Course is an introductionFri, Apr 28 2017 17:44
1. Oral English 2
Students will practice their oral English skills, increasing their confidence and fluency in speaking English in practical scenarios as outlined in their textbook. Additional vocabulary will be introduced to enhance their communication skill in these topics, and the instructor will address common grammatical and pronunciation errors both directly and by example.
-Improvement in student fluency, vocabulary and pronunciation in speaking English
-Gain confidence and experience in oral English presentations
-Critical thinking skills applied to subjects from textbook
2. American Society and Culture
? This is an introductory course of American culture and society for freshmen students
? To interpret cultural norms, perceptions, and societal structures of the United States
? To improve student language ability and fluency in English
? Develop basic understanding of the concept of culture and its role in interactions between groups and individuals
? Have a basic understanding of American cultural norms, traditions, perceptions, and societal structures
? Understand the effects of U.S. society on today's globalized world
? Be able to state their own cultural values and perceptions
? Develop their analyses of culture through class discussions, presentations, and essays.
3. Oral English (Intensive Course)
Students will intensively practice their oral English skills to increase their confidence and fluency in speaking. Students will be required to speak in class on a weekly basis. Additional vocabulary will be introduced to enhance their communication skill in topics discussed in class. The instructor will address common grammatical and pronunciation errors both directly and by example. Students will practice word level stress, sentence level stress and intonation.
1. Students will become more confident and fluent in speaking English, and increase the ease with which they communicate with other English speakers.
2. Students will increase the number of English words they are able to use regularly in their speech.
3.Students will learn the common uses of word level stress, sentence level stress and intonation, and how different levels of stress change the meanings of phrases and sentences.
4.Students will learn American culture associated with the topics discussed in class.
5.Students will increase their ability to form concise and meaningful sentences in the English Language.
4. Sophomore Writing
The purpose of this course is to improve the student’s skill of analyzing and constructing written essays in the English language. The focus during this semester will be writing argumentation essays. The principles students learn in this class will benefit them in subsequent classes as well as in their careers and lives as a global citizen.
1. To improve the student’s ability to write effective argumentation essays in the English language.
2. To improve the student’s ability to think critically and to apply the skills of critical thinking to the analysis and writing of argumentation essays.
3. To improve the student’s ability to analyze and edit argumentation essays in the English language, and look at multiple aspects of controversial issues.
5. European and American History
This course aims to familiarize students with the common knowledge of European and American history shared by educated English speakers across the world, and beyond imparting the key facts and dates, it aims to explore the underlying values, ideas and trends that have helped to shape Western culture and civilization. The course thus gives historical depth to students’ understanding of topical issues, enabling them to engage more readily in discussion with their peers, while also viewing both Chinese and global history from a fresh perspective.
? to give students an understanding of the key dates, events, and figures in European and American history
? to give students a historical insight into the evolution of Western culture and civilization, and the values and ideas that have informed them as they have spread across the globe
? to help students appraise and discuss topical issues from an enhanced historical and global perspective
6. Freshman Pronunciation
This Freshman Pronunciation course for English Majors provides students the opportunity to enhance fluency in speaking, pronunciation and listening. Students will apply standard American English communication patterns to understand lectures, speak in academic settings and communicate in group interactions. Students will learn effective techniques for presenting formal and informal speeches in specific fields of study and academic debates.
Upon successful completion of this course, the student should be able to:
1. Analyze American English sounds using the International Phonetic Alphabet (IPA).
2. Analyze and produce correct American English rhythm and intonation.
3. Deliver a variety of organized and well-developed oral presentations.
4. Select appropriate language for various purposes and audiences.
7. Public Speaking
This course is designed to meet the needs of people who wish to improve their ability to prepare and deliver effective oral presentations before an audience. This fundamental speech course emphasizes creation of ideas, research techniques, outlining, audience analysis, organization and delivery techniques. Students will deliver a variety of speech types including informative and persuasive.
Upon successful completion of the course, the student should be able to:
1.Identify the fundamental elements of the communication process.
2. Complete a minimum of four speeches that include a written assignment, peer review and increasingly rigorous research, and which must be delivered in front of a live synchronous audience.
3. Compose a message and provide ideas and information suitable to the topic,
purpose and audience.
4. Compose convincing arguments through reason, personal credibility and emotion suitable to the topic, purpose and audience.
5. Demonstrate the use of audiovisual resources suitable to the topic, purpose and audience.
6. Transmit a message by using delivery skills suitable to the topic, purpose and audience.
7.Demonstrate literal comprehension when listening.
8.Demonstrate critical comprehension when listening.
8. Senior Movie Appreciation
Students will not have had a Movie Appreciation class as such before, but they will have dealt with movies in their British and American Culture classes and taken part in a movie dubbing competition. They will also have some experience of critical thinking from their work in Reading, Writing and Literature classes. Hence there are several threads that can be drawn together in this Movie Appreciation course eg by focussing on the script (screenplay) as a literary text, comparing the book to the film (plot, mood, characterization…), considering the cultural context of the movies etc. Above all students will have watched – and will be watching – many English language movies in their free time, so they should already have plenty of ideas and hopefully enthusiasm to draw on.
?to enable students to develop a critical eye and ear for movies as an art form
?to enable students to discuss movies using the language and ideas of mainstream film criticism, and to structure and present their own ideas in writing based on such discussion
?to enable students to apply their critical thinking to areas beyond movie appreciation e.g. through considering the themes and issues raised in the movies
?to enable students to enhance their knowledge of English, and to use movies effectively as a language learning tool
9. Teaching Methods
The purpose of this course is to broaden the understanding and thinking about teaching. An examination and analysis of models of teaching which represent distinct orientations toward students and how they learn will be conducted. The application of these models will be complemented by the study of research evidence on effective teaching strategies.
Upon successful completion of the course, a student will be able to:
1.Explain various learning theories and their alignment to specific instructional strategies & models.
2.Align specific instructional strategies & models to different learning styles.
3.Demonstrate application of at least one inquiry model, such as inquiry training, inductive thinking, concept attainment and creativity in a format appropriate to the student’s career goals.
4.Demonstrate application of at least one instructional model that promotes group development, such as cooperative learning, group investigation, simulation and role playing, in a format appropr5iate to the student’s career goals.
5.Demonstrate application of at least one model that promotes personal development, such as nondirective learning, and self control, in a format appropriate to the student’s career goals.
6.Demonstrate application of at least one model for processing information, such as memorization, advance organizer, cognitive development and mastery learning, in a format appropriate to the student’s career goals.
7.Compare and contrast instructors’ and learners’ roles for various instructional models for students K-adult.
8.Develop written instructional design and development plans to account for at least one multicultural, urban or global issue in a specific curricular area.
9.Demonstrate, through class participation, the ability to formulate and answer Socratic-style thinking strategies.
Freshmen students in writing classes focus on foundational English sentence and paragraph structures. Their level of formality moves from personal to moderately formal. Sophomores focus on more complex sentence and paragraph structures. Their level of formality becomes more academic and formal. Overall the first two years thus focus on developing good writing skills at micro level. While the focus this year expands to a more macro level i.e. considering essay types as a whole within an academic context, the first semester also focuses on ensuring that students have mastered the grammatical structures they need to continue to write accurately at micro level. This is in preparation for a more aesthetic focus in the second semester which will draw on students’ knowledge of English literature. Overall these objectives should give students a broad range of skills that can be honed next year to meet the specific needs of the TEM 8 Examination and on which they can build in future academic and professional work.
· to understand the nature and purpose of academic writing, and to be able to write
effective academic essays of the major types ie expository, discursive/persuasive, descriptive and narrative
· to be able to apply writing skills effectively in real life situations (eg writing personal statements, letters, blogs etc) having regard to the specific requirements of each situation (target reader, purpose, medium etc)
· to develop the powers of critical thinking fostered by the use of an external medium in the writing process