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Summer Intensive English B (Intermediate): TOEIC under 800
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Summer Intensive English B (Intermediate): TOEIC under 800
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[O'DONNELL David, Monday]
* To improve overall English language ability.
* To increase learner confidence and foster a sense of enjoyment in learning.
* To expand interest in western popular music and culture.
* To come to see music as a mirror, a social force, a time capsule of social progress, a companion to literature and a literary form unto itself.
[KOIZUMI Yuko, Thursday]
This class aims to enhance students' listening comprehension skills in English. Additionally, students will learn expressions and vocabulary necessary for listening to the materials used in the class.
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[O'DONNELL David, Monday]
This course will endeavor to develop a deeper understanding of social issues and social movements through music. Each week we will explore key vocabulary and concepts related to socially/culturally meaningful songs around which we will build discussions. Students will monitor their progress in class with self-audit sheets, write weekly reflections, give individual presentations throughout the class and a final group presentation in the 7th session.
[KOIZUMI Yuko, Thursday]
This class uses an episode from 'Glee', one of the popular American romantic comedy dramas. The story revolves around high school students as the main characters, depicting their growth and development. While watching the DVD, students will learn expressions and vocabulary commonly used in student life and practice listening comprehension, including a comprehensive understanding of the situation. Additionally, the lessons will incorporate shadowing and discussions to further enhance listening skills.
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[O'DONNELL David, Monday]
Language Learning, Soft-power, Pop Culture, Self-reflection, Social Change, Ethnomusicology, Musical Genres, Zeitgeist
[KOIZUMI Yuko, Thursday]
Listening, Shadowing, Discussion, Glee, Drama,
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第1回
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[O'DONNELL David, Monday]
Concepts/vocabulary for day 1: musicology, ethnomusicology, zeitgeist, adolescence, first-love, growing pains, nostalgia, rose-colored glasses, materialism vs. anti-materialism, the 1970s, Police Brutality, Poverty, Homelessness, Dependency, Gaslighting, Antisemitism, Islamophobia, Existential Crises, Saturday Night Live
1. Class introduction.
2. Teacher self-introduction.
3. Teacher-led game, two truths and a lie.
4. Make self-audit sheets.
5. Discuss personal and historical context of 1974.
6. Explore and discuss songs: ""Nothing from Nothing"" by Billy Preston, ""At 17"" by Janis Ian, ""Ain't No Sunshine When She's Gone"" by Bill Withers.
7. Discuss lasting legacy of Preston, Ian, and Withers.
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第2回
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[O'DONNELL David, Monday]
1. Student mini-self-introductions.
2. Student led 2 truths and a lie.
3. Explore and discuss songs: ""What's Going On?"" by Marvin Gaye, ""Mr. Bojangles"" by The Nitty Gritty Dirt Band & Nina Simone, ""Wild World"" by Cat Stevens, ""I am ... I said"" by Neil Diamond.
4. Discuss lasting legacy of Gaye, Diamond, NGDB, Simone, Stevens, and Diamond.
Homework: 1. Update your self-audit sheet. 2. Write reflection on GoogleClassroom. 3. Choose a Billboard top 100 English song from the year you were born. Listen to next week's songs.
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第3回
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[KOIZUMI Yuko, Thursday]
The first one fourth of the episode (1) :words, expressions, idioms DVD watching and dictating the conversation
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第4回
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[KOIZUMI Yuko, Thursday]
The first one fourth of the episode (1) :Understanding the contents of the drama, Discussion
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第5回
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[O'DONNELL David, Monday]
Concepts/vocabulary for day 2: Miscarriages of Justice, Redemption, Cultural Appreciation vs. Appropriation, the 1960s vs the 1970s, Hippies, Counterculture, African American Vernacular English, Sports.
1. Review concepts and songs from lessons 1 & 2.
2. Student birth-year song introductions.
3. Historical context of 60s and 70s.
4. Explore and discuss songs: ""The Lonesome Death of Hattie Carroll"" and ""Hurricane"" by Bob Dylan, ""Kung Fu Fighting"", by Carl Douglas, ""Jive Talking"" by the BeeGees.
5. Discuss the literary and cultural significance of Bob Dylan, the enduring musical legacy of the BeeGees, and the one-hit-wonder status of Carl Douglas.
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第6回
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[O'DONNELL David, Monday]
1. Discuss music and film: films with great soundtracks, musical biopics, musical documentaries, musical ""mockumentaries"", standard musicals, jukebox musicals, rock musicals, and rock operas.
