Type of Credit: Partially Required
Credit(s)
Number Registered
Productive language skills and academic research skills will both be emphasized. Oral production will be of special interest this semester. Class activities/tasks include lecturing, pair/group discussion, individual/group oral presentation, group reading and research project, after-class assignment, extracurricular reading, oral/written reports, etc. From College English I, the instructor tries to build learner confidence and both reading and oral fluency through carefully staged and monitored collaborative activities. Students’ levels of English are reassured in their final oral presentation. Therefore, in College English II, the students will benefit from less controlled practice, be more active and responsible for their own learning. Meanwhile, the students will take their chosen topic of interest in reading and explore the topic to a higher and deeper level through a reading and research project/presentation at the end of the course. The course also encourages students to compile a learning file/portfolio to monitor their own learning progress and build up sense of achievement. As required by the university curriculum, this course includes an online cross-cultural component to facilitate student’s cultural knowledge.
[See course objective for specific requirement on language skills and tasks]
能力項目說明
Though designed to help improve students’ overall English proficiency, this College English I/II is a four-skill integrated course with emphasis on reading and speaking. With the principles of General Education and the foreign language course requirements in mind, the instructor hopes to immerse the class with English for input and initiate conversation and communication through various topics in a learner-centered cooperative environment. Students are encouraged to take an active role in class participation and extracurricular learning, challenge themselves with extensive reading and discussion on course-related topics, evaluate their own learning progress and finally learn basic academic and presentation skills required for college study through English-mediated instruction. While developing language skills, a variety of course activities/tasks are designed to meet the principles of general education, i.e. self-awareness, personal relationship, enhancing text comprehension, independent learning, and interactive learning, ability to integrate information, global vision, and independent thinking. See the connection between example activities/tasks and principles.
In-class reading – enhancing the text/discourse comprehension, critical thinking through questioning
After-class topic and novel reading – initiating independent learning, cultivating life-long reading habit and develop active learning attitude
Pair/group discussion and report– personal relationship, interactive learning, ability to integrate information, ability to communicate and cooperate in a team, independent thinking
Reading diary – independent thinking and critical thinking, ability to reflect on alternative or competing points of view while researching relevant information, comparing new and existing knowledge, self-reflection/awareness
Specific tasks regarding language skills are listed below.
Listening: understand casual and short conversations in normal speed, comprehend gist of issues relevant to teaching materials
Speaking: summarizing/narrating an event, participating in group discussions, expressing opinions on reading materials and relevant topics, agreeing and disagreeing in discussions, carry out short dialogues, asking questions
Reading: basic reading strategies including scanning, skimming, intensive reading, extensive reading, (academic) vocabulary building, analyzing structures, identifying main and supporting ideas, (making inferences, identifying fact vs. opinions, if time allows) comparing and synthesizing information from different sources
Writing: grammar and guided paragraph writing, outlining, summarizing, short reading report, reading diary
In short, the course aims to
- help college learners acquire basic academic skills through English
- help learners enjoy reading and become independent readers after the course
- improve students’ both productive and receptive proficiency
- develop students’ interest and confidence in using their existing English knowledge to express clearly and critically
- raise students’ awareness of the in-/extra-curricular input and make use of the input
| 週次 Week | 課程主題 Course Theme | 課程內容與指定閱讀 Content and Reading Assignment | 教學活動與作業 Activity and Homework | 學習投入時數 Estimated time devoted to coursework per week | |
|---|---|---|---|---|---|
| 課堂講授 Lecture Hours | 課程前後 Preparation Time | ||||
|
1
|
Course orientation |
-Self-introduction -Class rules -Moodle instruction -Introduction to -Cross-Cultural Communication (CCC) |
Lecture, discussion HT: classroom rules, syllabus HW: Cross-cultural experience sharing (online writing) |
2.0
|
3.0
|
|
2
|
Getting to know the theory of the CCC course |
CCC Unit 1 Hofstede’s culture dimension theory |
Lecture, discussion, research Compare and contrast among countries of interest HW: Review video, finish Checkpoint quiz, answer questions from Unit 1 |
2.0
|
2.0
|
|
3
|
Stereotype |
SR Ch. 10 Don’t let stereotype warp your judgment |
Lecture, intensive reading (p115-6, 118-9), discussion HW: Finish CCC Unit 2 video, quiz and answer assigned question (Q2) |
2.0
|
3.0
|
|
4
|
Stereotype |
