The Curriculum Design of Listening and Speaking Skills Professor: Mavis Shang Designer: Eric Tien.

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Presentation transcript:

The Curriculum Design of Listening and Speaking Skills Professor: Mavis Shang Designer: Eric Tien

Setting I-Shou University I-Shou University The Department of Applied English The Department of Applied English First grade students. First grade students.

Background University Entrance Examination University Entrance Examination Two classes of A, B Two classes of A, B NETPAW NETPAW Around 18 Around weeks course 18 weeks course

Aims Our students learn communication skills in order to: Our students learn communication skills in order to: 1. Communicate in English; they have to learn the basic skills of listening and speaking for everyday situation. 1. Communicate in English; they have to learn the basic skills of listening and speaking for everyday situation. 2. Develop the basic communication skills to express what they have got in their mind and understand others. 2. Develop the basic communication skills to express what they have got in their mind and understand others.

Objectives In the end of this course, students will be able to: In the end of this course, students will be able to: 1. Identify the topic of a spoken text. 1. Identify the topic of a spoken text. 2. Identify the purposes of a spoken text. 2. Identify the purposes of a spoken text. 3. Identify and understand the main idea of a spoken text. 3. Identify and understand the main idea of a spoken text. 4. Identify the major vocabulary of a spoken text. 4. Identify the major vocabulary of a spoken text.

Objectives 5. Identify the main purpose of a discourse. 5. Identify the main purpose of a discourse. 6. Express their own ideas. 6. Express their own ideas. 7. Give feedbacks. 7. Give feedbacks. 8. Express in social interaction. 8. Express in social interaction. 9. Ask questions effectively. 9. Ask questions effectively. 10. Answer questions effectively. 10. Answer questions effectively.

Syllabus Design An integrated syllabus An integrated syllabus Situational syllabus and functional syllabus Situational syllabus and functional syllabus Scope and Sequence Scope and Sequence

Teaching Approaches Audiolingual Approach (Behaviorism) and Communicative Approach Audiolingual Approach (Behaviorism) and Communicative Approach These two teaching approaches are complementary. These two teaching approaches are complementary.

Evaluation Formative evaluation: Formative evaluation: 1. Quiz 1: getting to know you 1. Quiz 1: getting to know you 2. Quiz 2: the way we live; it all went wrong 2. Quiz 2: the way we live; it all went wrong 3. Mid-term exam: getting to know you; the way we live; it all went wrong 3. Mid-term exam: getting to know you; the way we live; it all went wrong 4. Quiz 4: let ’ s go shopping! ; what do you want to do? 4. Quiz 4: let ’ s go shopping! ; what do you want to do? 5. Quiz 5: the best in the world; fame 5. Quiz 5: the best in the world; fame

Evaluation Illuminative evaluation: Illuminative evaluation: 1. Two questionnaires 1. Two questionnaires 2. Week 6 and Week Week 6 and Week 12

Evaluation Summative evaluation: Summative evaluation: The final-exam The final-exam

Thank You!