|
課程名稱 |
英文(附一小時英聽)一
Freshman English (with 1-hour Aural Training)(Ⅰ) |
|
開課學期 |
103-1 |
|
授課對象 |
社會科學院 |
|
授課教師 |
曾琦智 |
|
課號 |
FL1007 |
|
課程識別碼 |
102E83310 |
|
班次 |
18 |
|
學分 |
3 |
|
全/半年 |
半年 |
|
必/選修 |
必修 |
|
上課時間 |
星期二5,6(12:20~14:10)星期四2(9:10~10:00) |
|
上課地點 |
博雅203博雅310 |
|
備註 |
本課程以英語授課。
限社會科學院學生(含輔系、雙修生) 且 限學士班一年級
總人數上限：34人 |
|
Ceiba 課程網頁 |
http://ceiba.ntu.edu.tw/1031FL1007_18 |
|
課程簡介影片 |
|
|
核心能力關聯 |
核心能力與課程規劃關聯圖 |
|
基本素養關聯 |
課程與基本素養關聯圖 |
|
課程大綱
|
|
為確保您我的權利,請尊重智慧財產權及不得非法影印
|
|
課程概述 |
This course is organized as a seminar/workshop in which teacher-student and student-student collaborations are highly emphasized. Through the use of English, this course aims to introduce students to a variety of discussion strategies in academic settings and beyond. Through various group and individual work, students learn to become both a leader and a team player. While this course offers a framework for discussion, students are encouraged to fill in the content with their own experiences and interests. It is expected that, through a wide array of discussion topics, students are trained to be a world citizen with broadened perspectives.
Since the instructor adopts a student-centered teaching approach, students are expected to engage actively in classroom activities such as interviews, presentation, Q & A session, role-play, games, debates, and self-/peer evaluations. Apart from the “traditional” test-based English learning in students' high school years, this course invites each student to think outside of the box and contribute to the course in his/her own way based on a different background, experience, and interest.
|
|
課程目標 |
The course aims to prepare students not only for better English learning outcomes but critical inquiry skills needed in their personal, academic, social, and professional life. By the end of the course, students will be able to (1) give and explain their opinions on a topic of interest; (2) challenge and ask questions about things that they see around them; (3) synthesize and organize materials into clear speaking; (4) develop effective self-learning strategies; (5) express themselves in a more confident manner ; (6) develop better oral fluency; and (7) collaborate with peers and communicate with instructors. |
|
課程要求 |
30% Activities, attitudes, and attendance
10% Group-led demonstration
10% Team-led lab activity
20% Individual-led topic presentation
30% Reflective reports
|
|
預期每週課後學習時數 |
|
|
Office Hours |
另約時間 備註： By Appointment |
|
指定閱讀 |
Discussion Process and Principles: With the 7 Principles of Discussion (Crane Publishing, Taipei, Taiwan)
Supplementary handouts prepared by the instructor to be distributed in the class.
|
|
參考書目 |
|
|
評量方式
(僅供參考) |
|
No. |
項目 |
百分比 |
說明 |
|
1. |
Activities, attitudes, and attendance |
30% |
They will include but not limited to listening activities, spontaneous and planned speeches, pair/group discussion, short reading and writing, sharing of assignment progress, as well as self- and peer evaluations. Good learning attitudes include coming to each class session on time, participating in the front rows, asking questions, and listening to one another. As mutual communication is important and is part of the learning process, you are encouraged to discuss with me from time to time as regards your own learning in this course.
*Attendance policies in this course*
The purpose of explicating the attendance policies for all my courses are threefold: (1) to maintain a fair grading system for this percentage of grade; 2) to respect one another in the classroom as each of you will have opportunities to speak on the stage; and 3) to ensure students' best learning outcomes. For the latter reason, in particular, as this is a practice-based course in which in-class activities are essential in developing students' language fluency, student learning attitudes and participation therefore become particularly important in this class. Students who decide to take this course should pay additional attention to the following rules:
1.Please come to each class session on time. If you are late for more than 10 minutes without a valid excuse/proof or a prior approved notice, you will be considered as absent for that particular session(s).
2. While electronic resources (e.g., on-line dictionary) will be incorporated in the classroom use (e.g., during an in-class group activity), however, if you use electronic devices (e.g., smart phones, tablets, iPod, and etc.) under a situation without the instructor’s consent (e.g., during when your classmate is presenting on the stage or when the instructor is leading an activity), you will be considered as absent for the particular session(s). If you need to make a phone call due to an emergency (e.g., family-related issues), you should inform the instructor beforehand.
3.If you do other non-relevant class activities (e.g., doing homework or preparing exams for other classes), you will be considered as absent for the particular session(s).
4.If you sleep during the class, you will be considered as absent for the particular session(s). If you need a rest due to an illness, you should go home and do so; later obtain a proof of office visit from your doctor and submit it to the instructor.
