東京理科大学 B・A英1 (金 1・2): Final presentation supporting notes・期末プレゼンテーションの付記

Hello!

How are you? The shot above is of an outline (あらすじ) scheme. As I showed in both classes today, an outline is important for organizing main points and supporting ideas in your presentation delivery. It also helps listeners follow along with your presentation much more easily.  

Here are some more notes from today's (1/19) classes. The notes were done in the A英1 2nd period class, as I thought they were more clear than the ones I did in the B英1 1st period class - but they work as well for both A英1 and B英1. Look at these to help you and your group with your final presentation preparation. Look at this next one:

This might look small - but click on the image to make it bigger. This is an example of an outline about a topic. 

Now check this one out: 

This is a very important! If you find that you only have one supporting point for a main idea - make it another main point if you can't find another supporting idea for it. 

Special note for B英1:

Very important! Please follow these!

Special note for A英1:

Very important! Please follow these! 

I hope these notes can help all of you more. 

Good luck in your preparation and your presentations for next week! 

See you then!

Images: Personal photographs. All rights reserved.

東京理科大学 B・A英1 (金 1・2): Final presentation groups & topics・期末プレゼンテーショングループ、トピック

Hello!

How are you? Here is a short post about the final presentation groups for both B英1 and A英1 (金1・2). 

B英1 (金・1)

The shot above is one set of groups for B英1. Here is the second set of groups for B英1: 

A英1 (金・2)

Now here are the groups for A英1:

Here are the textbook units, themes, and any topics of the groups:

B英1 (金・1)



A英1 (金・2)
Now here are the units and topics for A英1:

 

Please remember that we will have a presentation practice day on January 19th! 

Have a great holiday, and I'll see all of you in January!

Take care!

Images: Personal photographs. All rights reserved. 

東京理科大学 B英1: Final presentation supporting post (predator-prey relationships)・期末プレゼンテーションの付記 [捕食者・餌食]

Hello!

How are you? Here is a supporting post for any B英1 groups who are interested in any topics relating to ecosystems. 

Task
Here is a video about predator (捕食者) and prey (餌食) relationships. The video is in English and there are no Japanese subtitles (字幕) available. But the video has very clear examples of predator-prey relationships, with clear photos as part of the video, and if you watch the video enough, you may be able to understand in part what these relationships are. 

Watch the video as many times as you want or need. Make notes about what you see and talk about what you note with your group. 

I hope this can help any group interested in exploring a topic related to ecosystems. 

See you next time!

Image: By Yathin sk - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=21264594

東京理科大学 A・B英1: Final presentation supporting post (hyperinflation)・期末プレゼンテーションの付記 [ハイパーインフレ]

Hello!

How are you? Here is a final presentation supporting post for groups or anyone interested in any topics connected with money and trade (A英1) or inflation (B英1). Today let's look at hyperinflation (ハイパーインフレ). 

This has been a problem at times in some countries, especially those that have experienced war or natural disasters. 

The pictures above are of the front, and backside, of a Hungarian pengo bill from 1946. The pengo was the old money of Hungary, and after World War II, Hungary experienced terrible hyperinflation. This bill was for 100 million (100,000,000) pengos - probably worth less than one yen even at the same time Japan was going through the same kind of economic hardship! 

Hyperinflation in Hungary became so bad that the Hungarian government had to get rid of the pengo, and introduce a new currency - the forint. 

Activity/homework

Watch this video below. It's about a similar hyperinflation crisis that has happened in Zimbabwe, in Africa, just a few years ago. While there is a person talking on it, the most important thing is the money he is holding - Zimbabwean dollars. 

Look at the valuation of the money. So much of this money was worth nothing soon after it was printed - many people in Zimbabwe needed thousands of these bills just to buy a little bread. 

Make some notes as you watch. Watch it as many times as you want or need - then talk about this with your group members.

For any groups or anyone interested in this kind of topic - I hope you find this interesting and that it can help you both with more background, and developing a focused topic, about money, trading, or inflation.

See you next time!

Images: Upper photograph - By Magyar Nemzeti Bank (Hungarian National Bank) - Originally from hu.wikipedia; description page is/was here. Original uploader was User:Timur lenk at hu.wikipedia, Public Domain, https://commons.wikimedia.org/w/index.php?curid=3329550/Lower photograph - By Magyar Nemzeti Bank (Hungarian National Bank) - Originally from hu.wikipedia; description page is/was here. Original uploader was User:Timur lenk at hu.wikipedia, Public Domain, https://commons.wikimedia.org/w/index.php?curid=3329554

Video uploaded from YouTube. I do not own the rights to this video. All rights reserved to the copyright holder(s). Uploaded for classroom purposes only. 

東京理科大学 A・B英1: Final presentation supporting post (parapsychology)・期末プレゼンテーションの付記 [超心理学]

Hello!

