英语沟通与表达.docx

ENGLISH COMMUNICATIONS & EXPRESSIONS
英語溝通與表達
SYLLABUS/ Spring 2006
2/21/2006 – 6/20/2006
Junior, Department of English
Shih Hsin University
Chen-ching Li, 李振清Ph.D.
TEL: [phone] ext 3501, e-Mail: [e-mail]
http://cc.shu.edu.tw/~cte/gallery/ccli/0_album_ccli.htm

Welcome back to our promising Shih Hsin University, right after the Chinese New Year’s vacation.

Following the challenging and productive fall semester of 2005, all students are encouraged to brace for another even more challenging and innovative term, based on the basic contents of New Interchange 3 and other authentic articles/references provided by the instructor. A series of activities aiming at the development of “productive skills” (speaking and writing) will be programmed, including basic “simultaneous interpretation” and “writing for publication”, plus weekly “oral presentations”. Bear in mind the correlation of the four language skills, as attached.

It is mandatory that the forging of the four language arts be actively enforced, if we want to attain fluency of the English language. On January 30, 2004, I received the following e-mail message from China Post’s Mr. A. Lee. His suggestion is invaluable to all:

Taiwanese or Chinese don't think that we can write English -- which is wrong.
Students should be taught, "Yes, we can." Students of Shih Hsin should be
encouraged to communicate (speak and write) their ideas and concepts in English.
They should be required to write and speak in English in classes to qualify as a
good journalist. Even if they cannot use high sounding words like the foreign
journalists, they should learn to use simple words to express themselves clearly.

Information for the textbook and grading scale remain the same as those of last semester. A listening comprehension test will be administered in each class. Follow the syllabus closely for your weekly assignment, together with the authentic materials provided by the instructor. Your success in enhancing your English proficiency is guaranteed if, and only if you demonstrate your dedication. Feel free to contact me whenever you have any question. My office hours are scheduled on Monday, Thursday and Friday, 2 – 4:30 p.m., or by appointment. For further references on enhancing your English, please also check: http://cc.shu.edu.tw/~cte/gallery/ccli/0_album_ccli.htm
Have a productive and rewarding semester at Shih Hsin University.

ENGLISH COMMUNICATIONS & EXPRESSIONS
英語溝通與表達
SYLLABUS/ Spring 2005
2/21/2006 – 6/20/2006
Junior, Department of English
Shih Hsin University

Chen-ching Li, 李振清Ph.D.
TEL: [phone] ext 3501, e-Mail: [e-mail]
http://cc.shu.edu.tw/~cte/gallery/ccli/0_album_ccli.htm

Feb. 21 1. Introduction: Bracing for another challenging semester
2. Warming-up & sharing of highlight during the winter vacation
3. Individual oral presentation, followed by open discussions.
l “Three days to see” (Helen Keller), and “Antony’s speech” in Julius Caesar (William Shakespeare): Styles, contents and impact
l Reflection from the national and international issues, 2005 - 2006
l Your efforts and expectation to enhance English proficiency
l Assessment of your life. For reference, read “If I Could Do It Again” (NI P. 71) and “ Adam Ezra Cohen” (NI P. 103)
l What have you learned in the winter vacation that has an impact on your future planning?
4. Assignment: New Interchange (NI): Review Units 8:
Learning to Learn & Continuing Education (46-53) &
UNESCO: The Treasure Within – The Four Pillars of Education
(Check this information and read it online.)
http://www.unesco.org/delors/fourpil.htm

Feb. 28 Brain Storming and Discussion: “Learning to Learn”
1. Discussing New Interchange (NI): Review Units 8-:
Learning to Learn & Continuing Education (46-53) &
UNESCO: The Treasure Within – The Four Pillars of Education
http://www.unesco.org/delors/fourpil.htm
2. Introduction: Continuing Education in US (CC), Australia (TAFE)
3. Conversation Practice:
l would rather/would prefer
l By + gerund for manner
4. Reading and speaking: Learning Styles (Howard Gardner) – Ref. for T&I
5. Assignment:
5.1 Popular continuing education programs in Taiwan: Analyze the motivation of students (To be reported to class by Groups of 2)
5.2 Issue (Question): Why do so many college students dislike studying? Why do they evade academics?
Also: What’s your zodiac sign?
5.3 Check your own horoscope and report to the class.
5.4 New Interchange: Review Units 9: Self-improvement (54-59)

