiku, tanka, and more modern styles of poetry. Every week we will have discussion activities. You will work with classmates to translate and write poems. There will also be some "Poetry Projects" where you will read your translated and original poems to your classmates and give each other feedback. As part of these projects, you will submit your poems in English and receive feedback from the teacher.
Students on this course learn the negotiation process from the initial planning to closing deals. Role-plays, negotiation games, and full group business and UN model negotiations are used to develop both negotiation and language skills while developing an understanding of cultural differences when negotiating.
Tabletop! Advanced Discussion using Tabletop Games
This class uses board gaming as a way to learn about and experience different kinds of advanced interactions in English. This class is designed to create a rich, task-based approach to language learning where students must use their reading, speaking, and listening skills to (a) learn, understand, and conform to the rule systems of the games, (b) negotiate and cooperate with their fellow players to complete the specific tasks of the games, and (c) critically evaluate strategies necessary for the completion of those tasks.
Because this class requires a strong foundation of English reading, listening, and speaking with a specific focus on oral fluency, it is designed for C-level students. However, B-level students who wish to challenge themselves are welcome to join. Likewise, as fluency is the goal, this course is NOT recommended for GIGA students seeking to improve academic English abilities.
Learners will have the opportunity to explore and apply sustainability concepts in real life contexts. We will look especially at sustainability in the land environment of coastal communities.
Let's play theatre games and do basic role plays in English. You will learn basic acting techniques, and discuss the style of classical and modern writers. At the end of semester, you will work in pairs to act out a short scene of 3 - 5 minutes, and the class will present these scenes to an audience as a mini theatre festival.
The focus of this Project course is sustainability. Learners will have the opportunity to explore and apply sustainability concepts in real life contexts. We will look especially at sustainability in the marine environment and coastal communities.
“A book must be the axe for the frozen sea within us.” –Franz Kafka
Though Kafka was referring to the act of reading with this comment, I believe that this idea can be extended to the process of writing. I would like to help each student to use his/her own “axe” to strike against the “frozen sea” of his/her inner self. I am especially interested in guiding students to create works of experimental literature (writing that uses innovative techniques to produce highly unique and expressive material). The course will be conducted as a workshop, with students generating new artistic output in each class. Students will receive extensive feedback on their work, which they will incorporate into the practice of rewriting the piece for homework. We will read poetry and short stories, watch short videos, and view images that induce a literary response. Students will submit an anthology of the best writing they’ve done throughout the course as a final project.
How to Successfully Bring a Product or Service to Market Using Online Marketing
In this class, you will learn and apply marketing strategies to create two online marketing campaigns - YouTube & Facebook.
You will learn and apply the following: market research, YouTube analytics, salesmanship and copywriting, Internet ad creation, Internet ad placement, etc.
The course will use active learning in every class (discussion and group work).
There will be a short lecture each week followed by a hands-on activity to put the information learned into action. Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including several discussions and presentations.
By the end of the class, you will have done a YouTube consulting project, a Facebook consulting project, and have improved your presentation skills.
The course is firmly based on the idea that language is a powerful reflection of cultural values, and therefore uses translation as a means to explore the workings and characteristics of our own language as well as those of English. Making use of subtitled/dubbed movies and TV shows as material, we will mainly work on Japanese to English translations. In every class, we will challenge ourselves with the task of creating our own "sub-channel" scripts or subtitles. It is an activity-based course in which students are expected to learn from practical experience and experimentation. Creativity, imagination, and humor will be highly appreciated. We will also be working towards a common goal- producing a dubbed ("fukikae") English version of a segment from a Japanese video of your choice in groups. In the beginning of the course we will work on English-language videos translating the subtitles or dubbed versions and "re-creating" the English scripts. After writing Japanese dub scripts for English videos for a few weeks, we finally move on to using Japanese materials to create the English versions.
In class, we will use short video segments and work on the translation in pairs or small groups. Class activities will basically follow the same procedure every week:
1. Watching the video segment
2. Translating and discussing in pairs or groups
3. Presenting the script and sharing each other's work
4. Comparing our versions with the original version
5. Discussing the work and material
Students on this course study a range of public policy issues, develop the ability to analyze these issues, provide solutions, hold extended discussions with classmates, and make academic presentations. We will widen students’ content knowledge in English on these issues while also working on the skill of openly exchanging ideas and opinions.
Subcultures: The Basics is an engaging introduction to youth cultures in a global context. Blending theory and practice, this text examines a range of subcultures such as hip hop, graffiti writing, heavy metal, punk, burlesque, parkour, riot grrrl, straight edge, body modification, and skateboarding.
[From the back cover of the book]
This class will use Ross Haenfler’s Subcultures: The Basics (2014) as a springboard to discuss various subcultures (both worldwide and within Japan). Students will be given weekly reading assignments from the text, as well as corresponding homework that deals with the vocabulary, cultural aspects, and themes of the book. Class discussions will be based on the readings and a viewing of SoulPancake's "Subcultures" video series. Students should be the driving force of these discussions. Enthusiastic class participation is expected. There will be a midterm essay test and a final presentation.
