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Challenging Stereotypes
Type:Oral
Keyword:Discussion,Speaking
Course Description:
In this class, we will discuss various stereotypes that exist in cultures around the world focusing on those most familiar to us. The goal of this class is to help you see people as individuals rather than only as members of a group, and to challenge the way you think about social interaction.This is an active participation class: students will need to join in the discussion every day for participation credit. Use of PCs or smartphones is not allowed unless specific permission is given. Paper and electronic dictionaries are allowed, but smartphone-based dictionaries are prohibited.
この授業では、日本生まれのイギリスの小説家・脚本家のカズオ・イシグロ（1954-）による小説、Klara and the Sun (2021)を取り上げます。イシグロは2001年と2015年に慶應義塾大学を訪れており、本学ともゆかりの深い作家です。本作はイシグロが2017年のノーベル文学賞受賞後初の長編小説で、Artificial Friend（人工の友だち）と呼ばれる人型ロボットを主人公にしています。比較的読みやすい英語で、A.I.、孤独、信仰、格差、環境汚染など、21世紀の世界が抱える課題を浮き彫りにしています。1つの文学作品を精読しながら、これらのテーマについて英語で深く考え、自分の意見を適切な英語で表現できるようにします。
授業はグループ活動を中心に進めていきます。毎回相応の分量の英語を読んでいきますが、その過程で履修生は英語の読解力・語彙力、議論の能力を着実に磨いていきます。イシグロのインタビュー動画などの視聴覚資料も用いて、日本にルーツを持った今を生きる国際的作家の「声」に触れながら授業を進めていきます。
この授業は、英語劇の上演を通してプレゼンテーション能力の向上を目指します。履修生は、総合的な英語能力（スピーキング、リスニング、リーディング、ライティング）を磨きながら、非言語コミュニケーション（ボディランゲージ、表情、声のトーンやピッチなど）についても学びます。授業はグループ活動が中心となる予定です。各グループの関心に基づいて戯曲を選んだ後、精読を行いながら、演技や演出プランを考えていきます。この過程を通して、各グループが英語劇上演で探求したいテーマを発見し、上演に関する情報収集を行います。履修生個人が自らの考えを適切な英語で表現する能力をも涵養していきます。ワークショップ形式で英語での演技実践も行い、授業の後半で、英語劇（または戯曲のある場面）の上演に結実させます。このパフォーマンスを録画し、グループで編集した後に公開予定です。この授業では履修生の主体性と創造力を重視します。英語劇上演のレビューも英語で執筆する予定です。
Japanese Social Issues - How To Analyze Issues And Present Your Opinion
***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate in real-time, not by a class recording or on-demand.***
Each week, we will cover one core Japanese social problem.
The course will use active learning in every class (presentations, discussions, and group work).
Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including reading and watching videos.
We will actively apply what we learn to think of solutions to current real-world Japanese social problems.
After you complete the course, you will:
1. Be able to give better presentations.
2. Be able to take part in higher-level conversations and express your opinion more clearly.
3. Be able to research more quickly.
4. Be able to determine the quality of your research sources.
Tabletop! Advanced Discussion using Role-Playing Games
This class uses Tabletop Role-Playing Games (RPGs) to simulate creative, collaborative, and advanced interactions in English. This class is designed to use narrative & collaborative story-telling in a game-like setting where students must use their listening, speaking, critical thinking, reading, and writing skills in English to (a) construct and participate in a group story with other users of English, (b) problem-solve and negotiate new and unique situations where language is the primary tool available, (c) explore the role of language and identity, and (d) critically evaluate strategies necessary for the completion of those tasks.
This class is designed for improving fluency, creativity, and pragmatic skills in speaking and listening. Academic English is not the goal of the class, though there will be opportunities to engage in formal and complex interactions.
This course is not recommended for GIGA students seeking to improve academic English abilities. Instead this class is designed to improve fluency and creativity.
*This course is NOT repeatable. If you have taken the Tabletop RPG class in previous Fall Semesters, you will be asked to register for another course (if you've taken the Spring Tabletop course, you can take this course)
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.
The focus for this course is the expanded contextual relationship of the arts to society, politics, culture and history, with a special emphasis on environmentalism and human rights. Supported by reference to Post War art & culture and through seminars and workshops, students study concepts relating to relevant creative expression and use this knowledge to present projects about art & context during the semester, concentrating on Artists Tackling Global Issues. In addition to the development of critical thinking skills, students develop the following English language skills: listening and note taking, reading, writing, seminar participation, discussion, debate and presentation. The course is best suited to students who are comfortable taking instruction and participating in class in English. Students who are interested in Architecture, Design, Urban Planning, and Media will especially benefit from this course.
