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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.
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.
This Project English course is about developing active listening skills. The course uses pre-recorded conversations as well as short video-clips as learning tools. Students are also introduced to basic elements of speechmaking and TOEIC skills.
Topics for class activities include sport, music and fashion. A typical class session of the course consists of listening comprehension exercises, short speech practices and interactive discussions.
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。
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。
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, 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.
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.
このリーディング コースは、学生がリーディング、クリティカル シンキング、ライティングのスキルを向上できるように設計されています。 このコースでは、時事問題、科学、文学などの特定のトピックに焦点を当て、学生を引き付け、資料について批判的に考えるよう促します。 学生は、さまざまなトピックに関するさまざまな読み物にさらされ、提示された情報を分析および評価するよう求められます。 さらに、学生はエッセイを書き、クラスのディスカッションに参加する必要があります。これは、ライティングスキルを伸ばし、考えやアイデアを効果的に表現するのに役立ちます。 全体として、このコースの目標は、学生がより自信を持って熟達した読み手、考え手、書き手になり、学問的および専門的な追求で成功できるようにすることです。
This class is designed to introduce students to screenplay writing, with the focus mainly on film. The course will go over the basics of formatting, structure, character, dialogue and writing a scene. Student will get the opportunity to create their own script and will write a short scene.
Students will be evaluated on their attendance, participation and assignments.
Japanese Social Issues - How To Analyze Issues And Present Your Opinion
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.
***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.***
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.
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.