Students must buy the book (available at Keio Co-op Fujisawa store) for this course.
This class is designed to provide students with the opportunity to experience the intellectual challenges and satisfactions of writing an argumentative research paper on a topic of their choice in the field of EFL or in other fields. For example, students choose a controversial issue on English education (e.g. Should English be taught at elementary schools in Japan?) or on another academic area (e.g. Should the possession of firearms be prohibited in the U.S. ? )and present/defend their point of view using the information gathered. Through this semester-long project, students become accustomed to the process of writing a research paper: reviewing the techniques/rules necessary for academic writing (e.g. paragraph/essay writing), using the library and the Internet to get necessary information, conducting a questionnaire /interview to support their position on the issue, and weaving the work of others into their own research paper in the APA style. At the end of this semester, students must submit a final paper (8 or more than 8 typed pages including a cover, abstract, and reference pages). In this class, students interact a great deal with one another, so active participation in pair/group work is essential.
Wie denken junge Deutsche? Was koennen wir ihnen ueber die japanische Gesellschaft mitteilen? Was moechten wir ueber Deutschland wissen?
In diesem Seminar sprechen wir ueber gesellschaftliche Trends in Japan und Deutschland, wie immer gemeinsam mit einer Partnergruppe an der Martin Luther-Universitaet in Halle. In gemischten Kleingruppen (SFC-Uni Halle) werden per Video-Chat Themen zur Praesentation vorbereitet. Bei der Aufbereitung der Themen werden wir die Instrumente Medienrecherche, Umfragen und Interviews nutzen. Die Ergebnisse werden im Plenum besprochen und in Video-Konferenzen vorgestellt. Arbeitssprachen sind Deutsch und Japanisch.
Deutsche Literatur und Bibel
Kennen Sie deutsche Literatur? Haben Sie deutsche Bibel gelesen? Haben Sie Ihre Lieblingsliteratur?
In diesem Contentskurs lesen wir biblischen Text und Literatur gemeinsam und diskutieren wir auch dabei über Symbole, Metapher oder auch Allegorien, die im Text auftauchen. Das Ziel von diesem Kurs ist es, literarische Formulierungen sowie Wortschätze zu verstehen und literarische Texte aus dem wissenschaftlichen Aspekt zu analysieren und interpretieren.
In this course we will discuss current social issues in Japan and Germany with Japanese studies students at the University of Trier.
Participants in this bilingual project (working languages are German and Japanese) deal with topics that they and their partners choose at the beginning of the course, both in class and in several video conferences.
At the end of the project, bilingual Power Point presentations will be created and all participants will discuss the project topics together.
What it means being a ‟stranger”? Is it living in a different country from the one where we were born? If that is the case, how did we embodying the way of life and thinking of our native country? How this country, where we are originary from, is defining our cultural identity?
Furthermore, being a ‟stranger”, is it living in a very different social environment from the one where we have been educated? In other words, being a ‟stranger” is it likewise having the feeling to be different than everyone else and feeling incomfortable with people who are meeting each day (metro, work place, amusement places, etc.)? If that he case, how these interactions are weakening our social identity?
In brief, we can tell being a ‟stranger” is the embodiment of our native culture and social environment which both are expressing through our interaction with people. This interaction is defining our stranger’s identity same as an alterated and deforming mirror which is reflecting our alterity or worse our exoticism.
We will answer to those questions.
｢今｣の中国を知るためには、「歴史」を踏まえることが重要である。本授業では、中国の文学作品を通じ、近代の中国を深く理解することを目的とする。老舎の《茶館》を閲読し、《茶館》の主人公と共に、戊戌変法から軍閥戦争を経て、新中国成立前までの半世紀に及ぶ、長く変動的な時代を体験する。
文字を通して、変動する時代の波に呑まれる小人物の苦闘や葛藤及び、当時の北京の社会と各階層の人物の生活の変化を垣間見ることができるだろう。
The Nikkei Communities
In this course we will explore the Nikkei communities from a social, cultural and educational perspectives.
We will examine the current Nikkei communities in different societies in the Americas, in addition to the so-called “return migration” to Japan.
Along the course we will examine the main causes and effects of migration, and the main cultural and social characteristics of the migrants and their families. Additionally, we will study the effects of the settlement on the education and the maintenance and/or loss of the heritage language in the young generations.
This course is about consolidating the techniques of academic presentations. The course takes place on campus and runs only in the Spring semester. Students are introduced to strategies that help strengthen their ability to communicate in an academically-convincing manner.
The course is taught in English; and it uses a step-by-step method that goes from basic speech techniques to those that are academically more advanced. Discussions that follow individual presentations are an important part of the course. They also play a role in the overall grading.