Main.Kumadai History

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August 18, 2008, at 01:35 AM by 218.113.51.60 -
Changed lines 53-54 from:
 judy@kumagaku.ac.jp
 kumajudy@ezweb.ne.jp
to:
 judy@kumagaku.ac.jp  kumajudy@ezweb.ne.jp
August 18, 2008, at 01:19 AM by 218.113.51.60 -
Changed line 20 from:

Readings and Assignments: (5) Walsh 1979 53-69; culture questionnaire (online)

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Readings and Assignments: (5) Walsh 1979 53-69; culture questionnaire (online)

August 18, 2008, at 12:59 AM by 218.113.51.60 -
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August 18, 2008, at 12:58 AM by 218.113.51.60 -
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Hello students! Welcome to this (VERY intensive) summer course! I am looking forward to spending a few days discussing culture and communication in education with you. As several of you are in-service teachers, I envision this course as a kind of workshop. I hope to leave you with not only theoretical background, but also some practical suggestions for approaching and implementing intercultural communication into your own classes.

Except for the first day, you should do the readings and prepare to answer the discussion questions each day. I know this is a lot of work, but...as I said, this class will be VERY intensive.

I am pleased to announce that we will have a guest lecturer on Tuesday, 3rd period. Mr. Kotaro Naetoko, who completed an MS degree last year, will lecture on creating cultural activities to supplement Japanese textbooks (and you will be pleased to know that there will be no readings for his class!).

Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will be a project requiring the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.

to:
August 18, 2008, at 12:51 AM by 218.113.51.60 -
Changed lines 1-5 from:

Intercultural Communication and English Education (Kumamoto University)

MA TESOL Program Graduate School of Social and Cultural Sciences

to:

Intercultural Communication and English Education

Kumamoto University MA TESOL Program Graduate School of Social and Cultural Sciences

August 18, 2008, at 12:50 AM by 218.113.51.60 -
Added lines 3-5:

MA TESOL Program Graduate School of Social and Cultural Sciences

August 17, 2008, at 04:39 PM by 60.45.197.222 -
Changed line 35 from:

Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

to:

Readings and Assignments: (8) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

Changed lines 37-38 from:

Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169

to:

Readings and Assignments: (9) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169

August 17, 2008, at 03:22 PM by 60.45.197.222 -
Added lines 35-36:

Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

Changed lines 38-40 from:

Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

to:
August 17, 2008, at 03:16 PM by 60.45.197.222 -
Changed lines 35-38 from:

Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169; (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in one of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop

to:

Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169

Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

August 17, 2008, at 02:18 PM by 60.45.197.222 -
Changed line 26 from:

Readings and Assignments: MEXT-authorized English textbooks: Designing a junior high school text series by Thomas Hardy (Keio University) http://www.jalt.org/pansig/2007/HTML/Hardy.htm

to:

Readings and Assignments: (6) Thomas Hardy, T. (2007) MEXT-authorized English textbooks: Designing a junior high school text series http://www.jalt.org/pansig/2007/HTML/Hardy.htm

Changed line 33 from:

Readings and Assignments: Pennycook in Gnutzmann 1999 p. 147-156

to:

Readings and Assignments: (7) Pennycook, A. "Pedagogical implications of different frameworks for understanding the global spread of English" in Gnutzmann, Claus 1999 (Ed.) Teaching and Learning English as a Global Language: native and non-native perspectives. Tubingen: Stauffenburg Verlag. 4p. 147-156

Changed line 35 from:

Readings and Assignments: Dunnett, et al and Hughes, in Valdes (1986) p. 148-169; Mckay (2002) Teaching English as an International Language p. 104-129

to:

Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169; (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

Changed lines 37-38 from:

Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in TWO of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop

to:

Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in one of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop

Changed line 43 from:

Yoneoka, J. 2003 The Necessity of Englishes for the Future of English, Kaigai Jijo Kenkyu 31-1 p. 25-40. Available online http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 32)

to:

Yoneoka, J. 2003 The Necessity of Englishes for the Future of English, Kaigai Jijo Kenkyu 31-1 p. 25-40. Available online http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 32)

Changed lines 47-48 from:

Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna, N., and Y. Takeshita. 1998. On Japan's propensity for native speaker English: A change in sight

to:

Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna, N., and Y. Takeshita 1998. On Japan's propensity for native speaker English: A change in sight

August 17, 2008, at 02:04 PM by 60.45.197.222 -
Changed line 15 from:

