14717 items found.
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.
The Power of Names: Reading A Wizard of Earthea
Type:Reading
Keyword:Discussion,Intensive Reading,Literature,Speaking,Vocabulary
Course Description:
Delivery : On Campus
In this class we will discuss the book, A Wizard of Earthsea. Students will read each chapter before class, and bring written notes regarding points that were difficult to understand, so that everyone can discuss them together. These will be handed in as a part of the participation grade. Students will be responsible for keeping up with the pace of reading: if they miss a class, they are still responsible for handing in their notes for that chapter. Because the events of each chapter build on the events of previous chapters, discussions will not be confined to only the pages read that week. There will be some consolidation each week, but we will not be reading the book in class. Discussion will cover mythic heroes and themes in stories from around the world, and how the book shares some of these themes. As a part of this, students will create their own hero and myth.
After this class, You will be able to discuss the book A Wizard of Earthsea, and the idea of what makes a hero from various cultures. You will gain a deeper understanding of mythic literature, and its effect on, and importance to us as an audience.
This class will be delivered on campus. There will be two makeup classes. These dates will be announced on the first day of class.
There are many definitions of culture. Some would define it as the art, literature, and music of people, their architecture, history, religion, their traditions. Some others might focus more on the customs and specific behavior of the people. The course chooses a sociological definition of culture as the way of life of a group of people, developed over time and passed down from generation to generation. This broad definition includes every aspect of human life and interaction. The course is chosen to make a values approach focusing on the traditional mainstream values that have attracted people to the states. The course traces how values affect aspects of life.
Students are to read latest articles from weekly news magazine (mainly Time and occasionally Newsweek), Students will be given 2 (occasionally 3) articles every class (they are to choose one for classwork and one for homework or each student may choose any article from the provided news sites for homework). Each student will read, summarize, and analyze one article in class and one at home. Articles will vary from economics, politics to science and culture, but students will be given various types of articles every week. All summaries and analyses done at home must be handed in for the instructor to check the grammar and logic. Analyses will be presented (not by all students) orally in class. (The Instructor will mainly explain and analyze the articles in the first few lessons: students are expected to do the same in the remaining classes of the semester.) All summaries and analyses are to be handed one week after last day of class by email
Understanding India
The course will help students understand the intellectual traditions of India, provide knowledge about key themes, and develop presentation and analytical skills. We will study the making of the Indian nation, imagining of communities, orientalist ideas, the rise of Sanskrit, growth of religious and secular politics, population explosion, colonial writing, caste system, federalism, diaspora, the spread of modernity, food, films and fashion. The course will include online discussion with students from India and end with a project presentation.
In this class, you will learn and apply marketing strategy to create an online marketing campaign.
You will learn and apply the following: market research, Internet ad creation, salesmanship and copywriting, Internet ad placement, and online advertising results analysis, etc.
The course will use active learning in every class (discussion and group work).
There will be a 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 discussions and presentations.
You will do extensive research, ad creation, and real-world marketing work of value.
We will use the following to help us with our homework and projects: media software and sites such as YouTube, Google, and Facebook
You will need to read marketing news and come prepared to lead a discussion about a topic of interest you found each week.
We will actively apply what we learn to current real-world cases.
This course will be conducted in the style of a writer's workshop. Students will write a series of formal essays, and receive feedback from the teacher and other students. This class has a lot of homework. There will be weekly short readings, followed by in-class quizzes and conversation practice. Students are asked to write about their lives, and to provide analysis of the writing of classmates. There is in-class writing every week. Please be prepared to write a lot on SFC Moodle. This class also asks you to speak a lot, and read a lot.
Each week we will cover one core topic related to Japanese social problems.
The course will use active learning in every class (discussion and group work).
There will be a lecture 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 discussions and presentations.
We will actively apply what we learn to current real-world cases.
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.
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.
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 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
Modern Japanese Literature II: Poetry Workshop
In this class, you will improve your English writing skills by translating poems into English and composing your own original English poems in traditional Japanese genres. We will cover classical styles, such as haiku and tanka, and technology-based poetry such as the "恋するAI歌人" and Shigeru Matsui's "Pure Poems." Every week we will have group activities in which you will collaborate with classmates to translate poems. There will also be several Poetry Readings where you will read your own translated and original poems to your classmates and give each other feedback. As part of the Poetry Readings, you will submit your poems in English with an oral explanation of the poem
Japan - India Narratives
This class is designed for students who wish to develop the skills of academic presentation and discussion through studying major themes about India-Japan connections. The course will lay special emphasis on pre-reading, understating contemporary issues, sharing opinions in class, group discussions and making a final project presentation on any of the related themes. There will be opportunities to discuss with students at St. Stephen’s College, India to understand social issues and enhance your knowledge for final presentation.
※Please note that dates for discussion with Indian students may change due to their academic schedule.
Understanding India and Japan
The theme-based course about India and Japan will begin with the arrival of Buddhism in Japan over a thousand years ago and would then introduce Indian women writing on Japan, Japanese support for Indian freedom struggle, the creation of modern Indian community in Nishikasai, the rise of Suzuki in India and the giving of Japanese ODA to India. The course will end with the popularity of Japanese language in major cities of India. The course is designed for B level students to develop their presentation skills and gain confidence in presenting their ideas clearly and boldly before others. Students will have the opportunity to choose their own project themes connected to any of the major topics discussed in class. It is a great course to take if you are interested to present your ideas clearly.
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.
In this presentation class we examine different styles of presentations and look at various strategies and techniques that presenters use to persuade an audience. We study a range of examples from sales to TED style motivational presentations and students use these models to help them deliver media assisted presentations during the semester. Students choose their own topics. 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 in a variety of different styles.
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.
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.
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.