SemesterSpring Semester, 2020
DepartmentGeneral Education Courses in Foreign Languages
Course NameCollege English II
Instructor
Credit3.0
Course TypeSelectively
PrerequisiteCollege English I
Course Objective
Course Description
Course Schedule

 

























































































































週次



week

課程內容與指定閱讀



topic

教學活動與課前、課後作業



Content and Reading Assignment

學生學習投入時間



（含課堂教學時數）



Student workload expectation


  1.  

Backing up history

  1. Listening test

  2. Reading task: Read about natural and man-made forces endangering historic sites

  3. Writing task: summarize one historic site

3+4.5


  1.  

Ancient wonders captured in 3-D

  1. Cross-cultural Communication Unit 4 PC Language

  2. Listening task: Laser Preservation

  3. Homework: Cross-cultural Communication – Unit 4 PC Language (Online exercises)

3+4.5


  1.  

Food for all




  1. Reading task: summarize ways to feed a growing global population

  2. Speaking task: Agriculture’s footprint

3+5


  1.  

How food shapes our cities

  1. Listening task: TED Talk

  2. Discussion about Cross-cultural Comm. Unit 4

  3. Homework: Responses to CC Comm. Unit 4– Discussion Questions

3+4.5


  1.  

Future jobs

Review Unites 7-9

3+4.5


  1.  

What will future jobs look like?

  1. TED Talks “What Will Future Jobs Look Like?”

  2. Group Discussion: Cross-cultural Communication Unit 5

  3. Homework: Responses to CC Comm. Unit 5– Discussion Questions

3+5


  1.  

How we learn




  1. Reading task: Read about research on language learning and the brain

  2. Speaking task: A critical age

  3. Cross-cultural Communication Unit 6

  4. Group Presentation1

3+4.5


  1.  

The linguistic genius of babies

  1. Writing task: Complete a summary of two experiments2

  2. Group Discussion:：Cross-cultural Comm. Unit 6 Globalization

  3. Group Presentation2:

3+5


  1.  

A brighter tomorrow

  1. Reading task: The global energy challenges we face

  2. Group Presentation3:

  3. Group project review and Discussion

3+4.5


  1.  

Midterm

Paper and pencil test

2+5


  1.  

Video clip




  1. Planning and Preparation

  2. Appropriateness of selected material

3+4.5


  1.  

Book Report Preparation



Book Title &



Reading schedule

3+5


  1.  

Presentation I: :What to say




  1. The format and layout of the writing

  2. The completeness of the elements required

  3. Homework: Basic Information & An Outline

3+5


  1.  

Presentation II: How to say

  1. The format of the report

  2. Visual aids

  3. Homework: A summary of the book content and Reflection

3+5


  1.  

University anniversity“

 

 


  1.  

CCC review exam 

Book Report Discussion and Review

3+4.5


  1.  

Final Exam

Book Report

3+4.5


  1.  

Self-evaluation and peer-assessment



Book Report

3+4.5

Teaching Methods
Teaching Assistant

1.typing and copying handouts



2.correcting students' assignments


Requirement/Grading

Requirements




  1. Class attendance is required for instructor to evaluate students’ in-class performance.

  2. Be on time and be prepared for note taking, group discussion and tests.

  3. Do assigned readings before class. Overdue writing assignments will not be accepted.

  4. Students should find out what material was covered during their absence.

  5. Keep a file of all the returned assignments to document progress and evaluate learning.



Grading Criteria




  1. Attendance and In-class Performance (participation and group discussion) 20%

  2. Oral Presentation (group oral presentation during week7-9) 10%

  3. Written Assignments 15%

  4. CCC Review Exam 10%

  5. Midterm Exam 25

  6. Final Book Report 20%



Attendance and In-class Performance



Attendance/Lateness policy will be explained in the first class. Your participation grade will be based on your attendance, homework preparation, and the contribution you make to the learning experience of others. Contribution includes your questions to the instructor, insights and comments regarding class content, answers to the instructor’s questions, and reactions to other students’ contributions.