Readings and Assignments:  Hess 1994 The Whole World Guide to Culture Learning p. 3-20

to:

Readings and Assignments: (1) Hess 1994 "Culture Learning" in The Whole World Guide to Culture Learning p. 3-20

Changed line 17 from:

Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett, Milton J.“How Not To Be a Fluent Fool: Understanding the Cultural Dimension of Language” in Fantini 1996 New Ways in Teaching Culture p. 16-21

to:

Readings and Assignments: (2) Walsh 1979 Humanistic Culture Learning: an Introduction (U.Hawaii East-West Center) p. 9-15; (3) Bennett, Milton J.“How Not To Be a Fluent Fool: Understanding the Cultural Dimension of Language” in Fantini 1996 New Ways in Teaching Culture p. 16-21

Changed lines 19-20 from:

Readings and Assignments: Kirkpatrick 2007 World Englishes p. 184-197

to:

Readings and Assignments: (4) Kirkpatrick, A. "Implications for English Language Teaching" in 2007 World Englishes: Implications for International Communication And English Language Teaching, Cambridge Language Teaching Library p. 184-197

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Readings and Assignments: Walsh 1979 53-69; culture questionnaire (online)

to:

Readings and Assignments: (5) Walsh 1979 53-69; culture questionnaire (online)

August 17, 2008, at 01:53 PM by 60.45.197.222 -
Changed line 17 from:

Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett in Fantani p. 16-21

to:

Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett, Milton J.“How Not To Be a Fluent Fool: Understanding the Cultural Dimension of Language” in Fantini 1996 New Ways in Teaching Culture p. 16-21

Changed lines 19-20 from:

Readings and Assignments: Kirkpatrick (2007) 184-197

to:

Readings and Assignments: Kirkpatrick 2007 World Englishes p. 184-197

August 17, 2008, at 01:47 PM by 60.45.197.222 -
Changed line 15 from:

Readings and Assignments:  Hess 1994 3-20

to:

Readings and Assignments:  Hess 1994 The Whole World Guide to Culture Learning p. 3-20

Changed line 17 from:

Readings and Assignments: Walsh 1979 p. 9-15; Bennett in Fantani p. 16-21

to:

Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett in Fantani p. 16-21

August 17, 2008, at 12:38 AM by 218.113.51.60 -
Deleted lines 25-26:

Readings and Assignments:

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to:

Readings and Assignments: None

August 17, 2008, at 12:37 AM by 218.113.51.60 -
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Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will require the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.

to:

Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will be a project requiring the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.

August 17, 2008, at 12:36 AM by 218.113.51.60 -
Changed line 45 from:

Readings and Assignments: Yoneoka, J. 2002 Englishes in Asia online; Honna, N. 2000. Some Remarks on the Multiculturalism of Asian Englishes p 9-16

to:

Readings and Assignments: Yoneoka, J. 2002 Englishes in Asia http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 30); Honna, N. 2000. Some Remarks on the Multiculturalism of Asian Englishes p 9-16

August 17, 2008, at 12:34 AM by 218.113.51.60 -
Deleted lines 54-56:
  • Mckay (2002) Teaching English as an International Language
  • Valdes (1986) Culture Bound
August 17, 2008, at 12:33 AM by 218.113.51.60 -
Changed lines 3-4 from:
to:

Hello students! Welcome to this (VERY intensive) summer course! I am looking forward to spending a few days discussing culture and communication in education with you. As several of you are in-service teachers, I envision this course as a kind of workshop. I hope to leave you with not only theoretical background, but also some practical suggestions for approaching and implementing intercultural communication into your own classes.

Except for the first day, you should do the readings and prepare to answer the discussion questions each day. I know this is a lot of work, but...as I said, this class will be VERY intensive.

I am pleased to announce that we will have a guest lecturer on Tuesday, 3rd period. Mr. Kotaro Naetoko, who completed an MS degree last year, will lecture on creating cultural activities to supplement Japanese textbooks (and you will be pleased to know that there will be no readings for his class!).

Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will require the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.

