106 學年度第 2 學期課程綱要

Course Syllabus, Academic Year 2015-2016 (2nd Semester)

課程名稱 大一英文(B 組) 開課班級 Section

Course Title

學分數(選/必修) 2 學分（必修） 授課教師

Credits(required/elective) Instructor

實習時數 1 小時 上課時段

Internship Hours Class Time

課程授課語言

Language conducted in
the class □中文 Chinese □60%英文 60%English □100%英文 100%English

（以授課語言超過 60%
□西文 Spanish □日文 Japanese □法文 French □德文 German

以上之語言為主 At least
□俄文 Russian □拉丁文 Latin □其他 Others
60% of the lecture is in

the language of：）

□中文 Chinese

□英文 English

□西文 Spanish
主要教科書使用語言
主要教科書及其他
□日文 Japanese
Using Any Textbooks 參考資料 American English
Written in a Foreign Textbook(s) and File 3 (second edition)
□法文 French
Language Reference(s) Used

□德文 German

□俄文 Russian

□拉丁文 Latin

1
 □其他 Others

□性別平等Gender equity □永續環境Environmental sustainability

□智慧財產Intellectual property 以上皆非 None of the above

課程屬性
Class attributes
（勾選『以上皆非』，無須填寫下欄資料 If “None of the above”, please

do not fill in the table below.） 【請點選查看說明】

□涵蓋 covers □融入 includes

是否有自編教材
□是 Yes □否 No
Using Any Self-Compiled
Teaching Materials
（勾選是需填寫下列資料 If “Yes,” please fill in the table below）

此課程使用之教材類別(下拉式選單) 使用之自編教材名稱

Teaching materials used Name of the teaching supplements designed by

the instructor

□專書（已有 ISBN 之自編書籍）

Book (published with ISBN)

□教學輔助教具（教師自行設計用以輔助教學活

動之教具。例如：化科系教師自製之香水分解

器，立體模型）

Teaching supplements designed by the

instructor for the purpose of assisting teaching.
(For example, perfume decomposer or 3-D
models designed by the instructor of
Department of Cosmetic Science.)

□影音數位教材（例如：自己錄製之影片、錄音

檔或音樂，如授課內容、實驗步驟、以

Powercam 軟體錄製之 swf 檔、flash 動畫等）

Digital video/audio teaching materials (e.g. self-

recorded video/audio files containing teaching

2
 content, experimental procedure, or swf /flash
videos using Powercam)

□課程講義、手冊、ppt（教師自製之課程講義、

手冊或上課用投影片）若有引用他人文章或圖

片請註明出處。

Course handouts, handbook, powerpoint files

(made by the instructor). If the articles or
photos are quoted or adapted from other
resources, proper citation is needed.

教學個案 Teaching project

□教師自行撰寫之個案

Teaching Project designed by the instructor

□教師自行撰寫且經專業機構審核通過之個案

Teaching Project designed by the instructor

and verified by the professional institute as
well

課程簡介 Course Description

本課程乃針對非英文系之大一學生開設，透過課堂英文教材與活動、課外指定讀本閱讀、以及線

上自學練習，期有效提升英文字彙、文法及聽說讀寫能力、培養學生學習英文的習慣與興趣、以

激發持續精進學術及職場英文能力。

第一學期舉辦班級英語口說比賽。由老師每周給予不同主題，學生自由選擇；老師填寫回饋單，

以利學生了解優缺點。每班擇優參加外語教學中心舉辦之演講比賽，以培養學生自主強化口說能

力。第二學期學生需任選當學年度指定之任一讀本撰寫書評作業（約 250 字），任課老師將評閱

並討論寫作內容，藉以培養學生閱讀及寫作能力。

每週 1 小時的自學課程，學生需於指定上課時間在語言教室使用 e-Learning 系統做每週全民英檢

3
線上練習。本自學課程旨在培養學生自學習慣，透過練習熟悉全民英檢題型並增強其英語聽讀能

力，並於期中、期末舉行線上模擬測驗及讀本會考以檢測學生英語學習成果，增進學生英檢考試

的應考能力。預期學生於課程結束時英檢測驗達到等同 CEFR B1 之程度。

The Freshman English course for non-English majors (FENM) includes English teaching materials and
activities, outside reading of assigned readers, and self-learning exercises in lab classrooms. It
emphasizes mastery of fundamental skills of vocabulary, grammar, listening, speaking, reading and
writing to cultivate students’ habits and interests in learning English, further inspiring them in advancing
academic and workplace English abilities.

