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 Completing of the Course, Students Should Be Able to
1) Deliver a variety of formal and information 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;
4) Express their ideas in English more confidently.
The design of this course is based on task -oriented learning methods. Students promoted their language acquisition through the completion of special design tasks. During this semester, students will have four tasks to be reached.
Through text reading, movies and documentaries on different social issues, teachers will guide students to complete the smooth completion of class discussions and learning tasks.
Theme of this count: Critical Thinking Via Task-Based Activities
This count is inspired by task-based learning, an instructional approach where learners who tasks that at the acquisition of langu Age. Throughout the semester, there are four tasks to be complete.
Reading Articles, Movies, and Documentaries that Center artes will be used as a spring, Ion.
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. COND 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 say technology
"Sophomore English" is a compulsory course for most sophomore students. Students must take the one -year course of each two credits during the sophomore year. The English scores of the freshman year are not as good as that in English. Once a student completes the course, he must stay in the original class and not require more movement. The last semester is the same.
This count is intended as a general two-skills (Listening and Reading) Integrated English-As-A-Foreign Language (EFL) Course, Emphasizing English Inra l contexts. In particular, Senm Focuses on Reading and Listening in Academic Contexts. English is The Medium of Instance. The Main GOAL in Listening is to provides with opportunities to hear differente accents in procation. ife Conversional Situations. The Main GOAL in Reading is to enhance Students' Reading Composition Throgh Maximizing their Opportunities to use Basic Reading Skills Such as Skimming, Scanning, Reading for Main IDEAS, Inferring, and Guessing Vocabular from Context. As an extension of fenm, Senm Focuses on Reading AN D 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, especially academic texts, and can help students' learning in school. In addition to listening to the teachers in the classroom, students are taught in English. Various audiovisual textbooks (CDs, DVDs, and Movies) provided in the remaining courses also help students understand the English of various related issues. The main goal of listening training is to provide students' opportunities to listen to various English tones and sounds in the actual daily dialogue situation. The main goal of reading ability training is to provide a large number of basic reading skills to strengthen students' reading comprehension. For example: fast grasp of key points, quickly find information, find the main purpose, inference, and speculate the meaning of the word from the context. The "Sophomore English" is positioned as an extension of the "New Year's English". Even if the training of reading and listening is the main axis, it is bound to include the four techniques of English: the related training of listening, speaking, reading, and writing.
1. Endangered Languages
2. To Eat and Run: What is American Food
1. endangered languages
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Attendance and ParticipationAttendance and Participation Atmence and participation |
15 | |
| Midterm and Final ProjectsMidterm and Final Projects Midterm and Final Projects |
40 | |
| In-class Assignments and/or QuizzesIn-class Assignments and/or Quizzes in-class assignments and/or quizzes |
30 | |
| Outside-class Assignments and/or HomeworkOutside-class Assignments and/or Homework outside-class assignments and/or homework |
15 |
