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1084學期 課程基本資料/Course Information
系所 / 年級
基礎課程  1年級
課號 / 班別
GRG00167 / A
學分數
 3學分
選 / 必修
 必修
科目中文名稱
 英語聽講(一)
科目英文名稱
 English Listening and Speaking (1)
主要授課老師
 張昭儀
開課期間
 一學年之下學期
人數上限
 50 人
已選人數
 26 人
課程種類
 一般課
課程類別
 校定
學程
全英授課
 否

起始週 / 結束週 / 上課地點 / 上課時間

第1週 / 第18週 / M304 / 星期1第3節
第1週 / 第18週 / M304 / 星期1第4節
第1週 / 第18週 / M304 / 星期3第3節
第1週 / 第18週 / M304 / 星期3第4節
第1週 / 第18週 / M304 / 星期1第5節
第1週 / 第18週 / M304 / 星期1第6節
第1週 / 第18週 / M304 / 星期3第5節
第1週 / 第18週 / M304 / 星期3第6節
第1週 / 第18週 / M304 / 星期5第3節
第1週 / 第18週 / M304 / 星期5第4節
第1週 / 第18週 / M304 / 星期5第5節
第1週 / 第18週 / M304 / 星期5第6節
第1週 / 第18週 / M304 / 星期1第7節

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教學綱要/syllabus

第一部分/Part I(※依課程委員會審議之內容決議填入)
一、教學目標所要達成之能力培養項目:
[依據課程委員會審議通過之課程與基本素養/核心能力關聯表填寫]
Item 基本素養/核心能力 Core Literacy/Core Competencies 相關性 Relevance
高度相關 中度相關
1 問題解決能力 tick

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2 獨立思辨能力

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3 團隊合作與溝通能力

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 tick
4 自主學習能力

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5 跨領域整合能力

.

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6 跨文化瞭解能力 tick

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7 生活美學能力

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SDGs Item SDGs目標
SDGs goal		 SDGs描述
SDGs description
無相關項目
No related items
二、教學目標
(Objective)
 1.認知面：[使學生理解、應用、分析、綜合、比較、推論、評估本課程之理論與概念]：
     1. Range: The student is able to deal with everyday matters and has enough vocabulary to talk about personal opinions, matters relating to hobbies, entertainment, school. 2. Accuracy: The student uses accurate expressions and vocabulary in predictable situations and in frequently routine matters. 3. Fluency: The student can communicate with a limited vocabulary even if faced with a grammatical or syntactical problem. 4. Interaction: The student can start, continue, and finish a face-to-face conversation dealing with the topics related to daily life matters, entertainment, personal interests, school, work, and travel. The student can also confirm mutual understanding by asking and answering appropriate questions. 5. Coherence: The student can give a prepared speech (3 - 5 minutes) on a topic related to daily life matters, entertainment, personal interests, school, work, and travel.
2.技能面[使學生能獲得運用與實做本課程理論與概念之技巧]：
     1. The Can-Dos for Listening: 1. Can understand instruction of the listening exercises. 2. Can take notes on the important aspect of the conversation if necessary. 3. Can pick out the most important things from the short conversations/talks.4. Can recognize key words of the conversations/talks. 2. The can-dos for reading: 1. Can understand texts that contain mainly daily high frequency everyday life situations, work situations, or school situations. (1500) common words). 2.Can understand texts in informal language. 3.Can skim texts for their gist, as well as scan them for information and key points. 4.Can understand and perform written directions related to common daily tasks such as following recipes, non-technical work related instructions, daily life matters, etc. 5. Can read about personal daily life experiences, relationships, opinions, travel diaries, movie reviews, art reviews, etc. 6. Can recognize important information when reading texts from brochures and magazines (what, who, where, when, how). 7.Can recognize the main message and important details in articles and reports on subjects related to his/her specialized field. 3. The Can-Dos for Speaking: 1. Can make clear and accurate statements. 2. Can use appropriate grammar and vocabulary to give out information. 3. Can show disagreement or agreement in a neutral tone. 4. The Can-Dos for Writing: 1. Can recognize and use the Present Progressive, Present Simple, Past Tense Simple, Present Perfect, Future Simple, and Future Progressive. 2. Can express modality by using modal verbs like must, need to, should. 3. Can understand and use some basic abbreviations. 4. Can write (prepared) an essay (200-300 words) comparing, contrasting, describing, persuading, and narrating topics related to daily life matters, movies, personal opinions, current issues, school, and work.
3.情意面[能引發學生對本課程之興趣，激發學生學習動機，增加觸類旁通與自主學習]：
     Learner centered and PBL methods to increase students' interests and motivation. Ideally, after realizing the environmental and social justice problems human beings on earth are currently facing, students would start identifying themselves as global citizens and considering possible solutions to these problems.
三、符合教學目標之課程內容設計
 1. General description: The aim of this course is to encourage students to appreciate intermediate level spoken and written English and to give them further insight into what is an inescapably indispensable language. Much of the course will be involved in tackling the mechanics of English and understanding how the proper combination of simple grammar, syntax, pronunciation, and general reading, writing and listening skills will enable students to confidently advance their communicative abilities. 2. Project-based teaching and evaluation: For the AU5 a simple presentation will be the task. This can be as simple as a self-introduction, information about one’s family or something very familiar the student has detailed knowledge of in his or her L1. 3. Flipped classroom teaching and learning: Extensive group work where the students are leading the learning experience will be used during the year. Videos and other multimedia will be used to help develop language skills. Intricate activities the students must complete outside the classroom and come prepared to report about during class time will be implemented during the semester.
四、先修科目
(Pre Course)
   N/A