5.If you are absent for class session(s), be it accidental or not, there will be NO additional tests or assignments offered for you to make up for your attendance grade.
|
2. |
Group-led demonstration |
10% |
In a larger group, students will sign up to demonstrate a discussion principle for the class from one of the assigned chapters of Discussion: Process and Principles. Your purpose is to show your fellow students how to apply this principle in discussion and what its value is.
**Guidelines: For the group-led demo, you will do a role play in which you demonstrate the principle through two discussions, one lacking the discussion principle, and the other practicing the discussion principle. You will also incorporate the "Discussion Phrase Bank" of each unit into your dialogues. After your performance, two members from your group need to conduct a short class session as answers to the two "Discussion Principle Questions" at the end of the Discussion Principle. |
3. |
Team-led lab activity |
10% |
In a smaller team, you will plan and lead one lab activity in the textbook based on the related discussion principle for your assigned activity. Your activity should include audience participation and discussion. Your purpose is to help your fellow students experience for themselves key communicative skills related to the discussion loop.
** Guidelines: To maximize audience participation and your own learning in, you are encouraged to be creative and use/combine different forms of application (i.e., role play, interviews, games, poster presentations, PPT shows, YouTube clips, panel discussions, handouts, and etc.) of your pair-led activity. You are also encouraged to relate topics in current news/stories and/or issues in popular culture.
|
4. |
Individual-led topic presentation |
20% |
Each student will plan and lead a discussion on one of the topics in the textbook. Include a visual aid (e.g., props, posters, multimedia, PPT, etc.) that you have created yourself in your presentation. Your purpose is to demonstrate your ability in leading a class discussion.
** Guidelines: For your own discussion demonstration, you will first share your own stories/experiences related to the topic and then lead the whole class into discussions using appropriate principle(s) that we are studying in the textbook. If you choose a topic in a later unit, you can be flexible and incorporate previous principle(s) into your discussion strategies.
|
5. |
Reflective reports |
30% |
Each student will organize and submit 3 reflective reports (once in the beginning, once in the middle, and once at the end of the semester) which documents his/her learning processes of the discussion-based projects.
** Guidelines: To document your own English learning process of this course, each of your reflective reports will include insights and surprises that you gain from your and others' presentations. |
|
|
週次 |
日期 |
單元主題 |
|
第1週 |
9/16,9/18 |
Introduction to the course, texts, our classmates, and the instructor |
|
第2週 |
9/23,9/25 |
On “Discussion Pre-stage":
**Topic: Introducing Our Global Village to the Cosmos
|
|
第3週 |
9/30,10/02 |
Loop 1
Discussion as sharing experiences
**Principle: Respect Every Voice
|
|
第4週 |
10/07,10/09 |
Loop 1
Discussion as sharing experiences
**Topic: Sharing Our Good Times and Our Bad Times
|
|
第5週 |
10/14,10/16 |
Loop 2
Discussion as sharing ideas
**Principle: Celebrate All Ideas
|
|
第6週 |
10/21,10/23 |
Loop 2
Discussion as sharing ideas
**Topic: Thinking Globally, Acting Locally
Locally |
|
第7週 |
10/28,10/30 |
Loop 3
Discussion as exploring positions
**Principle: Seek First to Understand
|
|
第8週 |
11/04,11/06 |
Loop 3
Discussion as exploring positions
**Topic: Who Are Your Heroes?
|
|
第9週 |
11/11,11/13 |
Loop 4:
Discussion as searching for the best solution
**Principle: Separate People from Positions
|
|
第10週 |
11/18,11/20 |
Loop 4
Discussion as searching for the best solution
**Topic: The Entertainment Hall of Fame
|
|
第11週 |
11/25,11/27 |
Loop 5
Discussion as Decision Making: Identifying the Criteria
**Principle: Know All Your Criteria
|
|
第12週 |
12/02,12/04 |
Loop 5
Discussion as Decision Making: Identifying the Criteria
**Topic: Finding the Right Person for the Right Job
|
|
第13週 |
12/09,12/11 |
Loop 6
Discussion as Decision Making: Listing the Options
**Principle: Uncover Your Assumptions
|
|
第14週 |
12/16,12/18 |
Loop 6
Discussion as Decision Making: Listing the Options
**Topic: Designing a Menu for the International Palate
|
|
第15週 |
12/23,12/25 |
Loop 7
Discussion as Decision Making: Choosing the Best Solution
**Principle: Look to Your Values
|
|
第16週 |
12/30,1/01 |
Loop 7 Discussion continued (12/30)
**No Class on New Year's Day (1/01) |
|
第17週 |
1/06,1/08 |
Loop 7
Discussion as Decision Making: Choosing the Best Solution
**Topic: Studying Abroad-- Where to Go and Why
|
|
第18週 |
1/13,1/15 |
Final discussion & assessment & self-reflections
**Topic: Introducing Ourselves to Future Generations
|
|