August 17, 2008, at 12:21 AM by 218.113.51.60 -
Changed lines 1-2 from:

Kumamoto University English 1A

to:

Intercultural Communication and English Education (Kumamoto University)

August 17, 2008, at 12:20 AM by 218.113.51.60 -
Deleted lines 2-4:

General assignments: Daily readings Summary of

Changed lines 40-43 from:

Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna and Takeshita 1998; On the Propensity of

to:

Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna, N., and Y. Takeshita. 1998. On Japan's propensity for native speaker English: A change in sight

August 17, 2008, at 12:17 AM by 218.113.51.60 -
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Changed lines 34-35 from:

Project work: Discuss your activity(ies) and decide the details and 役割分担

to:

Project work: Discuss your activity(ies) and decide framework, approach, methods and 役割分担

August 17, 2008, at 12:16 AM by 218.113.51.60 -
Changed line 30 from:

Readings and Assignments: Mckay (2002) Teaching English as an International Language p. 104-129

to:

Readings and Assignments: Dunnett, et al and Hughes, in Valdes (1986) p. 148-169; Mckay (2002) Teaching English as an International Language p. 104-129

August 17, 2008, at 12:10 AM by 218.113.51.60 -
Added lines 27-30:

Readings and Assignments: Pennycook in Gnutzmann 1999 p. 147-156

Readings and Assignments: Mckay (2002) Teaching English as an International Language p. 104-129

Deleted lines 32-35:

Readings and Assignments: Honna 2000; Takeshita 2000

Readings and Assignments:

Changed lines 53-55 from:
  • Samovar and Porter (2001) Communicating between Cultures;
  • Kirkpatrick (2007) World Englishes, and others.
to:
August 17, 2008, at 12:02 AM by 218.113.51.60 -
Added line 11:

Readings and Assignments:  Hess 1994 3-20

Added line 13:

Readings and Assignments: Walsh 1979 p. 9-15; Bennett in Fantani p. 16-21

Added line 15:

Readings and Assignments: Kirkpatrick (2007) 184-197

Added line 19:

Readings and Assignments: Walsh 1979 53-69; culture questionnaire (online)

Added line 21:

Readings and Assignments:

Added lines 23-24:

Readings and Assignments: MEXT-authorized English textbooks: Designing a junior high school text series by Thomas Hardy (Keio University) http://www.jalt.org/pansig/2007/HTML/Hardy.htm

Added line 28:

Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in TWO of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop

Added line 30:

Readings and Assignments: Honna 2000; Takeshita 2000

Added line 32:

Readings and Assignments:

Added lines 36-37:

Readings and Assignments: Graddoll, D. English Next 2006 http://www.britishcouncil.org/learning-research-englishnext.pdf (onlne); Yoneoka, J. 2003 The Necessity of Englishes for the Future of English, Kaigai Jijo Kenkyu 31-1 p. 25-40. Available online http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 32)

Added line 39:

Readings and Assignments: Yoneoka, J. 2002 Englishes in Asia online; Honna, N. 2000. Some Remarks on the Multiculturalism of Asian Englishes p 9-16

Added lines 41-44:

Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna and Takeshita 1998; On the Propensity of

August 16, 2008, at 01:13 PM by 218.113.51.60 -
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[Final assignment]]

to:
August 16, 2008, at 01:13 PM by 218.113.51.60 -
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General assignments: Daily readings Summary of

[Final assignment]]

August 16, 2008, at 12:54 PM by 218.113.51.60 -
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Project work:

to:

Project work: Decide pairs, explanation of project

August 16, 2008, at 12:53 PM by 218.113.51.60 -
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Project work:

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Project work: Discuss with your partner and choose an appropriate material to create a supplementary exercise. Also decide what kind of exercise it should be, and for what purpose, age level, etc.

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to:

Project work: Discuss your activity(ies) and decide the details and 役割分担

Added lines 23-24:

Project work: write up lesson plan and prepare to present for 8/22

August 16, 2008, at 12:24 PM by 218.113.51.60 -
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to:
  • Mckay (2002) Teaching English as an International Language
August 16, 2008, at 12:21 PM by 218.113.51.60 -
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to:
  • Valdes (1986) Culture Bound
Changed lines 25-27 from:

  Samovar and Porter (2001) Communicating between Cultures;   Kirkpatrick (2007) World Englishes, and others.  

to:
August 16, 2008, at 12:21 PM by 218.113.51.60 -
Added lines 21-24:
  • Samovar and Porter (2001) Communicating between Cultures;
  • Kirkpatrick (2007) World Englishes, and others.
August 16, 2008, at 12:20 PM by 218.113.51.60 -
Added lines 21-22:

  Samovar and Porter (2001) Communicating between Cultures;   Kirkpatrick (2007) World Englishes, and others.

