Course: Freshman English Course No.: FTDOA
Instructor: Dr. Adeline Teo
Office: SF 829 Office phone: (02) 2905-3809 E-mail: email@example.com
Office Hours: Tuesday 12:10 - 12:50 Wednesday 12:10 - 13:50 Classroom:
Dates: Every Friday 10:10 am-12:00 noon Objectives:
The objectives of this course are to help promote students’ knowledge in vocabulary, grammar, American culture, commonly used adverbial phrases in American English, as well as their skills in reading strategies, listening comprehension, and oral fluency.
Students will participate in activities such as learning English through music, vocabulary building, guided reading, independent reading, sentence analysis, sentence/paragraph writing, conversation practice, and group presentation.
Plagiarism is forbidden. You must obey the principles of academic integrity. If you quote or refer to another person’s work, please remember to give credit to the author(s).
A plagiarized product will result in a 0% of your assignment.
Attendance and Punctuality
Please try your best not to miss any classes and be on time. If you are or will be absent for medical or personal reasons, please inform me in advance and show permission slips or proofs (e.g. medical excuse from your doctor). According to the university regulation, more than two unexcused absences or six excused absences will result in your failing in this course.
1. In-class Quiz: 20%
2. Group Presentation Project: 30% (see p. 3 and p. 4 in the course syllabus for details)
3. Mid-term Exam: Reading comprehension & vocabulary: 25%
4. Final Exam: Reading comprehension & vocabulary: 25% (June 15)
1. Weaving It Together 3 (WIT3): Textbooks can be purchased and picked up at Fu Jen Bookstore during the first week of school
2. Teacher's Assigned Handouts Booklet (TAHB)
1. Listening Activities (cloze, vocabulary, discussion) 20 mins.
2. WIT3 (Textbook) 40 mins
3. Group Presentation Project 40 mins.
Assignment for every student before each class :
*** For every session, make sure that you read before you come to class the reading passage your classmates will present in their group presentation. It will help you understand the presentation more easily.
Be aware that each student will be given an in-class quiz on the content of the group presentation each week.
Students will be assigned to work in groups throughout the semester. Each group will set up an appointment to meet with the course’s TA outside of class time once a semester. Each meeting is 1 hour. The purpose of the meeting is for the TA to help the students in the group to prepare for their group presentation project. Students who show up for the meeting will receive an extra 10 points for their grade in the group presentation project. Those who are absent will not receive any bonus point. To receive the 10 bonus point, each student will have to meet the TA for the entire 1 hour.
Group Presentation Project Dates and Assigned Reading Passages
(Use the chart below to refer to the dates of your group presentation and the reading assignments assigned to your group)
Dates & time of class sessions:
Dates Group No. Freshman English Reading Passages (FERP) Packet page number(s)
3/2 14 Pandora’s Box (p. 1)
3/9 13 Sand Arts (p. 2)
3/16 12 James Bond (p. 3 - p. 4)
3/23 11 Modern Beauty (p. 5)
3/30 10, 9 Group 10: Tennis (p. 6)
Group 9: A Sinking Place (p. 7)
4/6 School Holiday
4/13 Midterm Exam
4/20 8 Night Market (p. 8 - p. 9)
4/27 *** 7 English Around the World (p.10) 5/4 *** 6 Sceneries In Movies (p. 11)
5/11 5 Nuts and Health (p.12)
5/18 4 Rap Music (p. 13 - p. 14)
6/1 2 Volcanos (p. 16)
6/8 1 A Special Boat (p. 17- p. 18)
6/15 Final Exam
*** On these dates we will have classes in the language lab at CF301.
Group Presentation Project
*Each week, ONE group does a Group Presentation on a reading passage assigned by the instructor.
*Students work in groups of 3 or 4, total 13 or 14 groups in 14 sessions per semester.
Group Project: To get ready for this project, you and your group members will read a passage from the Teacher's Assigned Handouts Booklet (TAHB) assigned by the instructor prior to your assigned group project date. You and your group members need to read the passage and prepare for your group project before you come to class on your assigned group project date. Each group will set up an appointment in advance to meet with the course’s TA outside of class time once a semester. Each meeting is 1 hour. The purpose of the meeting is for the TA to help the students in the group to prepare for their group presentation project. Students who show up for the meeting will receive an extra 10 points for their grade in the group presentation project. Those who are absent will not receive any bonus point. To receive the 10 bonus point, each student will have to meet the TA for the entire 1 hour.
a. Provide a summary of the reading passage in PowerPoint. (Main idea + supporting ideas)
b. Choose 5 to 7 vocabulary words used in the sentences. What do the words mean? Write each word in a new sentence to show in your presentation.
c. Choose 5 well-written sentences from the passage. Explain why you chose the sentences. Did the author express the sentences in some interesting ways?
d. You need to include your personal opinion at the end of the presentation.
Pick ONE point you agree, disagree, or you think needs more clarification from the passage and explain WHY.
B. Class discussion
a. As a group, you should come up with 5 - 7 main ideas from the passage to use for group discussion. Make sure you list all 5 - 7 main ideas in your handout and pass it out to your audience.
b. Divide the class into 3 groups. Each presenter goes to one group. Then, each presenter should go over the 5 - 7 main ideas in the handout with the group. Encourage the audience to ask
questions to help clarify any confusion in the reading passage.
a. Before class, each group will create a quiz that consists of 5 multiple-choice questions. The questions should be based on the reading passage. The questions can be related to checking your audience’s reading comprehension, assessing their critical thinking skills, making predictions, finding main ideas, and drawing conclusions.
