100年第2學期-0097 大一英文 課程資訊
|Assignments||20||Students do exercise with a focus on applying grammatical rules covered in the textbook.|
|Quizzes||20||Students will be tested on their grammatical knowlege covered in class.|
|Participation||20||Students work independently or collaboratively to complete communicatively-oriented classroom activities.|
|Midterm exam||20||Oral component (dialogue) 30%; Written component 70%|
|Final exam||20||Oral component (dialogue) 15%; Oral component (play) 15%; Written component 70%|
Freshman English for Majors is a four-skills course taught exclusively to majors of the Department of Foreign Languages and Literature. The goal of the course is primarily to improve students’ proficiency in communicative language skills with an emphasis on speaking and grammar. Students are given practice in listening for main ideas and details in short dialogues. The main focus is on conversational fluency in social interactions with others. Reading is mainly used as a spring-board to class activities. Writing is used as a basis for, or as a natural outflow of, other activities such as information sharing, group work and discussion.
Aims of Course
Freshman English for Majors is a four-skills course taught exclusively to majors of the Department of Foreign Languages and Literatures. The goal of the course is primarily to improve students’ proficiency in communicative language skills with an emphasis on speaking and writing. A functional, notional approach is taken to planning objectives to help students gain confidence in using the English in social interactions. Therefore, active participation in the class is a prerequisite for successful completion.
A variety of activities are used throughout the year including dialogues, role-plays, pair work, small group projects and whole class discussions. The syllabus includes a general review of grammar and many class activities attempt to integrate these grammar components. Therefore, students are given the opportunity to apply the rules to real-life situations that they might encounter in an English-speaking country. Teachers encourage students to monitor their grammar usage while improving their level of fluency.
Office HourFriday, 10-12 am, LAN 211-D
Interchange 3 (3rd Ed.) by Lack C. Richards, 2005, Cambridge University Press
Grammar Dimension 3 (4th Ed.) by Stephen H. Thewlis, 2007, Thomson Heinle
Grammar Dimension 2 by Heidi Riggenbach & Virginia Samuda, 2000, Heinle & Heinle