Course Objectives:
On completion of the course, students should be able to
1) deliver a variety of formal and informal presentations in English;
2) present ideas clearly with emphasis on effective use of verbal and nonverbal communication skills;
3) demonstrate critical thinking skills in daily life communication, both as a speaker and as a listener; and
4) express their ideas in English more confidently.

本課程的設計奠基於任務導向學習法，學生透過完成特別設計的學習任務來促進其語言習得。在這個學期中，學生將會有四項任務需要達成。
透過針對不同社會議題的文本閱讀、電影和紀錄片的觀賞，教師將會引導學生進行課堂討論及學習任務的順利完成。

Theme of this course: Critical Thinking via Task-based Activities
This course is inspired by task-based learning, an instructional approach where learners carry out tasks while at the same time promoting the acquisition of language. Throughout the semester, there are four tasks to be completed.
Reading articles, movies, and documentaries that center around different social issues will be used as a springboard for class discussion and project implementation.

Course Objectives:
On completion of the course, students should be able to
1) deliver a variety of formal and informal presentations in English;
2) present ideas clearly with emphasis on effective use of verbal and nonverbal communication skills;
3) demonstrate critical thinking skills in daily life communication, both as a speaker and as a listener; and
4) express their ideas in English more confidently.

The design of this course is based on a task-oriented learning method, and students promote their language learning through completing specially designed learning tasks. During this period, students will have four tasks to accomplish.
Through text readings of different social topics, viewing movies and recordings, teachers will guide students to successfully complete classroom discussions and learning tasks.

Theme of this course: Critical Thinking via Task-based Activities
This course is inspired by task-based learning, an instructional approach where learners carry out tasks while at the same time promoting the acquisition of language. Throughout the semester, there are four tasks to be completed.
Reading articles, movies, and documents that center around different social issues will be used as a springboard for class discussion and project implementation.

Sophomore English for Non-English Majors (SENM) is a required course for the majority of second-year students. It is a one-year course (1-1 credits) taken during the second year regardless of whether a student has passed or failed FENM. Students are NOT arranged by a placement exam. Students will remain in the same course section, with the same teacher, for both fall and spring semesters.

「大二英文」是多數大二學生的必修課程。學生必須於大二期間修習這門上下學期各二學分的一年課程。大一英文成績不及格不會擋修大二英文。學生一旦完成選課，必須留在原班，不得要求更動。上下學期皆然。

This course is intended as a general two-skills (listening and reading) integrated English-as-a-foreign language (EFL) course, emphasizing English in general contexts. In particular, SENM focuses on reading and listening in academic contexts. English is the medium of instruction. The main goal in listening is to provide students with opportunities to hear different English accents and voices in practical real-life conversational situations. The main goal in reading is to enhance students’ reading comprehension through maximizing their opportunities to use basic reading skills such as skimming, scanning, reading for main ideas, inferring, and guessing vocabulary from context. As an extension of FENM, SENM focuses on reading and listening, but still makes use of the four language skill areas: listening, speaking, reading, and writing.

本課程著重聽與讀兩種能力之訓練，尤其偏重學術性文本，俾能對學生在校學習有所助益。學生除了課堂中聽教師以英文授課，其餘課程中提供的各種視聽教材（CD，DVD以及影片）也幫助學生聽懂各種相關議題的英文。聽力訓練的主要目標乃提供學生於實際日常生活對話情境中聆聽各種英文腔調及聲音的機會。閱讀能力訓練的主要目標在於提供大量基礎閱讀技巧的練習，以加強學生的閱讀理解能力。譬如：快速抓重點、快速尋找資訊、找主旨、做推論以及從上下文揣測字義等。「大二英文」既定位為「大一英文」之延伸，即便以閱讀與聽力之訓練為其主軸，也勢必含括英語四技：聽、說、讀、寫之相關訓練。

Sophomore English for Non-English Majors (SENM) is a required course for the majority of second-year students. It is a one-year course (1-1 credits) taken during the second year regardless of whether a student has passed or failed FENM. Students are NOT arranged by a placement exam. Students will remain in the same course section, with the same teacher, for both fall and spring semisters.

"Soul English" is a compulsory course for most sophomore students. Students must take a one-year course of two-school grades each during the second year of the sophomore. If you fail the English test in freshman year, you will not be able to take the English test in sophomore year. Once students complete the course, they must stay in the original class and no updates are required. The same is true during the whole and second periods.

This course is intended as a general two-skills (listening and reading) integrated English-as-a-foreign language (EFL) course, emphasizing English in general contexts. In particular, SENM focuss on reading and listening in academic contexts. English is the medium of instruction. The main goal in listening is to provide students with opportunities to hear different English accents and voices in practical real-life conversational situations. The main goal in reading is to enhance students’ reading comprehension through maximizing their opportunities to use basic reading skills such as skimming, scanning, reading for main ideas, inferring, and guessing vocabulary from context. As an extension of FENM, SENM focuss on reading and listening, but still makes use of the four language skill areas: listening, speaking, reading, and writing.

This course focuses on the training of two abilities: listening and reading, especially academic texts, so as to be helpful to students' learning in school. In addition to listening to teachers in English, students provide various listening materials (CD, DVD and video) in their courses also help students understand English in various related topics. The main goal of hearing training is to provide students with the opportunity to listen to various English accents and voices in real daily conversation situations. The main goal of reading ability training is to provide a large number of basic reading skills to enhance students' reading and comprehension skills. For example: quickly grasp the key points, quickly find information, find the main topic, make recommendations, and calculate the meaning from the context. "Soul English" is positioned as an extension of "Fresh English", and even if the training of reading and listening is its main axis, it must include four techniques in English: listening, speaking, reading and writing related training.

1. Endangered Languages
2. To Eat and Run: What is American Food

1. Endangered Languages
2. To Eat and Run: What is American Food