(Type the 5 quiz questions on a piece of paper, make copies for each person in class, and have them write their name, student number, and department on the quiz.)
b. Each group will give a quiz paper to each audience member. Your audience will take the quiz in class.
c. When the quiz is over, each presenter will collect the quiz papers from their group. Then, each presenter should go over the answers with the group.
(REMEMBER: You should collect the quiz before giving out the answers!) d. At the end of the class, take the quiz papers home to grade and record the
grade on the top right-hand corner of the quiz papers. Each presenter will need to submit all the quiz papers from their group to the instructor one week later in class. The audience’s quiz scores from all presentations throughout the semester will make up 20% of their final score in this course.
Rubrics for Presentation (How you are graded in your presentation) 1. Content (each part described in the course syllabus)
Main ideas + Supporting ideas
2. Body language, eye contact: Add some gestures and facial expression. Do not read from your script.
3. DO NOT just read from slides: Remember the key words on your slides, and look at your audience while presenting
4. Good team work: You need to discuss with your group members ahead of time regarding
dividing your responsibilities for your presentation
dividing the class for discussion
preparing for handouts for your presentation
grading the quiz
5. Time Control (about 40 minutes.)
Freshman English Courses Benchmark
Level Listening Conversation Reading Writing
g ● Can understand an idea, opinion, feeling, and experience in a simple
● Can understand everyday phone messages.
● Can understand a familiar topic conversation.
● Can use daily vocabulary for a variety of topics.
● Can use common idiomatic expressions in a conversation.
● Can exchange cultural
differences and knowledge in a conversation.
● Can briefly convey an idea, opinion, feeling, or experience lucidly in a simple paragraph.
● Can follow main ideas, key words, and important details in one to one and a half page text.
● Can understand common idiomatic expressions in a page.
● Can take a simple dictation with an
occasional repetition at a slow-normal rate of speech.
● Have no problem using compound sentences but with difficulty using complex sentences.
● Can use limited
vocabulary from a variety of thematic word groups in their writing.
Course Syllabus, Holistic Education Center, Fu-Jen Catholic University 學制別
□進修部（School of Continuing Education）
□ 全學年(Entire Year）
█專任（Full-time） □兼任（Part- time）
(英) Adeline Teo
(Phone) 29053809 (E-mail)
(Room) SF 829 (Hours)
Tuesday 12:10 - 12:50 Wednesday 12:10 - 13:50
Credit Units 2/2
□社會科學通識 □人文藝術通識 □自然科技通識
□國文 □歷史與文化 █外國語文-英文 □外國語文-非英文
□大學入門 □人生哲學 □專業論理 □體育 □軍訓 課程語言
Medium of Instruction
□中文 □中英文 █英文
Website 教材上傳本校 iCAN：□是 □否
Language for materials □中文 █英文 □中英文 □其他
方法（method） ％ 方法（method） ％ 方法（method） ％
講述 20 影片欣賞 0 討論 20
個案研討 5 服務學習 0 問題導向學習 20
競賽遊戲 0 專家演講 0 專題實作 35
備註：若使用其他教學方法，請自行說明。若所列之教學方法未使用，只需於百分比欄位中 填 0。
核心行為（Core Behaviors）：請說明課程學習預期協助學生獲得下列行為 的程度
(Degree) 行為（Behavior） 程度
問題分析與解決行為 4 整合與運用資源行為 4
人際溝通行為 4 應變行為 3
團隊合作行為 4 規劃行為 3
創新行為 3 洞察環境（國際化）行為 4
備註：請填寫 0-5 分，0 分代表完全沒有協助此行為，5 分代表非常高，請自行依序給分。
課程學習與本校宗旨與辦學目標的符合程度（Degree of Conforming with School Mission and School Objectives）：
真 4 人性尊嚴 4 宗教合作 0
善 4 人生意義 4 服務人群 1
美 4 團體意識 4 學術研究 3
聖 1 文化交流 4
備註：請填寫 0-5 分，0 分代表完全不符合，5 分代表非常符合，請自行依序給分。
課程學習融入下列議題的程度（Degree of Immersing the Following Issues）:
性別平等 5 品德教育 5 生命教育 3 人權教育 4
環境保護 4 環境安全 4 智慧財產權 5 法治教育 4
備註：請填寫 0-5 分，0 分代表完全未融入，5 分代表融入程度非常高，請自行依序給分。
Song Discussion Questions
(1) What do you think the song is about?
(2) Do you like the song? Why or why not?
(3) Is this song easy or hard to understand for you? Which part is easy? Which part is difficult to understand?
(4) Do you think the singer did a good job in interpreting the song? Use examples to support your view.
(5) Is there anything special about this song that is different from other songs you know of?
(6) What are the new words or new phrases you learned from this song?
(7) If you are given an opportunity to sing this song to an audience, when or where will you perform it so that the song will fit the situation well?
(8) If you are to change the lyrics to this
song, what changes would you make,
and explain why you would make those
Conversation Presentation Sheet
Based on your interaction with your partner, what can you conclude?
1. We both agree that: ___________________________________________
2. We disagree that: _______________________________________________
3. From our conversation today, we learned that __________________________
4. What are the other things we say about this topic that are not on the list: