104年第2學期-3756 說讀故事鍊英語 課程資訊

課程分享

選課分析

本課程名額為 28人,已有25人選讀,尚餘名額3人。

評分方式

評分項目 配分比例 說明
Attendance 10 10% of the attendance grade will be deducted for each hour of class that is missed.
Participation 20 Students have to speak up to share their thoughts in class to earn their credits.
Quizzes and assignments 30 Quizzes 20%, assignments 10%
Midterm and final projects 40 Midterm project 15%, final project 25%

授課教師

李佩珍

教育目標

On completion of the course, students should be able to: 1. appreciate picture books; 2. tell stories skillfully in public; 3. be familiar with some popular stories and nursery rhymes; and 4. create their own picture books.

課程概述

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.

課程資訊

參考書目

Handouts and picture books prepared by instructor
Textbook: Beall, Pamela & Susan Nipp. Wee Sing for Baby. New York: Price Stern Sloan, 2007.

References:
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.