14717 items found.
This course is designed to help students become proficient in expressing and responding to opinion in discussions. There will be a lot of opportunities to practice inquiring and making suggestions as well so that at the end of the semester, students can confidently express and present opinions with another English speaker. Basic presentation skills will also be taught and practiced in class.
The topics selected for discussions focus on trending topics of interest to youth such as YouTubers, music, social media, fast fashion, etc. Each session begins with students taking turns to express opinions on an issue of their choice
This Project-C English course aims to utilize listening activities as means of consolidating students' communication competency. The course takes place on campus. Topics for class sessions are meant to help students obtain an objective view of how Africa deals with itself. Themes include issues such as social systems, politics, music, culture, and community development.
This Project-C English course aims to utilize listening activities as means of consolidating students' communication competency. The course takes place on campus. Topics for class sessions are meant to help students obtain an objective view of how Africa deals with itself. Themes include issues such as social systems, politics, music, culture, and community development.
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 test at the beginning of each class, do some reading exercises 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.
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. 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.
Students learn how to express their opinions creatively in English in response to music & lyricism. Critical analysis of lyrics, song writing techniques and patterns provides a focus designed to help 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.
Each lesson throughout this course will take on a task-based approach to English language learning, and each classroom task is (1) goal-oriented, (2) content focused, (3) has a real outcome, and (4) reflects real-life language use and language needs.
While Discussing News and Media is organized around activities and tasks, vocabulary building also an integral part of the course and should help students develop essential word building tools such as understanding collocations, word forms, and connotation.
During the lessons for Discussing New and Media, students are given preparation for the task through different activities: the target language of the lesson is presented and practiced, there are pronunciation exercises on an area related to the target language, and finally students will practice target language through a consequential task, which enables students to practice language in a meaningful context.
This class is suitable for students (with TOEFL scores between 475-525) who are preparing to enter corporate life after graduation.
Initially students will be given a thorough review of grammar points in writing clearly and accurately. Students will learn how to communicate using e-mails with proper wordings and structure. Various kinds of business letters will also be introduced, including inquiry, complaint, and reply letters. Graphs analysis and business report writing are also included in this course.
To prepare students for their job-hunting, resume and cover letter writing are also covered in this 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.
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.
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.
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
Entertaining and informative, the third edition of All About the USA 3 features thirty units about American people, places, and events. Readers expand their knowledge of the USA as they explore fascinating topics ranging from Henry Ford and the White House to baseball and body language. [From the back cover of the book]
This course will focus on various elements (food, music, holidays, famous artists and inventors, etc.) of American culture. We will use All About the USA 3: A Cultural Reader (2008) by Milada Broukal and Peter Murphy as a springboard into deeper discussions about the US lifestyle and how it compares to life in Japan. Students should be the driving force of these discussions. Enthusiastic class participation is expected. There will be weekly homework based on the textbook material, a midterm presentation, and a final presentation. Students will choose an aspect of American culture (not mentioned in the textbook) to introduce to the class in each presentation.
Students must buy the book (available at Keio Co-op Fujisawa store) for this course.
Students learn techniques and skills to enable them to successfully deliver presentations to audiences in English. We focus on presentation formats including; objects, processes and problem & solutions. Students focus on delivery, research and multimedia use. They are introduced to public speaking and learn how to suitably address groups, use non-verbal communication, project the voice and logically structure presentations. 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. During the semester there are two group presentations and one individual presentation. At the end of the course, students should be able to give well structured, media assisted presentations in English.
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.
Improvisation!
Improvisation is speaking, acting or creating something without having prepared it. How do people do that? Where do they get their ideas from? And where do they get the confidence? Let's find out! You will play games together. You will learn to generate ideas, be flexible in your thinking, both work with a team and be confident improvising by yourself. Let's enjoy the thrill of trying something outside your comfort zone.
Your final project will be a group performance.
Are you confident speaking English in front of people? Are you comfortable presenting in English? In this course, you will use drama games, role plays, and techniques of Story Theatre to practise story telling in English. In an active environment you will work in teams to present stories using story-telling, acting, movement and even music if you want to.
NOTE: This course is conducted in both English and Japanese.
This course is for those who want to think better and to be happier. Students will learn basic critical thinking skills: abilities to analyze and evaluate ideas and arguments skillfully as well as to present ideas and arguments logically and efficiently. Critical thinking is considered a skill to understand and analyze OTHER people's ideas and arguments, but it can also be used to understand YOUR own ideas and thought. Through critical thinking, students will be encouraged to think about themselves: what their values are, who they are, and what they can do to be happier.
Would you like to improve your listening? By listening to real people? In this course, we will interview our classmates and tell stories to each other. Then we will act those stories as short role plays. This technique, called "Playback Theater" means that you can practise living English in real time, and we can see the effect in real time. If you think "yes, they are acting exactly what I wanted to say!", then you have immediate feedback about your own communication. Much better than a test!
This course will help you improve your English listening skills, and how to explain yourself better. You will also learn basic interviewing skills.
An Introduction to India
The course will help students understand the ideas connected to modern India on key themes and develop analytical and presentation skills. Students will study the making of India and its diverse politics, cultures, ideas and traditions. The course will be based on group discussions in class and end-semester project presentation. The presentation theme will be decided in class based on discussion with the instructor.
“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.
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 A】* http://english.sfc.keio.ac.jp/syllabus/list.php?level=A
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.