2. Explore and discuss songs: ""Everyday People"" by Sly and the Family Stone, ""Hair"" by The Cowsills, ""Signs"" by Five Man Electrical Band, ""Higher Level"", by KRS-1
3. Discuss the idea of music as social driver, music as mirror for ""the arc of the moral universe"".
Homework: 1. Update your self-audit sheet. 2. Write reflection on GoogleClassroom. 3. Choose a top 100 English song from the year you graduated high school. Listen to next week's songs.
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第7回
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[KOIZUMI Yuko, Thursday]
Review Exam 1,
The second one fourth of the episode (1): words, expressions, idioms DVD watching and dictating the conversation
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第8回
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[KOIZUMI Yuko, Thursday]
The second one fourth of the episode (1) : Understanding the contents of the drama, Discussion
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第9回
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[O'DONNELL David, Monday]
Concepts/vocabulary for day 3: The African/African-American Roots of Popular Music, Innovation, Appreciation vs. Appropriation, Genres (Country & Western, Rock, Rockabilly, Heavy Metal, Hip-hop, Rap, Funk, Jazz, Blues), LGBTQ+
1. Student graduation song introductions.
2. Discuss musical genres.
3. Explore and discuss songs: ""Old Town Road"" by Lil Nas X and Billy Rae Cyrus, ""Jolene"" by Dolly Parton and Beyonce, ""You Can Have Him, Jolene"" by Chapel Hart, ""On the Road Again"" and ""Cowboys are Frequently, Secretly Fond of Each Other"" by Willie Nelson, ""Top Ten Commandments"" by Kinky Friedman, ""I've Been Everywhere"" by Johnny Cash.
4. Discuss liberal/progressive artists in stereotypically conservative/anti-progressive genres.
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第10回
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[O'DONNELL David, Monday]
1. Group presentations
2. Explore and discuss songs: ""Funkytown"" by Lipps inc, ""Play that Funky Music White Boy"" by Wild Cherry, ""We Want the Funk"" by George Clinton, ""September"" by Earth Wind and Fire, ""Born to Be Wild"", by Steppenwolf, ""Purple Haze"" by Jimmy Hendrix.
3. Discuss what it means to be ""funky"".
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第11回
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[O'DONNELL David, Monday]
1. Finish group presentations.
2. Review Lessons 1-6.
3. Explore songs with literary influences: ""Mad About You"" by Sting, ""Tom Sawyer"" by Rush, ""Romeo had Juliette"" by Lou Reed, ""Cassandra"" by Abba, ""Don Quixote"" by Gordon Lightfoot, ""Hallelujah"" by Leonard Cohen, ""White Rabbit"" by Jefferson Airplane.
Homework: Update your self-audit sheet.
2. Write reflection on GoogleClassroom.
3. Finish ALH.
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第12回
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[KOIZUMI Yuko, Thursday]
The third one fourth of the episode (1) : Understanding the contents of the drama
Review Exam 3
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第13回
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[KOIZUMI Yuko, Thursday]
The fourth one fourth of the episode: words, expressions, idioms DVD watching and dictating the conversation D
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第14回
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[KOIZUMI Yuko, Thursday]
The fourth one fourth of the episode words, expressions, idioms DVD watching and dictating the conversation Discussion
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第15回
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[O'DONNELL David, Monday]
ALH: Students will create a video essay on an impactful English language singer/songwriter discussing their genre(s), social and personal impact.
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[KOIZUMI Yuko, Thursday]
ALH: Dictation of one part of the episode
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[O'DONNELL David, Monday]
ALH 25 %
Class Participation 25%
Homework Class Reflections 25 %
Presentations 25 %
[KOIZUMI Yuko, Thursday]
Three review exams (60%)
Active attendance to lessons (30%)
Active Learning (10%)
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[O'DONNELL David, Monday]
Please listen to assigned homework songs and instructional media before each class and review songs and concepts introduced in class after each class.
[KOIZUMI Yuko, Thursday]
None
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[O'DONNELL David, Monday]
Course materials are tentative and may change as circumstances require. If students have any questions or concerns please do not hesitate to contact the instructor (Dave).
[KOIZUMI Yuko, Thursday]
None
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[O'DONNELL David, Monday]
No textbook. All materials will be provided by the instructor (Dave).
[KOIZUMI Yuko, Thursday]
None
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[O'DONNELL David, Monday] n/a
[KOIZUMI Yuko, Thursday] None
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