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文藻外語學院九十二學年度第ㄧ學期教學綱要 Wenzao Ursuline College of
Languages
Syllabus for the Autumn Semester of 2004 Academic Year |
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學 制 Educational System |
日間部 Day School 【 】專科部 5-year Junior College 【* 】二技部 2-year College 【 】四技部 4-year College |
進修部 Division of Continuing Ed. 【 】二專部 2-year Junior College 【
】二技部 2-year College 【 】四技部 4-year College |
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科目名稱 Subject |
Language
and Culture |
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學分數 Credits |
3 |
必修Required
course【＊】 選修Elective
course 【
】 |
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授課教師 Instructor |
Aiden Yeh [Yeh,
Pai-Hsien] |
開課年級Year
group taught： 4th |
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辦公室 Office located |
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辦公室電話0938-392-852 |
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網 址 E-mail address |
aidenyeh@yahoo.com |
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約談時間 Office Hours |
By
appointment |
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文藻外語學院九十二學年度第一學期教學綱要 Wenzao Ursuline College of
Languages Syllabus for the Autumn Semester
of 2004 Academic Year |
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一、
課程敘述（Course Description） |
This course is
designed for intermediate to low advanced EFL [English as a Foreign Language]
students. The pedagogy takes the form of classroom activities in which students
discuss, read, and write together within a thematic context. The students
enrolled in this class are expected to acquire an eagerness to participate in
their own learning; increase their awareness of their individual
responsibility in the communication process, and most importantly, to
understand the essential role of their own insights and experience in
responding to culturally diverse issues. |
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二、
教學目標（Course Objectives） |
To facilitate a critical thinking approach that
emphasizes interactions across boundaries based on ethnicity, national
origin, language communities, social class, gender, sexual orientation, and
other cultural identities. Students are encouraged to make connections and
comparisons between the issues being discussed and their own experience and
communities. To explore moral dimensions behind fundamental local
and global issues. |
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三、
評量方式與評分比例分配（Evaluation Criteria＆Grading） |
Oral
presentations: 40% (15-20 minutes) You must use powerpoint
or videos or other visual materials Mid-term exam:
20% Final exam: 20% Attendance: 5% Quizzes: 15% |
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四、
課堂要求（Course Requirement＆
Attendance Policies） |
1.
Students
are required to participate actively in class. 2.
Students
are expected to wear appropriate attire when making presentations. 3.
Cell
phones and beepers should be turned off in class. 4.
Being
late for more than 15 minutes will be considered an absence. 5.
Absences
are only allowed if doctors’ written notes are provided. 6.
More
than three unexcused absences will result in failure in the course. 7.
There
will be no make-up presentations. |
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五、
教科書（Textbooks） |
The
Multicultural Workshop, Book 3 by Linda Lonon Blanton & Linda Lee, 1995, US: Heinle.
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六、
指定參考書目或網址（References） |
Language
and Culture by Claire Kramsch, 2001, Oxford Culturally
Speaking, 2nd Ed. by Genzel and Cummings,
1994, Heinle Ideas
and Issues Advanced, Martin Hunt, 2000, Chancerel
Cultural Exchange, CrossRoads, USA: Discovering American Culture and
Language with the Daily Newspaper, Robert Hughes, Chicago Tribune. Encountering
Cultures in a Chnaging World, 2nd ed, Richard Holeton, 1995,
Blaire Press People
Like Us, too: Exploring Cultural values and attitudes, Simon Greenall, 2004, Macmillan |
文藻外語學院九十二學年度第一學期教學綱要
Wenzao Ursuline College
of Languages
Syllabus
for the Autumn Semester of 2004 Academic Year
七、
課程內容與進度（Course Content＆Progress）
＊
請詳列每次上課進度
＊
Please list course content & progress based on each session
meet with students!!!
