14717 items found.
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.
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 India on key themes and develop analytical and presentation skills. We will study nation states, communities, orientalism, classical and modern languages, religion, secularism, colonial writing, caste system, Indian living abroad, modernity, food, films and fashion. The course will have group discussion and project presentation. The presentation theme will be decided in class based on a discussion.
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 English presentation course is opened to all students who want to develop their presentation skills. You will learn how to conduct and present your research to meet the expectations of your audience. It is an interactive course where you practice the design and delivery of both academic poster and oral presentations.
Students focus on the relationship of art to society, politics, culture and history. We also examine the relationship of art, especially sculpture, to our immediate physical environment, which includes architecture, landscape and urban planning. Supported by survey lectures on Twentieth Century art and through workshops, students study concepts related to curating and commissioning such as site specificity and the role of public sculpture. Students use this knowledge to present projects about Art & Context during the semester with a special emphasis on Artists tackling Global Issues. Students develop the following English language skills: listening and note taking, reading, writing, seminar participation, debate and presentation. Students who intend to major in Art History, Architecture, Modern History, Philosophy, Design, Media, Urban Planning and Entrepreneurship etc. will especially benefit from this course. It is best suited to students who are comfortable taking instruction and participating in class in English.
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.
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.
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 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.
This Project English course is about the development of active listening skills. The course uses pre-recorded conversations and other simulation activities as learning method. In addition to listening activities, students also practice basic speechmaking techniques.
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.