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Summer Intensive English B (TOEIC 650未満)
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Summer Intensive English B (TOEIC 650未満)
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[Ono, Tuesday]
The main goal of this course is to improve students’ English skills through reading about and discussing current issues in Japan and abroad.
[Sanders, Wednesday]
To promote both fluency and accuracy skills through a variety of thematic lessons using the communicative approach in English language teaching methodologies. Regular confidence-building speaking activities to develop oral fluency. Systematic help to improve all aspects of pronunciation. Clearly focused skills development in reading listening with an emphasis on speaking. A challenging grammar syllabus commensurate with students’ skills level.
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[Ono, Tuesday]
The main goal of this course is to improve students’ English skills through reading about and discussing current issues in Japan and abroad.
[Sanders, Wednesday]
To promote both fluency and accuracy skills through a variety of thematic lessons using the communicative approach in English language teaching methodologies. Regular confidence-building speaking activities to develop oral fluency. Systematic help to improve all aspects of pronunciation. Clearly focused skills development in reading listening with an emphasis on speaking. A challenging grammar syllabus commensurate with students’ skills level.
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[Ono, Tuesday]
This course helps students develop critical thinking skills in terms of social issues. Students are encouraged to express their opinions and compare Japanese social issues to global ones. Students are required to write an in-class report at the end of the course.
[Sanders, Wednesday]
Stimulating topics to get students speaking, listening and reading. Well planned lessons which involve vocabulary building, accuracy work, analysis of form and function, pronunciation, word and sentence stress, intonation and level-based grammar analysis. Short homework assignments to review essential grammar structures students should know relevant to their level. International English to enable students to cope in travel and social situations.
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[Ono, Tuesday]
This course helps students develop critical thinking skills in terms of social issues. Students are encouraged to express their opinions and compare Japanese social issues to global ones. Students are required to write an in-class report at the end of the course.
[Sanders, Wednesday]
Stimulating topics to get students speaking, listening and reading. Well planned lessons which involve vocabulary building, accuracy work, analysis of form and function, pronunciation, word and sentence stress, intonation and level-based grammar analysis. Short homework assignments to review essential grammar structures students should know relevant to their level. International English to enable students to cope in travel and social situations.
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[Ono, Tuesday]
Current issues, comparative studies, in-class reports
[Sanders, Wednesday]
integrated language skills (pronunciation, fluency, accuracy, intonation communicative approach, form and function, grammar structures)
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[Ono, Tuesday]
Current issues, comparative studies, in-class reports
[Sanders, Wednesday]
integrated language skills (pronunciation, fluency, accuracy, intonation communicative approach, form and function, grammar structures)
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[Ono, Tuesday]
Week 1 Lesson 1 (July 11)
Introduction: Course guidance and introduction to comparative studies
Week 1 Lesson 2
Health: Body image and eating disorders in Japan and abroad
Week 2 Lesson 3 (July 18)
Body: The notion of tattooing in Japan and abroad
Week 2 Lesson 4
Art: Theatre performances in Japan and abroad
Week 3 Lesson 5 (July 25)
Gender I: The changing notion of gender roles and work-life balance in Japan and abroad
Week 3 Lesson 6
Gender II: Gender minorities in Japan and abroad
Week 3 Lesson 7
In-class report: Choose a particular Japanese social or cultural issue and compare how it is observed and analysed in Japan versus in the rest of the world.
[Sanders, Wednesday]
Week 1 Lesson 1 (July 12)
General orientation lesson where students select high interest questions to interview their new partners.
Short questionnaire to let the teacher know their English history and background, identifying their perceived strengths and weaknesses and special interests.
Listening task based on teacher self-introduction.
Week 1 Lesson 2
The social impact of Facebook Vocabulary building Discussion and fluency practice.
Week 2 Lesson 3 (July 19)
The Japanese new look at working condition. Vocabulary building Discussion and fluency practice.
Week 2 Lesson 4
Marriage and Relationships. Vocabulary building Discussion and fluency practice.
Week 3 Lesson 5 (July 26)
An in depth viewing of the classic American film "Forrest Gump"
The movie will have English subtitles and students have to complete 3 task-based comprehension exercises.
