14717 items found.
Subcultures are important for understanding American culture, and they provide often overlooked ways to comprehend America. Moreover, subcultures represent some of the most fascinating aspects of American culture and often affect mainstream culture in important ways. Especially for young people in America, subcultures offer a sense of identity and community, as well as a fun way to invest their time.
[From the back cover of the textbook]
This class will use Edward K. Chan’s [American Subcultures] 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.
In this class, you will read (in Japanese) and discuss (in English) some famous Japanese poets from the Meiji through roughly the early Shōwa era. You will also write your own original English poems sometimes.
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 (or online) as a mini theatre festival.
If you are interested you will also be able to learn directing, stage management, costume design, or any other skill you are interested in. Please discuss with the professor what your learning goals are for the course.
This course is designed to enhance oral communication skills (listening and speaking) through watching movies (online materials), and making your own movies in English. Students will get to practice their reading and writing skills, as well, by script reading and writing. We will watch video series
together to learn common phrases and expressions in context, then answer Q&A, and conduct discussions online. There are some phrases that have embedded meaning as well as literal meaning. For example, what does it mean by ‘Get out of here!’ when the speaker had the smiley yet surprised
expression on his face when he said it? Do you really need to get out of the room? Or did the speaker mean something else? These acts are called ‘indirect speech acts’ and students will learn by experiencing them and other types of discourse techniques via role plays. The focus will be placed on
learning by ‘speech act’ (such as ‘apology’ and ‘sarcasm’) but other patterns of pragmatic markers will be covered such as discourse markers, y’know within conversation.
Students will also study our original films (several skits made by English speaking SFC students) and compare their own skits with the model interactions. After learning useful expressions and phrases within context, students will be expected to develop their own scripts, and make their own movies in a group, utilizing what they learned in class. Attention should be paid to not only linguistic but also paralinguistic features such as tones as well as non-verbal ones (facial expressions, gestures, gazing, and body language). They are expected to learn autonomously online and in class interactively engaging with the instructor and the classmates in English.
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.
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.
In this class, you will read some of Japan's representative poets from the modern age. You will improve your English speaking, writing, and translation skills by discussing and translating Japanese poems into English. We will cover modern haiku and tanka, and jiyūshi. Every week we will have classroom activities in which you will discuss the poems with classmates and translate them in groups or on your own.
The goal of this class is to enable students to explain modern Japanese culture in their own words. In spring semester, we will look at Japanese pop culture (movies, video games, etc.) and the influence it has had around the world. Students will discuss and give group presentations, and also prepare and give presentations on their own.
English Section has its own on-line syllabi, please check the syllabus of each class you would like to take through the following URL.
【Project English B】
* http://english.sfc.keio.ac.jp/syllabus/list.php?level=B
Developing the skills necessary for the TOEIC®, TOEFL iBT® 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 to help students to improve their English language proficiency score by providing exposure to tests, practice with tests, and learning about test taking strategies, and help them to think through the tests and generalize their 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.
The course aims to give exposure to and practice with the reading sections the TOEIC®, TOEFL iBT®, TOEFL ITP®, and IELTS.
The goal of this course is to increase the comprehension and retention of the students, as well as improve reading speed, efficiency, and vocabulary. Students will not only focus on improving their reading ability, as they will be able to apply speaking, critical thinking, and other skills through in-class discussions and group activities surrounding the text in class. A variety of topics will help the students read and discuss issues both new and old. Skills are taught in two-week intervals in order to strengthen retention and allow ample time to practice.
The goal of this course is to enhance the English language abilities and understand cultural differences between countries all over the world. Each week, students will discuss topics and how different countries and cultures relate to these topics, sharing real-world experiences as well. By the end of the course, students will present final presentations in groups which focus on unique aspects of the countries of their choice.
The goal of this class is to enable students to explain modern Japanese culture in their own words. We will particularly focus on the seasonal events and customs that give life in Japan a rhythm. Students will learn to explain these in English and give presentations both in groups and alone.
Students learn academic writing structures and techniques to enable them to successfully write logical, well considered essays about relevant global issues in English. We focus on the five-paragraph essay format which includes: the introductory paragraph, three body paragraphs and a concluding paragraph. Special attention is given to writing convincing thesis statements and research questions. Students are also introduced to public speaking and learn how to suitably address groups, and to logically structure presentations in line with their research topics for their essay writing. Subject to approval, students choose their own topics: the only stipulation is that all topics must have some connection to relevant global issues and specific reference must be made the United Nation’s Sustainable Developments Goals.
Content can include:
• New technologies & concepts
• New and improved Products
• Examples of bad and good practices and processes
• Societal problems.
• Global and Domestic Issues
This Level-C English course is about developing advanced communication skills. The course takes place on campus. Reading, Speaking and discussion are its main language components. Students improve on the described target skills through carefully-designed research 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.
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.
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 presentations
1. A YouTube Marketing Consulting project
2. A Marketing AI project
You will learn and apply the following: market research, YouTube analytics, salesmanship and copywriting, Internet ad creation, YouTube video creation, and marketing AI.
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 learned about several areas of online marketing and improved your presentation skills in different formats.
***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate in real-time in both formats, not by a class recording or on-demand.***
This is a Level-C Project English course, aimed at strengthening one’s ability to do research and make a report about. Language components of the course are reading, listening, 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. Audiovisual materials such as TED Talks or short documentaries are also used for class activities.
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 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 development), 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.
This class is designed to prepare students for the iBT TOEFL but will be good for those wanting to succeed academically in English-speaking colleges and universities as well. The iBT TOEFL test is different from the paper version of the test in that it puts more emphasis on authentic communication; the test requires test-takers to use not only all four language skills (listening, reading, speaking, writing) in isolation but a combination of two or more of those skills. This means no longer would students be able to boost their overall score just by studying grammar. In response to the change, an integrated-skills approach will be incorporated in this class; students will be provided with tasks that challenge them to use more than one skill at a time. For instance, students will synthesize and summarize the academic lectures they have heard/read and present it through speaking or writing. Students will complete these tasks in pairs/groups in class or individually at home. In addition to these integrated tasks, students will write essays on a variety of TOEFL-type topics using Criterion (online writing evaluation system) developed by ETS. Good attendance and active participation in class are essential.
This class is designed to help students achieve the highest possible score on the TOEIC but will be found appropriate by those wanting to go beyond the fundamentals of English grammar as well. The class will review grammar forms and structures that are most likely to be found on the TOEIC and that reflect the most important recurrent trouble spots for language learners. Students will be asked to complete TOEIC-style exercises at home, discuss why the wrong answers are wrong in groups and in class and finally take some review tests. Although the main focus is on grammar, students will take a short listening/reading test at the beginning of each class and get opportunities for speaking practice on wide-ranging topics including work-related topics. This class is NOT a teacher-centered class, so active participation in group/class discussions is essential.
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
This Level-C English course is about developing advanced communication skills. The course takes place on campus. Reading, Speaking and discussion are its main language components. Students improve on the described target skills through carefully-designed research 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.
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.
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.
***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate live, not by a class recording or on-demand.***