Business AI - How to Use AI to Improve Your Business
***Please note that eight classes will be held live on campus, and six classes will be held live on Zoom. You must attend and be able to participate in real-time in both formats, not by a class recording or on-demand.***
In this class, you will learn and apply different types of business AI to create two online business presentations
1. A business consulting project
2. A marketing AI project
You will learn and apply the following: market research, analytics, salesmanship and copywriting, ad creation, YouTube video creation, and different types of AI.
The course will use active learning in every class (discussion and group work).
Each week, a short lecture will be 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 learned about several areas of business AI and improved your presentation skills in different formats.
マイノリティと文化の違いは、上級英語学習者 (TOEFL ITP© 516 以上) を対象としたスピーキング コースです。 このコースは、大学という環境の中でマイノリティ文化、文化的多様性、包括性の概念に批判的に取り組むユニークな機会を学生に提供します。
コース全体を通じて、学生はマイノリティーの経験の多面的な性質を理解するよう努めます。 議論には、人種、民族、ジェンダー、セクシュアリティ、宗教、能力などの社会政治的力学を含むがこれらに限定されない、さまざまなトピックが含まれます。 このコースは、これらのアイデンティティがどのように交差し、学問的および社会的環境における個人の経験に影響を与えるかについて、微妙な理解を促進することを目的としています。
このコースでは、文化の違いによってもたらされる課題と機会に重点が置かれます。 学生は文化的多様性がコミュニケーション、社会的交流、コミュニティ構築に及ぼす影響を調査します。 この探求により、学生は多様性が学術的および職業的状況にもたらす豊かさを認識することができると同時に、それがもたらす可能性のある複雑性を認識して対処することができます。
このコースの主な課題には、キャンパス内での包括性を高め、文化的な違いを緩和することを目的とした正式な提案書を作成することが含まれます。 この課題では、学んだことを大学コミュニティに目に見える変化をもたらすことができる実践的で実行可能な取り組みに応用することが学生に求められます。 この提案書を作成するプロセスには、正式な提案書の作成、引用と参照に関するセッションが含まれ、学生が自分のアイデアを効果的かつ責任を持って説明するために必要なスキルを確実に身につけることができます。
このコースに参加することで、学生は英語でのスピーキングと批判的思考のスキルを向上させるだけでなく、より深い文化的認識と感受性を養うことを期待しています。 彼らは、複雑でデリケートなトピックに関する議論をナビゲートし、それに貢献することを学び、学術的および専門的追求において包括性と文化的理解を提唱する自信と能力を獲得します。
Students learn academic writing structures and techniques to enable them to successfully write logical, well considered essays about relevant global issues in English. We focus on the five-paragraph essay format which includes: the introductory paragraph, three body paragraphs and a concluding paragraph. Special attention is given to writing convincing thesis statements and research questions. Students are also introduced to public speaking and learn how to suitably address groups, and to logically structure presentations in line with their research topics for their essay writing. 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.
Content can include:
• New technologies & concepts
• New and improved Products
• Examples of bad and good practices and processes
• Societal problems.
• Global and Domestic Issues
This course is designed to help students become confident in using their English to produce written work from paragraph length to essay length. Students will be exposed to initial concepts in how to write good sentences, expand and vary sentences, improve writing style and write in formal tone. Subsequently, students will learn how to organize and support ideas to build a cohesive paragraph. Students will practice to write various cohesive short essays throughout the semester.
本授業では、本格的なコンテンツを英語で聞いて質問に答える。内容の難易度が比較的に高いが、自分のペースで取り組んで結構である。コンテンツの例：ネイティブ向きの音楽、ニュース、エンターテインメント、フィクション・ノンフィクション、等。
本授業では昭和後期以降の歌人を取り上げる。日本語の詩を読み、英語でディスカッションし、日本語から英語に翻訳する。翻訳だけではなく、受講者が自分のオリジナル英語のポエムを作成する場合もある。
Indie rock: Originally used to describe independent record labels, the term became associated with the music they produced and was initially used interchangeably with alternative rock. As grunge and punk revival bands in the US and Britpop bands in the UK broke into the mainstream in the 1990s, it came to be used to identify those acts that retained an outsider and underground perspective. [from Wikipedia]
This class will explore indie rock from 1988 to 1998. It will be a firsthand account of album (cassettes/CDs) buying and concert going during that time period. We will discuss bands and solo artists within their cultural and historical contexts. We will analyze albums, song lyrics, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.