How are you? Here is a post as support for your final presentation theme background and possible topic choice(s). 

This goes with the textbook unit for A英1 on sports psychology and for B英1 on cognition. So if your group is doing any topic related to these themes, this post might be to your interest.

Do you know what these cards are at the top? They are called Zener cards, and they were first used for experiments in parapsychology (超心理学) in the U.S. in the 1930s.

A researcher in parapsychology named Joseph Banks Rhine made this experiment famous. He worked with an assistant named Karl Zener, who designed the cards. They wanted to prove the existence of ESP (extrasensory perception). 

The experiments with these cards were found over the years to have flaws, and very few people in psychology now take this experiment seriously. 

As future applied scientists, you should know that this is of course not scientifically valid. I do not put this here to make it look valid, or to make you believe in this. It is strictly for fun, and that's all. But it may be interesting to see how it works, and to play this as a game. Let's check it out! 

Activity
Watch this video. Watch it with your group - do not make any notes - but you will need pencil and paper to record your scores! 

Your partner(s) will test you on how much you remember the order of the Zener cards with this video. You will test your partner(s) in the same way. 

There's no talk on the video. It's silent, so it should be no problem to follow it. Let's get started!

How well did you do? I hope this may be to your group's interest if your group is doing anything related to sports psychology or cognition.

See you next time!

Image: Screenshot taken from photograph by Mikhail Ryazanov (talk) 01:30, 1 April 2014 (UTC) - File:Cartas Zener.svg + File:Zenerkarten c.jpg, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=31927664
Video uploaded from YouTube. I do not own the rights to this video. All rights reserved to the copyright holder(s). Uploaded for classroom use only. 

東京理科大学 B英1 (金・1)・A英1 (金・2): Final presentation project・期末プレゼンテーションプロジェクト

Hello!

How are you? Here are the guidelines for our final presentation projects for the Friday B英1 and A英1 classes this year. 

While all of you have just finished with your regular presentations, I am introducing our final presentations now because they will be a little more involved than usual, and have some different things I would like you to do for it. 

Topics

For B英1, we have the following textbook units left. They are: 

•         Unit 9 – The Cognitive Revolution

•         Unit 10 – Inflation

•         Unit 11 – The Challenger Disaster

•         Unit 12 – Ecosystems

Topics

For A英1, we have the following textbook units left. They are: 

•         Unit 9 – Sports Psychology

•         Unit 10 – Money and Trade

•         Unit 11 – The Tenerife Disaster

•         Unit 12 – Photosynthesis

Goals

We will approach what we have left in our syllabus, and what we will do for our final presentations, differently than what we have done before. 

This time you will choose a whole textbook unit – one you and a group of your classmates are most interested in – do the unit with the group, with supporting materials from me. You will then find a topic within the unit theme to research about, then present it with the group. The presentation should be in two parts: 

1. A short introduction in the presentation about the textbook unit –like a short teaching section about the unit (for example, an overview about what sports psychology means, or what the Tenerife disaster was).

      2. Then – a focused main part of the presentation about a topic within the textbook unit theme (for example, with sports psychology – about some mental techniques athletes use to help prepare for a competition or game, or for Tenerife – about similar disasters in Japan or elsewhere).

Deadline (締め切り)

Your presentation day will be on January 26th (1/26). 

Guidelines 

1. Begin looking through which textbook unit theme is most interesting for you. Prepare a proposal about which unit you will do – and if you can, a summary (要約) with your partners about the topic you want to present on. The proposal will be due next week – with the summary at the same time. 

2. Fill in the topic preparation sheet that comes with this handout. This is a working record of your preparation about the topic. 

3. Begin working with your group members outside of class from today.

   

Special note – here are some differences between this final presentation and the regular presentations:

• Unlike before, this time I would like each member of a group to turn in a separate topic preparation sheet with work of their role in it (for example, if you are responsible for designing Power Point slides, show schema for what your ideas on the slide designs. If you are responsible for vocabulary and spell-checking, show the vocabulary you found that you need for your group’s presentation, and so on).

• There will be a mandatory (必須な) presentation practice session, with all members of the group required to come.

• For both the presentation practice and actual presentation day, you and your groups members cannot use notes – only index cards or pieces of paper with keywords and key phrases about the presentation topic on them.  

Schedule

Here is our remaining schedule:

•       12/15 – introduction of project; groups made, with member responsibilities; selection of textbook units by groups; brainstorming on topics connected to the group-selected unit themes; beginning outside class group work 
•       12/22 – proposals of textbook unit selections; topic idea proposals with topic summaries; teacher review of work group members have done outside of class; in-class presentation preparation  
•       1/19 – final deadline of topic summaries; in-class presentation preparation; mandatory presentation practice 
•       1/26 - final presentations

Good luck! I look forward to our presentation day in January! See you next week!

Image: By Laboratorio de Escritura - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=18242352