◎系所教育目標：
本組主要在於培養具備基本語言學知識、英美文學素養與國際視野之優秀英(外語)溝通能力人才，並兼顧英語教學、語言文教發展或學術研究等專業知能。 |
| ◎核心能力 | 關聯性 |
| 1.一般英語及專業英語之能力 | 5 關聯性最強 |
| 2.基本語言學知識 | 3 關聯性中等 |
| 3.基本英美文學素養 | 1 關聯性最弱 |
| 4.基本教學或英語教學或語言文教發展等專業知能 | 4 關聯性稍強 |
| 5.跨文化溝通知能 | 3 關聯性中等 |
| 6.基本第二外語能力 | 1 關聯性最弱 |
| 7.獨立學術研究之能力 | 3 關聯性中等 |
| 8.英語數位科技素養及技能 | 5 關聯性最強 |
◎本學科內容概述：
本課程主要探討英語聽與說的教學法及相關的課堂活動與議題，本科目將可拓展修課同學對於英語聽說方面專業領域的認知，學習生動活潑的英語聽說教學實務技巧，以便將來能在英語教學情境中運用自如。 |
◎本學科教學內容大綱：
1. 英語聽力的指涉範圍。What is listening?
2. 認識學生在英聽方面的障礙。What are learners’ listening difficulties?
3. 英聽練習/測驗的運用。 Listening Exercise/Assessment
4. 英聽自學資源與方法Autonomous Listening
5. 英聽策略教學 Listening strategy instruction
6. 聽前活動的運用 Prelistening support
7. 英語口說的指涉範圍。What is speaking?
8. 認識學生在英語口說方面的障礙。What are learners’ speaking difficulties?
9. 英語口說練習/測驗的運用。 Speaking Exercise/Assessment
10. 發音教學 How to teach pronunciation?
11. 英文歌曲/韻文/繞口令/童謠在英語口說教學方面的運用Teaching English speaking with songs, chants, tongue twisters, nursery rhymes
12. 英聽活動設計 Listening activities
13. 英語口說活動設計 Speaking activities |
◎本學科學習目標：
By the end of this course, students will be able to:
Explain and apply foundational theories and methods for teaching English listening and speaking in EFL contexts.
Design and implement effective, learner-centered lesson plans incorporating communicative, interactive, and technology-enhanced strategies.
Utilize digital and AI-powered tools (e.g., podcasts, chatbots, speech recognition apps) to enhance learner engagement and improve pronunciation, fluency, and listening comprehension.
Collaborate on the creation and demonstration of lessons, incorporating peer feedback and reflective practices. |
| ◎教學進度： |
| 週次 | 主題 | 教學內容 | 教學方法 |
01
09/09 | Course Introduction | Course goals, assessment, expectations.
Theory: Role of listening/speaking in EFL and course overview
Reflection: Teaching challenges and personal goals
Reflection: How to keep kids speaking in English | 講授。 |
02
09/16 | Theories of Listening and Speaking | Theory: Input Hypothesis, Output Hypothesis, Interaction Hypothesis, CLT, TBLT
Reflection Activity 1: Which theory best fits young learners? OR
Which theory best fits Taiwanese EFL children? | 講授、討論。 |
03
09/23 | Listening Principles and Strategies | Theory: Bottom-up vs. Top-down listening, pre-/while-/post-listening design
Accuracy vs. fluency, scaffolding, communicative activities.