第二部分/Part II
一、多元教學方法
(Teaching Method)
 由學生自訂學習目標與抱負水準  案例或故事討論  講述
 學生課後書面報告  小組討論  學生上台報告  腦力激盪
 學生實作  角色演練  習題練習  影片欣賞與討論
 採訪  e化教學  審議式民主  觀察與資料收集
 一分鐘回饋  磨課師課程  翻轉教學  其他
 企業參訪  與課程有關之實務學習  見習  實習
 協同教學  服務學習課程  其他系課程委員會核定之實務學習項目  以「技能導向」的教學設計
 以「病人為中心」的教學設計  問題導向教學法  設計導向教學法  專題導向教學法
 總結性教學法  導入USR計畫成果  一分鐘環保  課程改革
 同步和非同步設計  整體課程鷹架設計  問題導向設計  主題或個案討論
 數位説故事  引導學生有效學習策略（如，WSQ, WPAQ, SQ3R）  群體決策（線上投票）  同儕合作專題學習
 同儕回饋  同儕亙評  同儕出題  同儕師徒制（高分和低分一組）
 同儕透過網路協作共同完成作業或專題  小組報告  小組競賽  課堂中每段落實施簡易小測驗
 學生訂正學習策略  學生學習行為增強措施  課堂末回饋（學生回饋學習心得和疑問）  學生線上學習歷程分析
 線上搶答
二、多元教學方法與教育目標的連結
您所勾選之教學方法與何種基本素養/核心能力有關? 136
1.講述
2.小組討論
3.學生上台報告
4.角色演練
5.影片欣賞與討論
6.e化教學
7.一分鐘回饋
8.專題導向教學法
三、參考書目 (Reference)
[符合教學目標之參考書目]
中文參考書目 講義
英文參考書目 Course handouts
四、教學進度
(Syllabi)
[符合教學目標之教學進度]
 教學進度與何種基本素養/核心能力有關?
日期
(Date)		 授課內容
(Course Contents)		 授課教師
(Teacher)		 核心能力 授課方式
(Teaching methods)
136
2020/8/3 Listening, Reading and Speaking handouts unit 2
Listening, Reading and Speaking handouts unit 2 		張昭儀     
2020/8/3 Listening, Reading and Speaking handouts unit1
Listening, Reading and Speaking handouts unit1 		張昭儀     
2020/8/5 Listening, Reading and Speaking handouts unit 3
Listening, Reading and Speaking handouts unit 3 		張昭儀     
2020/8/5 Listening, Reading and Speaking handouts unit 4
Listening, Reading and Speaking handouts unit 4		 張昭儀     
2020/8/12 Listening, Reading and Speaking handouts unit 6
Listening, Reading and Speaking handouts unit 6 		張昭儀     
2020/8/12 Listening, Reading and Speaking handouts unit 5
Listening, Reading and Speaking handouts unit 5		 張昭儀     
2020/8/14 Listening, Reading and Speaking handouts unit 7
Listening, Reading and Speaking handouts unit 7 		張昭儀     
2020/8/14 Listening, Reading and Speaking handouts unit 7
Listening, Reading and Speaking handouts unit 7 		張昭儀     
2020/8/17 Mid-Term. Oral Test
Mid-Term. Oral Test 		張昭儀     
2020/8/19 Listening, Reading and Speaking handouts unit 8
Listening, Reading and Speaking handouts unit 8 		張昭儀     
2020/8/19 Listening, Reading and Speaking handouts unit 8
Listening, Reading and Speaking handouts unit 8 		張昭儀     
2020/8/21 Listening, Reading and Speaking handouts unit 9
Listening, Reading and Speaking handouts unit 9 		張昭儀     
2020/8/21 Listening, Reading and Speaking handouts unit 9
Listening, Reading and Speaking handouts unit 9 		張昭儀     
2020/8/24 Listening, Reading and Speaking handouts unit 10
Listening, Reading and Speaking handouts unit 10 		張昭儀     
2020/8/24 Listening, Reading and Speaking handouts unit 10
Listening, Reading and Speaking handouts unit 10 		張昭儀     
2020/8/26 Listening, Reading and Speaking handouts unit 11
Listening, Reading and Speaking handouts unit 11 		張昭儀     
2020/8/26 Listening, Reading and Speaking handouts unit 11
Listening, Reading and Speaking handouts unit 11 		張昭儀     
2020/8/28 Final Exam. Oral Test
Final Exam. Oral Test 		張昭儀     
五、多元評量方法
(Evaluation)
[所勾選評量方法之評分加總為100分]
評量方式 分數 評量方式 分數
 實作測驗   0  期中筆試   0
 隨堂筆試測驗   0  期末筆試   0
 小組作業   0  期中報告  30
 服務日誌   0  期末報告  30
 口試   0  專題報告  5
 個人上台報告   0  實作作品與反思   0
 小組上台報告   0  前後測比較進步與成長   0
 出席狀況  15  課堂參與與表現  20
 心得與反思報告   0  其他   0
六、多元評量方法與教育目標的連結
您所勾選之評量方法與何種基本素養/核心能力有關? 136
1.期中報告
2.期末報告
3.專題報告
4.出席狀況
5.課堂參與與表現
七、講義位址(http://)