課程名稱 |
讀中生智(一):初階英文閱讀 Reading to Connect (1) : Building Fundamentals |
開課學期 |
111-1 |
授課對象 |
寫作教學中心 |
授課教師 |
胡至柔 |
課號 |
Write5028 |
課程識別碼 |
Q01EU0610 |
班次 |
01 |
學分 |
2.0 |
全/半年 |
半年 |
必/選修 |
選修 |
上課時間 |
星期一8,9(15:30~17:20) |
上課地點 |
共105 |
備註 |
本課程以英語授課。大學部以上皆可選修。第一週請務必出席。。基本能力課程。 總人數上限:82人 |
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課程簡介影片 |
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核心能力關聯 |
本課程尚未建立核心能力關連 |
課程大綱
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課程概述 |
Reading to Connect (I): Building Fundamentals is an introductory course designed to provide students with fundamental strategies to read English academic texts more efficiently and effectively. Specific attention will focus on reading comprehension, vocabulary-building strategies, close-reading analysis, and applications of appropriate reading strategies to required readings in students’ disciplinary courses. In addition, crucial analytical skills in relation to various genres of texts will be introduced. All the in-class tasks and discussions are intended to foster students’ metacognitive awareness of reading and analytical skills. The instructional method includes assessing reading comprehension; expanding vocabulary lists; lecturing; and giving large and small group discussions/activities.
This course will consist of three modules and the content of each learning module is organized as follows:
Module 1: Reading for Meaning introduces effective strategies to facilitate the comprehension and development of academic and discipline-specific vocabularies.
Module 2: Reading for Interpretation equips students with analytical skills to improve proficiency in interacting with academic texts and lecture material, including making inferences and judgements; identifying organizational patterns, purposes, tones; evaluating facts, opinions, bias, and evidence; and reasoning.
Module 3: Reading Across Disciplines focuses on the development and application of appropriate reading strategies to discipline-specific content material in order to effectively comprehend and organize information by paraphrasing, annotating, mapping, note taking, and summarizing textbook material.
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課程目標 |
The course adheres to the NTU educational goal for students to develop
CC 1: independent judgment and ability to innovate
CC 2: professional knowledge and skills
CC 3: communicative and team skills
Course Intended Learning Outcomes (CILO): By the end of the course, students should be able to
CILO 1: acquire basic reading skills and sub-skills (CC 2 & 3);
CILO 2: expand and develop vocabulary through word recognition capabilities
with systematic, explicit approaches (CC 1, 2 & 3);
CILO 3: effectively use context clues and other electronic reference materials to deter-mine the meanings of unfamiliar vocabulary and phrases (CC 1 & 2);
CILO 4: analyze and summarize information from texts, including main ideas, supporting details and evidence, points of view, biases, and arguments (CC 1, 2 & 3);
CILO 5: distinguish between facts and opinions and express personal judgment.
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課程要求 |
**英文程度為(或不及)CEFR B1, TOEIC 590, TOEFL iBT 59, IELTS 5.0**
(Required English language proficiency: CEFR B1, TOEIC 590, TOEFL iBT 59, IELTS 5.0 or below)
Students are required to attend all classes. No more than TWO absences are permitted. You must attend the first week of class.
Active participation in class discussions is required.
Plagiarism will not be tolerated. Anything plagiarized automatically results in a zero for the course. |
預期每週課後學習時數 |
Students must complete all the preparatory tasks before class for them to actively engage in the class discussion.
Assignments are due on specific dates. Assignments will not be accepted after the due date, unless previously authorized by the instructor. |
Office Hours |
另約時間 |
指定閱讀 |
一、指定閱讀Required Reading (請詳列每週學生應配合閱讀之篇章) (Please list the reading on a weekly basis)
The mandatory reading material consists of a compilation of online free-of-charge articles. There is no specific textbook for the course.
二、延伸閱讀Extended Readings (請詳列每週學生應配合閱讀之篇章) (Please list the reading on a weekly basis)
Additional readings will be assigned for in-class tasks. |
參考書目 |
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評量方式 (僅供參考) |
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針對學生困難提供學生調整方式 |
上課形式 |
以錄影輔助 |
作業繳交方式 |
學生與授課老師協議改以其他形式呈現 |
考試形式 |
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其他 |
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週次 |
日期 |
單元主題 |
Week 1 |
Course Introduction |
Structure and content of the course
Student responsibilities & Class policies
Reading diagnostic test |
Week 2 |
Module 1: Reading for Meaning |
Introduction:
Understanding the difference between pleasure reading and academic reading
Different types of academic reading materials |
Week 3 |
Module 1: Reading for Meaning |
Lesson 1: Activating Prior Knowledge
Making predictions
Anticipating ideas
Skimming and Scanning
Posing questions |
Week 4 |
Module 1: Reading for Meaning |
Lesson 2: Reading Comprehension
Identifying topics, topic sentences, and thesis statements
Identifying main ideas and supporting details |
Week 5 |
Module 1: Reading for Meaning |
Lesson 3: Vocabulary Building
Recognizing word parts
Using dictionaries and other technological devices |
Week 6 |
Module 1: Reading for Meaning |
Lesson 3: Vocabulary Building
Identifying definitions or unfamiliar words in texts
Inferring meanings from context clues |
Week 7 |
Module 1: Reading for Meaning |
Lesson 4: Review and Reflection
Visualizing one’s understanding |
Week 8 |
Module 1: Reading for Meaning |
SQ3R Method
Survey, Question, Read, Recite, Review |
Week 9 |
Midterm Exam |
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Week 10 |
Module 2: Reading for Interpretation |
Distinguishing between facts vs. opinions |
Week 11 |
Module 2: Reading for Interpretation |
Identifying organizational patterns and transitions |
Week 12 |
Module 2: Reading for Interpretation |
Analyzing authorial purposes and tones in the text
Making inferences and judgements |
Week 13 |
Module 2: Reading for Interpretation |
Making personal and global connections |
Week 14 |
Module 3: Reading Across Disciplines |
Outlining
Note-taking and Annotating
Evaluating evidence and credible sources |
Week 15 |
Module 3: Reading Across Disciplines |
Reference and citation styles
Summarizing
Paraphrasing
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