Vocabulary building and fluency skills will also be stressed.
Week 3 Lesson 6
as above
Week 3 Lesson 7
as above
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[Ono, Tuesday]
Week 1 Lesson 1 (July 11)
Introduction: Course guidance and introduction to comparative studies
Week 1 Lesson 2
Health: Body image and eating disorders in Japan and abroad
Week 2 Lesson 3 (July 18)
Body: The notion of tattooing in Japan and abroad
Week 2 Lesson 4
Art: Theatre performances in Japan and abroad
Week 3 Lesson 5 (July 25)
Gender I: The changing notion of gender roles and work-life balance in Japan and abroad
Week 3 Lesson 6
Gender II: Gender minorities in Japan and abroad
Week 3 Lesson 7
In-class report: Choose a particular Japanese social or cultural issue and compare how it is observed and analysed in Japan versus in the rest of the world.
[Sanders, Wednesday]
Week 1 Lesson 1 (July 12)
General orientation lesson where students select high interest questions to interview their new partners.
Short questionnaire to let the teacher know their English history and background, identifying their perceived strengths and weaknesses and special interests.
Listening task based on teacher self-introduction.
Week 1 Lesson 2
The social impact of Facebook Vocabulary building Discussion and fluency practice.
Week 2 Lesson 3 (July 19)
The Japanese new look at working condition. Vocabulary building Discussion and fluency practice.
Week 2 Lesson 4
Marriage and Relationships. Vocabulary building Discussion and fluency practice.
Week 3 Lesson 5 (July 26)
An in depth viewing of the classic American film "Forrest Gump"
The movie will have English subtitles and students have to complete 3 task-based comprehension exercises.
Vocabulary building and fluency skills will also be stressed.
Week 3 Lesson 6
as above
Week 3 Lesson 7
as above
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The final course grade (100%) will be calculated from the average of the scores from the two instructors (90%) plus ELC assignments (10%).
ELC Assignments 10%
[Ono, Tuesday]
Active class participation (30%)
Homework assignments (20%)
In-class report (40%)
[Sanders, Wednesday]
Students grades will be determined by attendance, homework assignments and a subjective teacher assessment loosely based on willingness to use English, motivation and effort.
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The final course grade (100%) will be calculated from the average of the scores from the two instructors (90%) plus ELC assignments (10%).
ELC Assignments 10%
[Ono, Tuesday]
Active class participation (30%)
Homework assignments (20%)
In-class report (40%)
[Sanders, Wednesday]
Students grades will be determined by attendance, homework assignments and a subjective teacher assessment loosely based on willingness to use English, motivation and effort.
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[Ono, Tuesday]
Students should prepare for their in-class reports by reading newspapers, researching articles and watching the news.
[Sanders, Wednesday]
All materials will be prepared by the teacher as there is no assigned textbook. These materials will be a mixture of teacher-created materials and a selection of materials from the bestselling EFL books from Europe essentially England from the top publishing houses. Additional materials will come from relevant internet sources.
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[Ono, Tuesday]
Students should prepare for their in-class reports by reading newspapers, researching articles and watching the news.
[Sanders, Wednesday]
All materials will be prepared by the teacher as there is no assigned textbook. These materials will be a mixture of teacher-created materials and a selection of materials from the bestselling EFL books from Europe essentially England from the top publishing houses. Additional materials will come from relevant internet sources.
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[Ono, Tuesday]
Students must have an interest in comparative studies and social issues.
※Summer Intensive Englishは夏学期の履修登録期間中に履修登録を行います。履修希望者は事前に申し込みが必要です。希望者が多い場合には抽選となります。申し込みの方法は掲示等で指示します。
問い合わせ先：GILP英語科目コーディネーター 鈴木陽子（yoko.suzuki@tufs.ac.jp）
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[Ono, Tuesday]
Students must have an interest in comparative studies and social issues.
※Summer Intensive Englishは夏学期の履修登録期間中に履修登録を行います。履修希望者は事前に申し込みが必要です。希望者が多い場合には抽選となります。申し込みの方法は掲示等で指示します。
問い合わせ先：GILP英語科目コーディネーター 鈴木陽子（yoko.suzuki@tufs.ac.jp）
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