In the fall semester a class preliminary English speech competition is conducted. Students can freely pick
one of the topics provided by the teacher each week and understand the strength and weakness of their
performance from the teacher’s written feedback. Excellent students from each class will be
recommended to participate in the English Speech Contest hosted by the Foreign Language Center in
order to autonomously strengthen their speaking ability. In the spring semester students are required to
select one of the assigned readers in the academic year to write a book review assignment with 250
words. The teacher will check and discuss the assignment with students to cultivate their reading and
writing abilities.

A one-hour self-learning lab class is required of all FENMS each week. The class engages students in
GEPT online exercises on the e-Learning system with the scheduled time ad lab classroom. It aims to
developing students’ online self-learning habits and increasing their reading and listening abilities by
familiarizing the question types in the General English Proficiency Test. In addition, midterm and final
exams for online exercises and assigned readers are conducted to examine students’ learning outcome
and prepare them for taking the test. Students are expected to reach CEFR B1 in English proficiency tests
at the end of this course.

課程之整體規劃與設計 Instructional Design

具體教學目標 教學策略 評量方法

Course Objectives Teaching Strategies/Methods Assessment of Learning Outcomes

Reading 1. Teachers will lead students 1-1. Write questions about main idea on
to get exposed to a wide the board and have students close
1. Students can pinpoint
variety of authentic text books and answer questions from
the main points in
types (newspapers, their memory.
short texts about
magazines, the Internet) and
engaging topics, such 1-2. Teachers can also use reading
use wh- questions found in
comprehension questions (main idea)
4
 as daily life, family, the textbook to facilitate the from GEPT intermediate level/TOEIC
movie etc. acquisition. to assess students ’ proficiency.

2. Students can skim 2. Questions about detailed 2-1. Teachers can use textbook or other
short texts (for information will be applied relevant articles to design some
example: news to instruct students in questions about detail and have
summaries) and find cultivating the required students work in groups to look for
relevant facts and ability. the specific information.
information (for
3. Students will be directed to 2-2. Teachers can also use reading
example: who has
read authentic texts and match comprehension questions (detail) from
done what and where).
the highlighted words with the GEPT intermediate level / TOEIC to
definitions. assess students’ proficiency.

3. Students can infer the 3-1. Divide the class into teams and make
meaning of unknown it a competition. Have each team
words from topic-based show their definitions and compare
lexical areas. them with others.

3-2.Teachers can also use vocabulary

questions from GEPT intermediate
level / TOEIC to assess students’
proficiency.

Listening 4-1. Have students listen again to the text

4. Tasks such as
4. Students can get the gist comprehension and multiple
of authentic listening
choice questions will be
texts (for example:
interview). taken to enhance students’
listening comprehension.
5. Students can recognize
details of authentic 5. Tasks such as matching and
listening texts. multiple choice questions
will be taken to help
6. Students can identify
students get advance in
authentic spoken
details recognition.
language.
6. Students will be introduced
to a wide variety of
accents, including some
non-native speakers of
English.
and this time ask students to answer
questions in their own words.
4-2. Teachers can also use listening
comprehension questions (part 3:
conversation) from GEPT
intermediate level to assess
students’ proficiency.
5-1. Design some other questions
about details and ask students to
listen again and find out the
specific information.
6-1 Teachers can also use listening
comprehension questions (part 3:
conversation) from GEPT
intermediate level to assess students’
proficiency.

6-2. Apply listening questions from TOEIC

to further evaluate students’
understanding of different accents.
7-1. Teachers will help 7-1. Apply grammar questions from
Grammar
students review known either GEPT intermediate level or
5
 grammar in fresh and TOEIC to make students accustomed
7. Students can apply the
stimulating contexts, and to the given rules
following grammatical
points in the test new structures are
situation: present presented clearly and *Suggested supporting resources:
tenses: simple and memorably in the grammar 1. Attached online learning tool of the
continuous; past section. textbook.
tenses: simple, 2. Online Live ABC test bank
continuous, perfect; 3. Online Studio classroom test bank
present perfect and
simple past; present
perfect continuous;
comparatives and
superlatives; modals;
first, second, and third
conditional; simple
passive;
8-1. Teachers will encourage
Vocabulary 8-1.Students will be given handouts to fill
students to brainstorm
out words they come up with.
8.Students can recognize topic-based vocabulary
high-frequency, topic- 8-2.Teachers can also use vocabulary
first
based vocabulary from a bank from GEPT intermediate level
wide variety of and then introduce the
as supplementary material.
authentic text types high-frequency ones.
(newspapers,
magazines, the
Internet).

Writing 9-1. Students will be asked to 9-1. Collect students’ work and give
study a model before doing
9. Students can write them some feedback..
a guided writing task
both electronic (for
themselves. These writing 9-2. Get students ready for the annual
example e-mail) and
tasks focus on both
“traditional” text types book review contest.
electronic and “traditional”
on a range of topics
text types, and provide 9-3. Teachers can also use writing test
within their field of
consolidation of grammar
interest and express from GEPT intermediate level to give
and lexis.
personal views and
opinions. students more practice.

