105年第2學期-3713 說讀故事鍊英語 課程資訊
|Attendance||15||1 point of the final grade will be deducted for each hour of class that is missed.|
|Participation||20||Students have to speak up and share their thoughts in class to earn their credits.|
|Quizzes and assignments||30||Quizzes 20%, assignments 10%|
|Midterm and final projects||35||Midterm project 15%, final project 20%|
On completion of the course, students should be able to:
1. understand the basic elements in picture books in English;
2. tell stories skillfully in English in public;
3. better express their ideas using some popular stories and nursery rhymes; and
4. create their own picture books in English.
This theme-based course is designed for students with intermediate and above levels of English language proficiency. It aims to kindle their interest in English learning by sharing their personal experiences, expressing their points of view, reading picture books, reciting nursery rhymes, telling stories and creating their own picture books. Picture books are used to give students more practice at listening, speaking, reading and writing, as well as to stimulate their imagination, creativity and critical thinking ability. The course will help students to build up their English communicative competence, develop their positive attitude towards English learning, understand some cross-cultural concepts, and learn how to tell stories in English.
Office HourBy appointment
Handouts and picture books prepared by instructor
Textbook: Beall, Pamela & Susan Nipp. Wee Sing for Baby. New York: Price Stern Sloan, 2007.
Wright, Andrew. Storytelling with Children. New York: Oxford University Press, 2008.
Hamilton, Martha, Mitch Weiss & et al. Words Take Wing: Storytelling in classrooms. Taipei: East & West Publisher, 2005.
Wright, Andrew. Creating Stories with Children. New York: Oxford University Press, 1997.
Phillips, Diane, Sarah Burwood & Helen Dunford. Projects with Young Learners. New York: Oxford University Press, 2001.
Slattery, Mary & Jane Willis. English for Primary Teachers. New York: Oxford University Press, 2001.