14717 items found.
The overall objectives of the course are for students to improve their English proficiency skills while improving their band scores and understanding of IELTS. All four skills of the test will be covered but more time will be spent developing the productive skills (speaking and writing). We will study the assessment criteria and look at ways to increase band scores in each skill.
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 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 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 then 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
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 course is designed to help students acquire through various activities an in-depth knowledge of citizenship within intercultural situations and specifically French-speaking cultures.
We shall read news articles on a wide range of world affairs. The course aims to develop students' (i) reading skills, (ii) vocabulary and (iii) understanding of the issues our world is facing. We start with articles from The Economist and later more liberty will be given to text selection. When reading a text, not just Japanese translation but other approaches, e.g. paragraph summary, logical analysis, and English paraphrase, will also be adopted.
This English Project course is about strengthening the ability to correctly express one’s views. Language components of the course are reading and speaking. Students work on these two target skills by researching and discussing issues that have impacted lives in a remarkable way. Class activities are designed in a way that enables students to broaden their global view while working on their language needs.
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 how to use listening techniques in order to improve understanding of spoken English and we concentrate on preparation for “real life situations”. Students learn to how to focus on extracting specific information and details, as well as general meaning. At the end of the course, they will understand more fully what interpretation is and therefore be able to distinguish and respond to a speaker's attitude, intent and opinion. This course is best suited for students who are comfortable taking instruction and participating in class in English, and who want to become more confident in their ability to communicate and openly share their opinions.
This class is suitable for students who enjoy reading and feel challenged to analyze the stories, and use imagination to write further to develop the stories. The selection chosen for this class are taken from the work of famous writers with diverse cultural and ethnic background, and protagonists with variety of moods, styles, subjects, and themes. Students will read short fictions ranging from 500 to 3,000 words that are appropriate in content and vocabulary, engaging and relatively easy to comprehend.
In this class you will listen to a variety of materials (podcasts, music, stories, news, etc.) and answer simple questions about them. You will work at your own pace. There will also be optional interviews with the teacher for added speaking practice. Although this class has a live part, it can also be taken on-demand.
Language and Culture Exchange with Congo in Reality (FULLY ON-LINE)
- What is sustainability to enforce our mutual understanding through a language and culture exchange program?
( Important notice) Because of the present situation of Colona Virus, this class will be offered FULLY ON-LINE (Zoom, Youtube-live).
HAVE YOU EVER BEEN TO AFRICAN COUNTRIES? HAVE YOU EVER BEEN TO AN AFRICAN COUNTRY, DEMOCRATIC REPUBLIC OF CONGO(DRC)? OR HAVE YOU EVER HEARD OF OUR "CONGO ACADEX PROJECT", WHICH IS 11 YEARS OLD? IF NOT, WHY DON'T YOU COME AND JOIN US AND OPEN THE DOOR WIDE OPEN TO THE WORLD OF AFRICA-JAPAN FUTURE? THIS SEMESTER WE ARE HAPPY TO INFORM YOU THAT WE STARTED A NEW PARTNERSHIP WITH INDIA. YOU WILL LEARN THE HISTORICAL PARTNERSHIP AMONG AFRICAN COUNTRIES,JAPAN, AND INDIA. YOU ARE SURE TO HAVE A BRODER PERSPETIVE OF THE RELATIONS OF THE THREE COUNTRIES.
THE PURPOSE OF THIS PROJECT IS TO ENFORCE AND TO SHARE THE INTRODUCTION AND MUTUAL UNDERSTANDING OF 3 COUNTRIES:HISTORY, CULTURE, EDUCATION, ECONOMICS, NATIONALITY,ETC.
•THE GOAL OF THIS PROJECT IS TO FIND WHAT WE CAN DO AND HOW WE CAN COLLABORATE FOR THE SAKE OF THE FUTURE OF 3 COUNTRIES.
Interactive and Active Listening: Mutual Understanding between Africa and Japan FULLY ONLINE
- Brush up your listening skills and then make an action plan.
( Important notice) Because of the present situation of Colona Virus, this class will be offered Fully on-line (Zoom).
This class is for those who seriously want to brush up not only their Oral Listening skill but also their communication skill towards mutual understanding. The focus point of this class is first of all, being able to listen and understand the lectures, presentations and discussions in class.
How much do you know about African countries? How much do you know about Democratic Republic of Congo, South Africa? Let's know more about each country and let us introduce our country Japan to them and share the basic knowledge of one another. Then step forward to social transformation in the field of education based on the collaboration with Japan. Our goal is to make an actual plan of social transformation based on mutual understandings. We will have friends from African countries with us in the classroom activities.
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.
The main objective of Italian Basic 1 is to develop the most basic linguistic communication skills. Two teachers, one Japanese and one Italian, take turns teaching the class twice a week (90 minutes each). The Japanese teacher will mainly explain grammar (nouns, articles, adjectives, present tense of verbs), while the Italian teacher will give application practice. Please note that 1A, 1B and 1C are the exact same course.
The main objective of Italian Basic 1 is to develop the most basic linguistic communication skills. Two teachers, one Japanese and one Italian, take turns teaching the class twice a week (90 minutes each). The Japanese teacher will mainly explain grammar (nouns, articles, adjectives, present tense of verbs), while the Italian teacher will give application practice. Please note that 1A, 1B and 1C are the exact same course.
Russian is one of the most important and interesting languages in the world. Learning the language will give you another window through which you will see a new world. The structure of Russian is different from those of English and Japanese. It is always difficult to learn a new foreign language, but it is exciting and challenging.
Russian is one of the most important and interesting languages in the world. Learning the language will give you another window through which you will see a new world. The structure of Russian is different from those of English and Japanese. It is always difficult to learn a new foreign language, but it is exciting and challenging.
Artificial intelligence may have a great impact on society in the future. In order to understand capabilities and limits of artificial intelligence, it is necessary to understand computers as its foundation.
In the first half of this course, we learn fundamental knowledge of practical usage of computers and networks in SFC. In the second half, we learn programming skills which are necessary to take advantage of computers.
After this course, you will be able to learn advanced programming skills in Fundamentals of Information Technology 2.
This course aims at introducing students to the contemporary Indonesia. It will cover the recent changes in Indonesian society, popular culture and sub-cultures, and business to some extent. A guest lecture will be organized to provide students with current information.