Practice: Create a short listening activity for kids (song, video, story)
Reflection: Sharing ideas on scaffolding listening | 講授、討論。 |
04
09/30 | Speaking Principles and Strategies | Theory: Accuracy vs. fluency, communicative activities, speaking tasks
Practice: Turn drills into communicative games (pair/group work)
Reflection Activity 2: Why do children need speaking practice early? | 講授、討論。 |
05
10/07 | Technology for L&S | Theory: Using podcasts, YouTube, Duolingo, ChatGPT in class
Practice: Group task: design a 5-min activity using one tool
Reflection Activity 3: Pros and cons of tech in elementary classrooms | 講授、討論。 |
06
10/14 | Designing Listening Lessons | Lesson plan components for listening
Practice: Workshop: create lesson plans (pre-/while-/post- stages)
Reflection: Peer feedback on draft lesson plans | 作業/習題演練、講授。 |
07
10/21 | Designing Speaking Lessons | Theory: Lesson plan structure for speaking, balancing fluency and accuracy
Practice: Workshop: design a speaking task + demo
Reflection: Checklist for effective speaking activities | 作業/習題演練、講授。 |
08
10/28 | Midterm Project: Listening Lessons and Speaking Lessons | Format: Groups/Pairs/Solo present 15-min micro-lessons (listening OR speaking)
Reflection: Peer + teacher feedback | 口頭報告。 |
09
11/04 | Teacher Talk and Error Correction | Understand the role of teacher talk in scaffolding children’s L&S.
Practice giving clear instructions for activities.
Explore error correction techniques appropriate for children.
Reflection Activity 4: How do I want to correct children’s errors in my future classroom? | 講授、討論。 |
10
11/11 | Pronunciation and Phonological Awareness | Teaching stress, rhythm, intonation, songs and chants
Practice: Design a pronunciation activity (song, chant, rhyme)
Reflection: When and how to correct pronunciation | 講授、討論。 |
11
11/18 | Topic-based learning, Language-focused learning and Game-based learning | Discussion of the difference between language-focused learning and game-based learning
Game-based learning strategies for the listening/speaking classroom | 講授、討論。 |
12
11/25 | Storytelling and Drama | Theory: Storytelling, role-play, drama for L&S development
Practice: Group task: create a mini-drama / storytelling lesson
Reflection Activity 5: Why stories work so well with children | 作業/習題演練、講授、討論。 |
13
12/02 | Developing Fluency and Interactional Skills | Distinguish between accuracy activities (focus on correctness) and fluency activities (focus on flow).
Explore methods to support children’s turn-taking, interaction, and confidence.
Design fluency-building activities for elementary contexts.
Task: Produce one fluency game/activity plan (in class- 5% final grade) | 作業/習題演練、講授、討論。 |
14
12/09 | Assessing Listening and Speaking in Young Learner Classrooms
Integrating Listening and Speaking | Explain principles of assessment for young learners (validity, reliability, practicality, fairness, motivation).
Distinguish between formative assessment (ongoing, supportive) and summative assessment (tests, performance).
Reflection Activity 6: Reflect on how to balance assessment with encouragement.
Combining input (listening) with output (speaking). | 作業/習題演練、講授。 |
15
12/16 | Teaching plan and demo- Final Presentation | Groups deliver a 20-min lesson demonstration (full listening and speaking lesson for elementary students, using tech/interactive strategies). | 口頭報告、講授。 |
16
12/23 | Teaching plan and demo- Final Presentation | Groups deliver a 20-min lesson demonstration (full listening and speaking lesson for elementary students, using tech/interactive strategies). | 口頭報告、講授。 |
17
12/30 | Self-reflection and Feedback | Self-reflection and Feedback | 作業/習題演練、討論。 |
18
01/06 | Self-reflection and Feedback | Self-reflection and Feedback | 作業/習題演練、討論。 |
◎課程要求：
Attendance is very important to this class.
All activities, assignments, tests, and exams will be explained during class.
Additional materials will be announced in class and provided electronically on the school’s e-learning system.
The instructor reserves the right to modify the syllabus during the semester based on the students' learning progress. |
◎成績考核
課堂參與討論20% : Attendance
期中考25%
期末考30%
Reflection Activity 1 + 2 + 3 10%
Reflection Activity 4 + 5 + 6 10%
Task- Week 13 5%
|
◎參考書目與學習資源
Announced in class, and materials will be provided electronically on the school’s e-learning system. |
| ◎教材講義 請改以帳號登入校務系統選擇全校課程查詢方能查看教材講義 |