Oral presentation



You will give a group presentation and a book report during the semester. For the group presentation, you will be assigned a topic from units 6-10 covered in the textbook or from the cross-curricular curriculum. The length of the presentation is 20-25 minutes. Each group should discuss their topic and hand in their outline to the instructor two weeks prior to the presentation for preview. For the book report, you will complete a 6-8 minute presentation which includes key details about the book, the summary of the story and critical evaluation supported with evidence from the book. More details will be provided in class.



Written assignments



In addition to the periodic in-class and take-home writing exercises, there will be three written assignments based on the online learning materials for the course. In each assignment, you will respond to the writing prompts regarding a cross-cultural issue. Your papers should show you have completed and thought seriously and critically about the readings and videos provided for you. You are also encouraged to research the topic and cite your sources. The grading rubric for the written assignments is available on the class website.



Midterm and Cross-Cultural Curriculum review exams



There are three parts in the midterm exam which includes vocabulary fill-ins and explanations, language expressions and short questions and answers. Cross-Cultural Curriculum review exam includes 15 True/False questions and 2 open-ended questions from units 4-6 in the CCC. Watch the videos as many times as necessary to be familiar with the content before the exam.



 










Midterm Exam 










































 



Q type

Memory



Comprehension



Reading skills

percentage

Vocabulary fill-ins and explanations



10%

10%

10%

30%

Open questions

10%

25%

15%

50%

Phrasal verbs and idioms



10%

10%


  

20%

Total



30%

45%

25%

100%


 



 



 



 



 



 



 



 



Book Report self-evaluation form



































Evaluation Criteria

Rating

1.Opening (appealing and appropriate)

1-5

2.Content( topic was interesting; well organized and easy to follow)

 

3. Language( language was clear, easy to understand, at the level of the audience)



 

4.Delivery(pronunciation was understandable; spoke with appropriate volume)

 

5. Well prepared (depended very little on notes)

 

6.Others(body language and eye contact were appropriate)

 


 


 



1：Poor 2：Unsatisfactory 3：Satisfactory 4：Good 5：Excellent


Textbook & Reference

Textbook: 21st Century Reading by Laurie Blass and Jessica Williams (2016). National Geographic Learning/CENGAGE Learning.




  • Supplementary readings: To be distributed in class.

  • Study materials:




  1. Politically Correct Dictionary [Reading]



http://www.academia.edu/6735062/politically_correct_dictionary




  1. How to be Politically Correct [Reading]



http://www.ehow.com/how_2238710_be-politically-correct.html




  1. American Hand Gestures in Different Cultures - 7 Ways to Get Yourself in Trouble Abroad [Video]



https://www.youtube.com/watch?v=OWFPHW7BCCI




  1. Cultural Proxemics: Personal Space [Video]

    https://www.youtube.com/watch?v=4OFAm-VHATw

  2. How Different Cultures Tell Time - Sana Reynolds [Video]

    https://www.youtube.com/watch?v=zgzmKHDfSPM

  3. Top 10 Nonverbal Communication Tips [Reading]

    https://www.verywell.com/top-nonverbal-communication-tips-2795400

  4. Globalization



      • Globalization easily explained [Video]

        https://www.youtube.com/watch?v=JJ0nFD19eT8

      • Globalization of Starbucks [Video]

        https://www.youtube.com/watch?v=c-KKy-03O5A












      • What is Glocalization? [Video]

        https://www.youtube.com/watch?v=AH-wx-Qz52A

      • Defining a localization strategy: How do logos fit into your global plans? [Reading]







https://www.sajan.com/defining-localization-strategy-logos-fit-global-plans/



References:



Alice Oshima and Ann Hogue, (2006). Writing Academic English. Pearson Education.



Dummett, P., Hughes, J. and Stephenson, H. (2015). Life advanced. National Geographic Learning/CENGAGE Learning.



Paul Maclntyre, (2010). Reading Explorer 4. Heinle Cengage Learning.


Urls about Course
TED.com MOOC: http://moocs.nccu.edu.tw/course/52/
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