Type of Credit: Required
Credit(s)
Number of Students
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This course provides a teacher training program for would-be ESL/EFL teachers in Taiwan. It offers an overview of teaching strategies and examines how these teaching approaches can be translated into effective ESL/EFL teaching. It is also important that would-be ESL/EFL teachers collaborate with other subject teachers for bilingual lesson planning. Course designs and teaching skills are highly emphasized as well. Students enrolled in the course are required to make class observation in real-life classroom settings and do teaching demonstrations and evaluated by their peer. |
能力項目說明
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This course aims to prepare would-be teachers to be proficient in ESL/EFL teaching. Course objectives are as follows: (1) understanding and analyzing various teaching strategies (2) developing teaching skills and course designs (3) strengthening proficiency in classroom instructions and presentations (4) collaborating with other subject teachers for bilingual lesson planning (5) making class observations in real-life classroom settings Students are expected to achieve the following goals (1) good command of English (2) good knowledge of various teaching strategies (3) strengthening teaching skills (4) learning teaching skills from class observation |
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
|
週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
學習投入時間 Student workload expectation |
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|
課堂講授 In-class Hours |
課程前後 Outside-of-class Hours |
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|
1 |
Course Introduction |
Course Introduction & Grouping |
Preview & Homework |
2 |
1 |
|
2 |
Seminar |
New Curriculum Guidelines & Ch 1 |
完成式與過去式 |
2 |
1 |
|
3 |
Presentation |
Ch 2 & 3 |
間接問句 |
2 |
1 |
|
4 |
Presentation |
Ch 4 & 5 |
分詞構句 |
2 |
1 |
|
5 |
Presentation |
Ch 6 & 7 |
副詞子句 |
2 |
1 |
|
6 |
Seminar |
Bilingual Education CLIL (A) |
名詞子句 |
2 |
1 |
|
7 |
Seminar |
Bilingual Education CLIL (B) |
形容詞子句 |
2 |
1 |
|
8 |
Presentation |
Ch 8 & 9 |
假設語氣 |
2 |
1 |
|
9 |
Presentation |
Ch 10 & 11 |
倒裝句 |
2 |
1 |
|
10 |
|
Mid-term Exam |
|
|
|
|
11 |
Seminar |
Classroom Activities & Worksheet Design |
Feedback Sheet |
2 |
1 |
|
12 |
|
Class Observation |
Feedback Sheet |
2 |
1 |
|
13 |
Presentation |
Teaching Demo 1 |
Feedback Sheet |
2 |
1 |
|
14 |
Presentation |
Teaching Demo 2 |
Feedback Sheet |
2 |
1 |
|
15 |
Presentation |
Teaching Demo 3 |
Feedback Sheet |
2 |
1 |
|
16 |
Presentation |
Teaching Demo 4 |
Feedback Sheet |
2 |
1 |
|
17 |
Presentation |
Teaching Demo 5 |
Feedback Sheet |
2 |
1 |
|
18 |
|
Final Exam |
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|
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Evaluation Criteria are as follows:
1. class participation & group discussion 20%
2. homework 20%
3. high school class observation and feedback sheet 10%
4. oral presentation 20%
5. exams and reports 30%
Students will be required to take two exams, give two presentations with lesson plans attached, and write two to three term papers. All enrolled students are encouraged to attend class observation in junior or senior high schools. Active class participation is necessary. Students are expected to have done the assigned readings before each class, hand in their homework and give their thoughts during class discussion.
Techniques and Principles in Language Teaching
Teaching units from high school textbooks
NIL