6
Speaking 10-1. The key words and 10-1. Encourage students to take part in
phrases necessary to be weekly English corner.
10. Students can start,
used for discussing a topic
maintain and close 10-2. Teachers can also use oral questions
will be provided.
simple face-to-face from GEPT intermediate level to give
conversation on topics students more practice.
that are familiar or of
personal interest.

○○系教育目標 Curriculum Goals of ○○ Department

○○系學生能力指標 本課程符合學生能力指標之項目

Curriculum Indicators of Students Performance Indicators of Students Competences linked to the

Course

系（所、中心、室）課程委員會訂定 系（所、中心、室）課程委員會訂定

By Department（the center，office） By Department（the center，office）

Curriculum Committee Curriculum Committee

主要教科書及其他參考資料 Textbook(s) and Reference(s)

Textbooks
Latham-Koenig, C., Oxenden, C., & Seligson, P. (2011). American English File 3
(second edition). Oxford University.
B

Readers

106-1 學期 期中/末讀本 寒假讀本 106-2 學期 期中/末讀本

The Bridge and Other Love

Cashless City
B Stories
The Canterville Ghost (B-B1)
(S1-Human interest)
(S2-Fantasy & Horror)
Love or Money Ear-rings from Frankfurt
(S1-Crime & Mystery) (S2-Thriller & Adventure)
具體教學目標 核心能力 教學策略 評量方法
Course Objectives Core Competency Teaching Assessment
Strategies/Metho Methods
ds

7
 A B C D E F G H I J K L

評分方式及比重 Grading Scale

1. Absence in the first week will result in a deduction of 10 points from the semester score. Any
unexcused absence will result in a deduction of 3 points from the semester score each time.

第一週無故缺席者扣學期總分 10 分，每次無故缺席扣三分。

2. Quizzes / Homework etc.: 30% (For the second semester, 10% goes to a book review, which is a

preparation for the Book Review Contest. Readers for both semesters are eligible to be reviewed. 下

學期含書評 10%，書評指定用書可提前使用上學期讀本 )

3. Midterm Exam: 20%

4. Final Exam: 20%
5. Class attendance and participation in the activities hosted by FLC: +/- 5%
6. Self-learning lab: 30% 自學課計分，佔 30%

課業輔導時間 Office Hours

各週授課進度與內容 Course Syllabus and Summary

週次 主題內容/章節/或活動 備註（如註記參觀活動、討論、隨堂考、繳交

Week Topic/Chapter/Classroom
報告、作業及其他訊息等）
Activities
Remark(s) (e.g. site tours activities, discussions,
class quizzes, written report and etc.)
Grammar 6A / Vocabulary Bank
第一週 1 6-A Shot on location February 28 (Wednesday): 228 Peace Memorial
Day

第二週 2 6-B Judging by appearances Grammar 6B/ Vocabulary Bank

第三週 3 REVIEW & CHECK 5&6

第四週 4 7-A Extraordinary school for boys Grammar 7A/ Vocabulary Bank

8
 Grammar 7B/ Vocabulary Bank
第五週 5 7-B Ideal home

April 3 (Tuesday): Self-Learning Day

第六週 6 PRACTICAL ENGLISH Episode 4
April 4 (Wednesday): Children’s Day
Grammar 8A/ Vocabulary Bank
第七週 7 8-A Sell and tell April 5 (Thursday): Tomb Sweeping Day
April 6 (Friday): Flexible Day Off

第八週 8 REVIEW 5B-7B

第九週 9 期中考 (Mid-term)

第十週 10 8-B What’s the right job for you? Grammar 8B/ Vocabulary Bank

第十一週 11 9-A Lucky encounters Grammar 9A

第十二週 12 9-B Too much information! Grammar 9B

第十三週 13 REVIEW & CHECK 7&8

第十四週 14 10-A Modern icons Grammar 10A

Grammar 10B/ Vocabulary Bank

第十五週 15 10-B Two crime stories

第十六週 16 PRACTICAL ENGLISH Episode 5

第十七週 17 REVIEW & CHECK 9&10 June 18 (Monday): Dragon Boat Festival

第十八週 18 期末考 (Final Exam)

前置課程(可免填) Prerequisites (Optional)

課程名稱 簡述與本課程銜接之必備/基礎概念或能力

Course (Briefing the fundamental concepts and knowledge required for

taking the course)

延伸課程(可免填) Extended Courses (Optional)

課程名稱 簡述與本課程相關之進階內容與方向

Course (Briefing the fundamental concepts and knowledge required for

taking the course)
9
10