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TOEICやその他の英語能力テストに必要なスキルを身に付けることは、受験者にとって試練の経験となる可能性があるため、このコースは、学生の高次の思考スキルを身に付け、意欲を維持するための戦略を提供するように設計されています。受験のための読解戦略は、学生がテストを通して考え、他の英語能力テスト全体にこの知識を一般化するのを助けることによって、TOEICスコアを改善する方法をカバーします。理解の深さを助ける語彙を学ぶための戦略に重点が置かれ、その多くは他の学生とのつながりを共有することによって行われます。このコースの学習演習は、社会的相互作用の機会となり、他の人の経験を通じて語彙項目をさらに理解する機会になります。
このコースでは、学生は情報タイプの質問をスキャンし、質問に答えるためにどの単語がより重要であるかを判断し、読解の質問の4つの主要なタイプを理解し、いつ、どこで、誰が、なぜ、そしてどのように、単語の意味や与えられた用語の同義語/同義語を求める質問について学び、テキストで与えられた情報から求められた答えへの理解の飛躍を学生に要求する推論の質問を理解する理解度の質問、およびテキストにないものを尋ねる質問に答える練習をします。
Students learn how to express their opinions creatively in English through responding to music & lyricism. They select music from artists they admire and learn to analyse the lyrics, techniques and patterns in order to 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
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.
This is a Level-C Project English course aimed at strengthening one’s ability to do research and make a report about. The two main language components of the course are reading 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.
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 is a Level-C Project English course. Its main language components are reading and speaking. Students improve on these target skills through short projects of cross-cultural interest done either individually or in pairs. The course takes place on campus; and it is run in a form of an academic seminar.
Themes for class sessions’ activities are about ‘Life and Culture in Africa’. Lessons are designed to help students grasp the core of the African Way while working on the described target skills. Research assignments are presented in a form of summary speech reports.
This Level-C English course is about developing advanced communication skills. The course takes place on campus. Speaking and discussion are its main language components.
Students improve on the described target skills through carefully-designed speech practice 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.
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.
Students on this course learn the negotiation process from the initial planning to closing deals. Role-plays, negotiation games, and full group business and UN model negotiations are used to develop both negotiation and language skills while developing an understanding of cultural differences when negotiating.
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.
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.
英語で演技入門を一緒に習いましょう。２人（３人）組でシーンを英語で演じることによって、声、表情、ジェスチャーなどの表現力を磨いて、英語に自信を持つようになりましょう。
最終発表は「ミニ演劇祭」の形で、舞台の上で自分の二人芝居を披露します！
Learners will have the opportunity to explore and apply sustainability concepts in real life contexts. We will look especially at sustainability in the marine environment and coastal communities.
“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.
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.
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
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.
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.
この授業では英語論文の作成の仕方を学んでいきます。皆さんは英語教育あるいは自分の興味のある分野から賛否両論あるトピックを選び、文献を交えながら自分の立場を英文で明確に主張できるようになることを目指します。学期を通して論文作成に必須のスキル（段落・エッセイの書き方、文献の効果的収集方法、APA スタイルマニュアルに則した文献の記載方法、盗用・剽窃を避け文献を正しく引用する方法等）を習得していきます。グループ・ペアディスカッションへの積極的参加が求められます。
ドイツの若者はどんなことを考えているのでしょうか。私たちはドイツの若者たちに、日本の社会についてどんなことを語れるでしょうか。私たちがドイツについて知りたいことは何でしょうか。
この授業では日本とドイツの社会現象について議論します。パートナーはハレ大学の学生たちです。SFCの学生とドイツの大学の学生との少人数混合チームで研究をすすめ、ビデオチャットを通して、プレゼンテーションの準備をしてもらいます。作業の進歩状態について日本側のクラス全員の前で毎回発表し、ドイツとの遠隔会議の中でプレゼンテーションを行います。
授業ではドイツ語と日本語を使用します。
Deutsche Literatur und Bibel
Kennen Sie deutsche Literatur? Haben Sie deutsche Bibel gelesen? Haben Sie Ihre Lieblingsliteratur?
In diesem Contentskurs lesen wir biblischen Text und Literatur gemeinsam und diskutieren wir auch dabei über Symbole, Metapher oder auch Allegorien, die im Text auftauchen. Das Ziel von diesem Kurs ist es, literarische Formulierungen sowie Wortschätze zu verstehen und literarische Texte aus dem wissenschaftlichen Aspekt zu analysieren und interpretieren.
In diesem Kurs werden wir mit Studierenden der Japanologie an Universität Trier über aktuelle gesellschaftliche Themen in Japan und Deutschland diskutieren.
Teilnehmer an diesem zweisprachigen Projekt (Arbeitssprachen sind Deutsch und Japanisch) beschäftigen sich sowohl im Unterricht als auch in mehreren Videokonferenzen mit Themen, die sie zu Beginn des Kurses gemeinsam mit ihren Partnern wählen.
Am Ende des Projekts werden zweisprachige Power-Point-Präsentationen erstellt und alle Teilnehmer diskutieren gemeinsam über die Projektthemen.
Qu’est-ce que signifie être « étranger » ? Est-ce vivre dans un pays différent de celui d’où nous sommes originaires ? Si oui, comment avons-nous intégré cette « origine » pour définir notre identité culturelle ?
Être « étranger », est-ce vivre dans un milieu social qui n’est pas le nôtre ? C’est-à-dire, est-ce se sentir différent et mal à l’aise dans les rencontres que nous faisons (dans les transports en commun, au travail, lors des loisirs, etc.) ? Si oui, comment ces interactions fragilisent-elles notre identité sociale ?
En résumé, être « étranger » serait l’incorporation de notre culture et notre milieu social dans une situation où les personnes que nous rencontrons nous renverraient, tel un miroir déformé et déformant, le reflet de notre altérité, voire pire, de notre exotisme. En d’autres mots, être « étranger » est à la fois une étiquette que les autres nous apposent et l’expression de notre identité dans une situation dont nous ne maîtrisons pas tous les codes.
Pour répondre à ces questions, nous appuierons notre réflexion sur des travaux d’historiens, d’anthropologues et de sociologues.
所谓“知往鉴今”，要了解“现代”的中国，历史是不可或缺的。
这堂课通过中国文化让你了解近代的中国。课堂上，我们会阅读老舍的经典话剧《茶馆》，跟着话剧里的主人翁一同去感受从戊戌变法到军阀混战乃至新中国成立前夕的那段近半个世纪，漫长且动荡不安的时代。通过文字，你能够体验身处大时代中的小人物的挣扎和无奈，更能一窥当时北京的社会风貌以及各阶层人物的生活变迁。
Las Comunidades Nikkei
En este curso exploraremos las comunidades Nikkei desde una perspectiva social, cultural y educativa.
Analizaremos las comunidades Nikkei actuales en diferentes sociedades de las Américas y la llamada “Migración de retorno” en Japón.
A lo largo del curso examinaremos las principales causas y efectos de la migración, así como las principales características culturales y sociales de los inmigrantes y sus familias. Adicionalmente, estudiaremos los efectos del asentamiento en la educación y el mantenimiento y/o pérdida de la lengua de herencia en las generaciones jóvenes.
This course is about consolidating the techniques of academic presentations. The course takes place on campus and runs only in the Spring semester. Students are introduced to strategies that help strengthen their ability to communicate in an academically-convincing manner.
The course is taught in English; and it uses a step-by-step method that goes from basic speech techniques to those that are academically more advanced. Discussions that follow individual presentations are an important part of the course. They also play a role in the overall grading.