Mar. 7 1. Oral Presentation (Group of 2, with only one presenting to the class)
Issue (Question): Why do so many college students dislike studying? Why do they evade academics? What’s your zodiac sign?
2. NI Unit 9: Self-Improvement (54-59)
3. Talking about unusual services
4. Discussion: How to Improve Your Memory (59)
l Brain and Memory
l Brain and Language
l Visualization and Memory
l Memory and Consecutive/Simultaneous Interpretation
l Introduction to Consecutive/Simultaneous Interpretation
5. Grammar Focus: Have/Get + VP
6. Retrieving information from “Yellow Pages”: Discussion
7. Assignment:
l Self-Improvement: How to Improve Your Memory (59)
l Exercise on “Improve Your Memory” – peer activities
l Prepare a short impromptu speech to be repeated by your partner.
The topic will be provided in class.
l 「翻譯人才該重視了。」 by 李振清（April 7, 2005 中國時報）
Mar. 14 “Improve Your Memory” – peer activities
1. Impromptu speech
Student A delivers a one minute speech based on the current contents, using visual languages as much as possible.
Student B repeats or rephrases the speech of Student A, using the clue of “Improve Your Memory”.
2. How to prepare for a Consecutive Interpretation (CI):
Vocabulary, Contents, Syntactic and Semantic structures of the SOURCE language and the TARGET languages
3. Assignment: Read “Basic Attitudes and Qualifications” of Translation and Interpretation (T&I) by Whilhelm K. Weber (1984:3-9) in Training Translators and Conference Interpreters. Washington, D.C.: CAL.

Mar. 21 Consecutive/Simultaneous Interpretation in Action (Part 1)
1. Discussion “Basic Attitudes and Qualifications” of Translation and Interpretation (T&I) by Whilhelm K. Weber (1984:3-9) in Training Translators and Conference Interpreters. Washington, D.C.: CAL.
2. “Whisper Interpretation” (PowerPoint: APEC HRD 2001, Japan)
3. Preliminary exercise of “Consecutive Interpretation”
4. Assignment: Reading extensively for T&I exercises

Mar. 28 Consecutive/Simultaneous Interpretation in Action (Part 2)
1. Consecutive/Simultaneous Interpretation based on governmental document
The exercise is to be performed on individual basis.
2. Assignment: New Interchange: Unit 10: The Past and the Future (60-65): Each group (of two) is responsible for surfing in the internet (Google/Yahoo) for reporting any of the following topics. Turn in the written reports after oral presentations.

(1) 1919: First nonstop transatlantic flight
(2) 1928: Discovery of penicillin, the first antibiotic
(3) 1930: First World Cup soccer tournament
(4) 1955: Martin Luther King, Jr.: “I Have a Dream.”
(5) 1969: First landing of humans on the moon
(6) 1984: Researchers identify HIV, the virus that causes AIDS
(7) 1989: The Berlin Wall comes down
(8) 1994: Apartheid ends in South Africa
(9) 2004: Mission Accomplished: Opportunity lands on Mars

Apr. 4 Holiday (She-wo Memorial Week)

Apr. 11 Group Dynamics in Action: Report through Internet Information
Report by the two for two minutes each based on the following topics. Follow the PowerPoint graphics provided by the instructor.

(1) 1919: First nonstop transatlantic flight
(2) 1928: Discovery of penicillin, the first antibiotic
(3) 1930: First World Cup soccer tournament
(4) 1955: Martin Luther King, Jr.: “I Have a Dream.”
(5) 1969: First landing of humans on the moon
(6) 1984: Researchers identify HIV, the virus that causes AIDS
(7) 1989: The Berlin Wall comes down
(8) 1994: Apartheid ends in South Africa
(9) 2004: Mission Accomplished: Opportunity lands on Mars

Assignment: Check in the library for Martin Luther King, Jr.: “I Have a Dream.” Read the story for listening comprehension.

Apr. 18 The Legacy of Martin Luther King, Jr.: “I Have a Dream.” - Library

1. Lecture by Dr. Stephen Young, or Ms. Wylita Bell of AIT – To be
confirmed. Students should listen carefully, take notes, and asked questions in relation to the “dream” or expectations, and the legacy of the respectable Martin Luther King, Jr.

2. Q&A addressed to the AIT official.
3. Movies on Martin Luther King, Jr.: “I Have a Dream.”
4. Assignment: Unit 10: The Global Village (P. 65, NI) – Try to report to the class about your individual observation of “The global Village”. What does it imply? What is meant by “global view”? What is “glocalization”? What have you envisioned for your future career globally?

Apr. 25 On the Global Village (P. 65, NI) – Try to report to the class about your individual observation of “The global Village”. What does it imply? What is meant by “global view”? What is “glocalization”?
Assignment: Unit 11: Life’s Little Lessons (66-71)

May 2 1. New Interchange) - Unit 11: Life’s Little Lessons (66-71)
2. Grammar Focus: Describing regrets about the past
(should/could/might have + past participle)
Individual presentation based on the sentence patterns of “Time clauses” (Grammar Focus, P. 67, NI). You may report “a lesson” you have learned in your life, based on either of the following articles. It’s optional, though.
What’s your feedback?
Prof. 李家同: 「大學生知多少?」聯合報2/17/04);
Prof. 李振清：「靈雞報曉-喚醒倫理失落的社會」2005/02/08 聯合報
Prof. Samuel P. Huntington: Culture Matters: How Values Shaper Human Progress. 2000.