Film research and watch: research on films related to ‘stereotype’ and watch it. Prepare an informal introduction of the film (w/ 3-page PPT slides, individual work) to share on week 5 |
Research, summary, speech preparation HW: Prepare an information speech for next week’s in-class sharing |
2.0
|
3.0
|
|
5
|
Stereotype |
Film sharing in small groups and vote for the top 3 films Discuss questions from CCC Unit 2 |
Group sharing, discussion HW: pair discussion on one of the questions from the Unit 2 discussion section (video recording, 5 minutes) Prepare for Quiz 1 |
2.0
|
3.0
|
|
6
|
Review |
Quiz 1 ( SR Ch.10, CCC Unit 1-2) |
Written test HW: Preview SR Ch. 3 |
2.0
|
2.0
|
|
7
|
Negative attitude |
SR Ch. 3 Your Negative Attitude Can Hurt Your Career |
Lecture, discussion HW: complete SR p30-33 |
2.0
|
3.0
|
|
8
|
Negative attitude |
SR Ch.3 Problems on campus & solutions |
Lecture, brainstorm, discussion, role play |
2.0
|
3.0
|
|
9
|
Synesthesia |
SR Ch. 4 The Colorful World of Synesthesia |
Lecture, discussion HW: complete SR p42-43, 46-47 |
2.0
|
2.0
|
|
10
|
Synesthesia |
SR Ch. 4 The Colorful World of Synesthesia SSR: Windows of the Mind |
Lecture, silent in-class reading, discussion HW: －Reading diary – Windows of the Mind －Prepare Quiz 2 |
2.0
|
3.0
|
|
11
|
Review |
Quiz 2 (SR Ch.3-4) |
Written test HW: Start reading Frindle |
2.0
|
3.0
|
|
12
|
Novel reading |
SR Ch. 5 What Is Creative Thinking? Finish p54-59 |
Reading, discussion HW: Finish Frindle |
2.0
|
4.0
|
|
13
|
Novel discussion |
1. Frindle Issues Discussion 2. Brainstorm possible ideas for the final presentation. |
Lecture, Discussion HW: Reading diary - Frindle |
2.0
|
2.0
|
|
14
|
Creative thinking and production |
Supplementary reading: (1) The 50 Worst Inventions (2) Urban Legends Fact or Fantasy |
Lecture, discussion HW: (1) An original creative picture (individual work) (2) Create an urban legend (group work) Watch CCC Unit 3 and finish checkpoint quiz |
2.0
|
4.0
|
|
15
|
Education |
CCC Unit 3 Education Compare and contrast |
Review and discussion HW: Complete the following assign. (1) Answer Q4 in writing (2) Record your answer to Q2 orally and upload (3 minutes, individual work) Prepare for the final presentation. |
2.0
|
4.0
|
|
16
|
Formal presentation |
Final presentation (week 1) |
Group presentation (Group of 5) |
2.0
|
3.0
|
|
17
|
Formal presentation |
Final presentation (week 2) |
Group presentation (Group of 5) |
2.0
|
3.0
|
|
18
|
Wrap up |
Course wrap up |
Discussion |
2.0
|
3.0
|
Course requirements
This course is based on a large amount of in-class work during class hours; therefore, high attendance and class participation is required. In-class discussions, mini-presentations and short written texts (after discussion) of the topics on syllabus are regarded as the main structure of this course. Hence, students are expected to take active roles in their learning. Quizzes are used as a way to help learners be familiar with vocabulary and language usage. Quizzes cannot be made up if missed. Learners should take the responsibility of checking emails and following Moodle platform regularly for updates, resources and announcements.
After-class activities and readings will also be assigned following the course. Students are expected to hand in their extra-curricular assignments ON TIME. Late assignments/homework will NOT be accepted. A separate sheet of class rules will be provided on the first day of the class and on the Moodle platform.
Students are required to be present the first week of the semester.
This course is open to student opinions on how to help them learn better. Student suggestions and opinions are considered valuable and thus the course design is open and flexible to future changes based on students’ needs and suggestions
Grading
Attendance 10% [3 points for the first 2 absences, 4 for the third absence; fail at 5 absences]
Class participation 5% [Active in-class oral participation]
2 Quizzes 20% [10% each]
2 reading diaries 20% [10% each, on Windows of the Mind and Frindle; 1-page A4, single space, Font 12, Chinese/English.]
Video list 10% [Compile a list of 10 recommended online videos from your choice using the form
provided, including the video title, website, one-sentence summary and reasons of
recommendation.]
Creativity project (from week 14) 5% (An original creative picture and a group writing story)
Final presentation (Oral +PPT) 10% [Group work; 15-minute PPT presentation on a chosen
topic related to the topics from this semester. This will be
peer-reviewed too.]
Cross-Culture Curriculum 20%
Students must complete the videos and quizzes in Units 1-3 on their own. Then complete the following requirements.
Unit 1 Answering questions 5%
Unit 2 Video recorded pair discussion on one of the assigned questions 5%
Unit 3 Writing and video recording on assigned questions 5%
Notes:
1. $50 handout fee will be collected.
2. All assignments must be handed in in electronic forms.
3. Active extra learning max. 5% [Provide evidence of your active learning of English to earn your extra points.]
Textbook: Lee, Linda & Bernard, Jean. 2011. Select Readings - Upper-Intermediate level, 2nd edition.
Oxford University Press.
Novel: Windows of the Mind, Frindle.
References: Supplementary materials are provided throughout the semester. Several articles from two English magazines published recently (Know it All by EZ TALK and CNN 互動英語200期特刊總編輯精選必讀) will be used.
English-English dictionaries are highly recommended.
Textbook: www.oup.com/elt/selectreading23 (Audio Down Center) YouTube: www.youtube.com VoiceTube https://tw.voicetube.com Moodle website (via iNCCU) MOOCS (Cross-culture curriculum)