The objectives of the course are to enhance students’:
1. English listening ability;
2. English speaking ability;
3. English reading ability;
4. English writing ability; and
5. international perspective and overall communication skills.
The contents of the course include:
1. reading assignments;
2. oral assignments;
3. writing assignments;
4. group discussion and reports;
5. fieldtrips and presentations
本課程預期達成下列目標：
1. 增進學生英語聽力
2. 發展學生英語口說能力
3. 培養學生英文閱讀能力
4. 加強學生英文寫作能力
5. 拓展學生國際觀及整體溝通力
課程內涵包括：
1. 選文閱讀
2. 口語報告
3. 寫作練習
4. 小組報告
5. 參訪或展演The objectives of the course are to enhance students’:
1. English listening ability;
2. English speaking ability;
3. English reading ability;
4. English writing ability; and
5. international perspective and overall communication skills.
The contents of the course include:
1. reading assignments;
2. oral assignments;
3. writing assignments;
4. group discussion and reports;
5. fieldtrips and presentations
This course is expected to achieve the following goals:
1. Improve students' English hearing
2. Develop students' English speaking skills
3. Cultivate students' English reading ability
4. Strengthen students' English writing skills
5. Expand students' international view and overall communication
The course content includes:
1. Selected text
2. Oral Report
3. Writing practice
4. Group Report
5. Visit or perform
「語文與溝通」課程讓教學現場成為以「學」「習」作中心的場域，而能培育「深厚的博雅底蘊」，乃以「溝通」為主軸，以「2＋1」為設計架構，落實「跨域」的對話。
在六大範疇的支柱中，「2＋1」的第一個概念是，突破中文、英文單一授課的模式，在中文、英文分別授課（2）與共時授課（1）的靈活運用裡，從建立聽說讀寫的基本能力作開端，奠定深度「連結」（Connect）的基礎，不僅讓語文成為專業學習與社會需求的基礎能力，更能對不同文化產生深度與廣度的對話。
「2＋1」的第二個概念是，以大二上（1）的成果展呈現大一兩學期（2）的學習成果，強調在學習的過程中，探索「語文與溝通」和專業學習、社會需求之間的關連，並在學習的成就感中，獲得學習的動機。
The "Traditional and Communication" course allows teaching to become a field with "learning" and "tutoring" as the center, and can cultivate "deep Boyadiz", which uses "communication" as the main axis and "2+1" as the design structure to implement "cross-domain" dialogue.
Among the six pillars, the first concept of "2+1" is to break through the single-teaching model of Chinese and English teaching, and in the flexible use of Chinese and English teaching (2) and co-teaching (1), establish the basic ability of listening and reading and writing, laying the foundation for deep "connection", not only makes language a basic ability to professionally learn and social needs, but also generate deep and broad dialogues for different cultures.
The second concept of "2+1" is to present the learning results of the second year (1) in the first year (2) of the freshman year (2), and emphasize the connection between "language and communication" and professional learning and social needs in the process of learning, and gain learning opportunities in the sense of accomplishment of learning.
1. Reading Explorer 2 (National Geographic Learning/ Cengage Learning)
2. New Listen In 2 (Cengage Learning)
3. Reader 1: 'Who, Sir? Me, Sir?' (Oxford Bookworms)
4. Reader 2: A Christmas Carol (Oxford Bookworms)
5. Online resources & supplementary materials
1. Reading Explorer 2 (National Geographic Learning/ Cengage Learning)
2. New Listen In 2 (Cengage Learning)
3. Reader 1: 'Who, Sir? Me, Sir?' (Oxford Bookworms)
4. Reader 2: A Christmas Carol (Oxford Bookworms)
5. Online resources & supplementary materials
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Midterm examMidterm exam Midterm exam |
25 | Proficiency test |
| Final examFinal exam Final exam |
25 | Proficiency test |
| Oral assignmentsOral assignments Oral assignments |
15 | |
| Writing assignmentsWriting assignments Writing assignments |
10 | |
| QuizzesQuizzes Quizzes |
15 | |
| Attendance & ParticipationAttendance & Participation Attendance & Participation |
10 |