Japanese Social Issues - How To Analyze Issues And Present Your Opinion
***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate in real-time, not by a class recording or on-demand.***
Each week, we will cover one core Japanese social problem.
The course will use active learning in every class (presentations, discussions, and group work).
Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including reading and watching videos.
We will actively apply what we learn to think of solutions to current real-world Japanese social problems.
After you complete the course, you will:
1. Be able to give better presentations.
2. Be able to take part in higher-level conversations and express your opinion more clearly.
3. Be able to research more quickly.
4. Be able to determine the quality of your research sources.
Tabletop! Advanced Discussion using Tabletop Games
This class uses games-based learning to engage in advanced, pragmatic discussions in English. Through the use of Tabletop Board Games, this class will engage students in a rich, task-based environment to focus on pragmatic discussion and listening skills. Students will work in groups to (a) learn, understand, and negotiate complex rule systems of the games, (b) cooperate and coordinate with fellow players to complete specific tasks within the games, and (c) critically evaluate strategies necessary for the completion of those tasks.
The focus of the class is on developing oral fluency, pragmatics, and problem-solving abilities in English. Because of this, students are recommended to have a strong foundation in listening and reading. As fluency is the one of the goals, this course is NOT recommended for GIGA students seeking to improve academic English abilities.
*This course is NOT repeatable. If you have taken the Tabletop class in previous Spring Semesters, you will be asked to register for another course (if you've taken the Fall Tabletop RPG course, you can take this course)
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.
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.
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.
本授業では明治期～昭和期の歌人を取り上げる。日本語の詩を読み、英語でディスカッションし、日本語から英語に翻訳する。翻訳だけではなく、受講者が自分のオリジナル英語のポエムを作成する場合もある。
Tabletop! Advanced Discussion using Tabletop Games
This class uses games-based learning to engage in advanced, pragmatic discussions in English. Through the use of Tabletop Board Games (e.g., Catan), this class will engage students in a rich, task-based environment to focus on pragmatic discussion and listening skills. Students will work in groups to (a) learn, understand, and negotiate complex rule systems of the games, (b) cooperate and coordinate with fellow players to complete specific tasks within the games, and (c) critically evaluate strategies necessary for the completion of those tasks.
The focus of the class is on developing oral fluency, pragmatics, and problem-solving abilities in English. Because of this, students are recommended to have a strong foundation in listening, grammar, and reading. As fluency is the one of the goals, this course is NOT recommended for GIGA students seeking to improve academic English abilities.
*This course is NOT repeatable. If you have taken the Tabletop class in previous Spring Semesters, you will be asked to register for another course (if you've taken the Fall Tabletop RPG course, you can take this course)
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.
Indie rock: Originally used to describe independent record labels, the term became associated with the music they produced and was initially used interchangeably with alternative rock. As grunge and punk revival bands in the US and Britpop bands in the UK broke into the mainstream in the 1990s, it came to be used to identify those acts that retained an outsider and underground perspective. [from Wikipedia]
This class will explore indie rock from 1988 to 1998. It will be a firsthand account of album (cassettes/CDs) buying and concert going during that time period. We will discuss bands and solo artists within their cultural and historical contexts. We will analyze albums, song lyrics, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.
Heavy Metal lyrics (late 1960s to present) course
Heavy metal: is a genre of rock music that developed in the late 1960s and early 1970s, largely in the United Kingdom and the United States. With roots in blues rock, psychedelic rock, and acid rock, heavy metal bands developed a thick, massive sound, characterized by distortion, extended guitar solos, emphatic beats, and loudness. The lyrics and performances are sometimes associated with aggression and machismo. [from Wikipedia]
This class will explore heavy metal music from its late 1960s origins until the present day. We will discuss bands within their cultural and historical contexts. We will analyze song lyrics, albums, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.
This course will use recent American movies to deepen students' understanding of US culture while boosting their vocabulary, and fine-tuning their listening skills. Among various other facets of US lifestyle, the movies we explore will relate to family, friendship, love, gender, race, work, success, and political issues. Students will be given regular viewing homework and written assignments. There will also be a midterm essay test. Class discussions will relate to cultural aspects of the films. Students should be the driving force of these discussions. Enthusiastic class participation is expected. The course will culminate in student presentations related to modern American cinema.
Students must have a Netflix account to join this course.