April 09, 2007, at 05:26 PM by 202.24.147.71 -
Changed line 1 from:

Kumamoto University English 1B

to:

Kumamoto University English 1A

Deleted lines 6-56:

Class overview:


In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.

TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto

The chapters covered will be as follows:

EAST ASIA

OCEANIA

OTHER


HOMEWORK AND GRADES


REGULAR HOMEWORK (EVERY WEEK):  

  • Do sections 1 and 2 in textbook. -- Write in Notebook
  • Write a final paragraph in notebook.

Grades will be based on : (成績の基準)

Attendanceabout 25%
Homework and Final writing paragraphsabout 25%
Test/Interview at end of termabout 30%
Class participationabout 20%
TOTALabout 100%
February 21, 2007, at 12:11 PM by 202.24.147.71 -
Changed lines 1-18 from:

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End ^) See you

to:

Kumamoto University English 1B

  担当者  米岡ジュリ Judy Yoneoka

 熊本学園大学364-5161 Ext. 1311
 judy@kumagaku.ac.jp
 kumajudy@ezweb.ne.jp

Class overview:


In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.

TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto

The chapters covered will be as follows:

EAST ASIA

OCEANIA

OTHER


HOMEWORK AND GRADES


REGULAR HOMEWORK (EVERY WEEK):  

  • Do sections 1 and 2 in textbook. -- Write in Notebook
  • Write a final paragraph in notebook.

Grades will be based on : (成績の基準)

Attendanceabout 25%
Homework and Final writing paragraphsabout 25%
Test/Interview at end of termabout 30%
Class participationabout 20%
TOTALabout 100%
February 20, 2007, at 04:13 PM by pictures of horse lovers having sex -
Changed lines 1-73 from:

Kumamoto University English 1B

  担当者  米岡ジュリ Judy Yoneoka

 熊本学園大学364-5161 Ext. 1311
 judy@kumagaku.ac.jp
 kumajudy@ezweb.ne.jp

FOR YOUR TEST:

We will do

1. Section 1 from Chapter 22

2. Section 4 from Chapter 22

3. Selected questions from section 1 from other chapters that we did in class.

Good luck!


Class overview:


In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.

TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto

The chapters covered will be as follows:

EAST ASIA

OCEANIA

OTHER


HOMEWORK AND GRADES


REGULAR HOMEWORK (EVERY WEEK):  

  • Do sections 1 and 2 in textbook. -- Write in Notebook
  • Write a final paragraph in notebook.

Grades will be based on : (成績の基準)

Attendanceabout 25%
Homework and Final writing paragraphsabout 25%
Test/Interview at end of termabout 30%
Class participationabout 20%
TOTALabout 100%
to:

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End ^) See you

January 31, 2007, at 08:04 AM by 220.63.98.246 -
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FOR YOUR TEST:

We will do

1. Section 1 from Chapter 22

2. Section 4 from Chapter 22

3. Selected questions from section 1 from other chapters that we did in class.

Good luck!

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Final writing paragraphsabout 25%
to:
Homework and Final writing paragraphsabout 25%
October 11, 2006, at 07:52 AM by 220.63.98.246 -
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to:

HOMEWORK AND GRADES


October 11, 2006, at 07:51 AM by 220.63.98.246 -
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Class overview:

to:

Class overview:


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TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto

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TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto

to:
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  • Do assigned work in textbook. (sections 1 and 2) Write in Notebook
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  • Do sections 1 and 2 in textbook. -- Write in Notebook
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法学部 C206

to:

Kumamoto University English 1B

  担当者  米岡ジュリ Judy Yoneoka

 熊本学園大学364-5161 Ext. 1311
 judy@kumagaku.ac.jp
 kumajudy@ezweb.ne.jp

Class overview:

In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.

The chapters covered will be as follows:

EAST ASIA

OCEANIA

OTHER

TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto

REGULAR HOMEWORK (EVERY WEEK):  

  • Do assigned work in textbook. (sections 1 and 2) Write in Notebook
  • Write a final paragraph in notebook.

Grades will be based on : (成績の基準)

Attendanceabout 25%
Final writing paragraphsabout 25%
Test/Interview at end of termabout 30%
Class participationabout 20%
TOTALabout 100%
April 09, 2006, at 07:46 PM by 220.63.98.246 -
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法学部 C206