Example: By the time (As soon as) I graduated from XXX High School, I thought it was time for me to completely relax, not having to do take any academic burden any more. I enjoyed the entire summer without touching one single book. The moment I got into Shih Hsin University, I was lost. I could hardly catch up with the college programs at all. I could not understand what the teacher said when he/she spoke English….
3. Assignment: New Interchange - Unit 12: The Right Stuff: Success Stories

May 9 The instructor will be out of the country for official functions..
A substitute will be arranged.
1. New Interchange - Unit 12: The Right Stuff: Success Stories
Grammar Focus: Infinitive Phrases as adverbials (73)
2. Report: Envisioning your “Success stories in 2020.”
(This is not a mission impossible. Make it possible.)
3. Assignment 1: New Interchange – Review 9-12 (78-79).
4. Assignment 2: New Interchange: Unit 13: “That’s a Possibility” (80-85)

May 16 1. Review Unit 12: The Right Stuff: Success Stories
2. New Interchange: Unit 13: “That’s a Possibility” (80-85)
3. Grammar Focus: Past modals for degree of certainty/opinions/advice (81-83)
4. Discussion and reading: “The Blue Lights of Silver Cliff” (85)
5. Assignment: NI Unit 14: “Behind the Scenes” (86-91);
Also, browse through the webs about your favorite movies.
Report to the class.

May 23 1. 1. New Interchange Unit 14: “Behind the Scenes” (86-91)
2. Discussion about your favorite movies: Class presentations.
3. Grammar Focus: Passive voice
4. Assignment: Read NI –Unit 15: “There Should Be Law” (92-97)

May 30 1. New Interchange Unit 15: “There Should Be a Law” (92-97)
2. Discussing “It’s against the law!” (96)
3. “Habitat for Humanity” (97): From the Carters to “Us”
4. Grammar Focus: Tag Questions (95)
5. Assignment: Read NI –Unit 16: “Challenges and Accomplishment” (98-103)

Jun. 6 1. NI –Unit 16: “Challenges and Accomplishment” (98-103)
2. “Adam Ezra Cohen: Westinghouse Winner” (103)
3. Individual Presentation: Your challenges and accomplishment
4. General Review

Jun. 13 1. “Teachers of the Year” (Video Tape) – Library Theater
2. Watching for great information on the value of education. How great teachers nurture their students.
3. Discussion and listening comprehension test follow.

Jun. 20 Final Exam
Oral exam will take place in the instructor’s office according to the scheduled hours. Contents for interview and discussion include what has been offered in the Spring semester, 2006.

Have a good planning for your productive summer vacation.
Do not forget to get in touch with the instructor for an overall planning for the reading-writing enhancement projects in the years to come. Also, be sure to carefully plan for your graduation as well as future advanced studies, home or abroad.

See you either in the summer, or in September, 2006.

Read these for personal reference and appreciation:

One generation passeth,
And another generation cometh,
But the earth abideth forever.
The sun also ariseth,
And the sun goes down. (Ecclesiastes – The Old Testament)

Guideline
ENGLISH COMMUNICATIONS & EXPRESSIONS
Spring 2006
Chen-ching Li李振清Ph.D.
TEL: [phone] ext 3501, e-Mail: [e-mail]
http://cc.shu.edu.tw/~cte/gallery/ccli/0_album_ccli.htm

The course of ENGLISH COMMUNICATIONS & EXPRESSIONS is aimed at developing students’ English language skills of oral expression, in coordination with reading, listening and writing. The course will also give attention to the learning of grammar, vocabulary, semantic interpretation and general writing strategies. The year-long program seeks to develop both lucidity and accuracy in English through a topic-based syllabus designed by the instructor. The topics in New Interchange (NI) 3 by Prof. Jack C. Richards (Cambridge University) and other authentic materials will be used in class for enhancing students’ speaking capability. Other timely, authentic, insightful articles from different sources will be selected to provide maximum opportunities for discussion and personalized practices in class. These two specially adapted categories will promote the development of both linguistic and communication skills. Such endeavor will enable the students to fulfill the goal of speaking proficiency of English.
Discussion will be carried out in the format of “individual lecture” on the part of the instructor, and “group dynamics” on part of the students. Selected articles will be prepared and provided by the instructor for discussions together with the textbook, New Interchange (NI) 3. Concepts and strategies leading to oral presentation in English will be introduced so as to enable the students to have a glimpse of the practical functions of formal spoken English. In addition, students are encouraged to foster their spoken English so as to enhance the quality of speaking. One of the final goals of the course is to enable the students to extend the speaking skill o the area of Translation and Interpretation (T