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上課日期 date |
課程內容 Course Content &
Progress |
授課方式 Instructional Approaches |
作業、報告、考試或其他 Assignment |
備註 remarks |
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Week 1: 9/17 |
Self
Introduction. Getting to know each other. The
relationship of language and culture. (Kramsch;
Holeton) |
. Lecture/Discussions |
Read the article
on p. 48. |
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Week 2: 9/21-24 |
Introduction/
Unit 2:Chap1 Language
and Gender: How do we Learn Gender Roles? Learning Gender
Roles, p. 48. Unit 2: Chap3 What happens
when gender roles conflict across cultures? p 67-72. The
Americanization of George, p68 |
Lecture/Discussions |
Assignment 1: See. p. 56 item (b) on how you learned
about gender roles.? Post your answers on our class's blog.
Use the words on the vocabulary list (p. 50) in sentences. |
Prepare to speak
in class. |
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Week 3:
9/28-10/1 |
Men
Forced to be Wives [Changing
Roles Index page, click here] Rosie the Riveter:
Real Women Workers in World War II |
Lecture/Discussion |
(3rd hour) Postponed
to 10/19 [Tues] 10/20 [Wed. Class] |
Group Meeting
for students' presentation |
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Week 4:
10/5-10/08 |
Students'
Presentation. Project 1. Group Work. Film Review. Choose a film about
the switch of gender roles, or how women's roles have changed. |
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Week 5:
10/12-10/15 |
Unit 2: Chap.2
Do Men and Women "Speak" the same body language? p. 57. Body Language:
The Gender Talk http://www.oocities.org/Wellesley/2052/bodylang.html
Facial
Expression http://www.oocities.org/Wellesley/2052/facial.html
The Silent
Language http://www.etologi.dk/English/ENTheSilentLanguageBody.htm Body Language http://www.erp.oissel.onac.org/anglais/body_language.htm Body Language — An Important And The Language everybody speaks http://www.lib.niu.edu/ipo/im910512.html http://www.lichaamstaal.com/english/bodylanguage.html?intonation.html Humor Haircut http://www.oocities.org/Wellesley/2052/haircut.html |
Lecture/Discussion Activities |
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Prepare to speak
in class. |
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Week 6:
10/19-10/22 |
What are the effects
of Stereotyping? P.73 Who’s
Hu? P 75 Has
Male Bashing Gone Too Far? By
Jake Brennan http://www.askmen.com/fashion/austin_100/106_fashion_style.html List of Stereotype commercials British Ads http://www.uktvadverts.com/Media/ British telecoms [you need to scroll the page down] Granny Hamlet Cigars: Bald man The Lynx Effect: A man's idea of the ideal woman? Peugot 206: Sculptor http://www.visit4info.com/details.cfm?adid=5221 |
Lecture/class
activities |
Prepare for
students’ presentation next week |
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Week 7:
10/26-10/29 |
Working for
Social and Political Change. Lecture/Discussion Gandhi &
Rosa Parks Nonviolent
resistance: Definitions and Examples, click here Mahatma Gandhi,
on wikipedia click here Movie trailer, click
here Rosa Parks,
Interview, click
here |
Summative Quiz: UNIT 2 |
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Week 8:
11/2-11/05 |
Students’
presentation. Choose a print or TV commercial that shows gender stereotyping.
What is/are the underlying message/s behind the ad? Discuss what is
being sold or promoted in the ad? Do you think the
message of the ad, using stereotype views, is effective? Why or why not? 30 minutes:
Continue discussion on Nonviolent resistance |
Introduction Content Conclusion |
5 groups 2 1/2
hours |
Oral
presentation Organization Content Delivery Material |
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Week 9:
11/9-11/12 |
Midterms: Group
presentation. Each group must choose a political or social figure [like MohandasGandhi] Choose a person who has/had acted to
bring about social and/or political change in Taiwan. If you chose another
country, discuss the political or social situation of that country at that
time. What did he/she do? What is remarkable about what he/she did? What
changes [in culture/society/politics] did he/she bring about? What lessons
can we learn from his/her actions? |
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Week 10:
11/16-11/19 |
Unit 3: Chap3
Save a Village, Save the world. Unit 3: Chap 4 I fight for our
future, p 116 Amazon Interactive http://www.eduweb.com/rainforest/wholives.html AmazonQuest http://earthsky.com/teachers/articles/articles.php?id=21 Amazon Update http://www.earthsky.org/shows/edgeshow.php?t=20040218
Amazon
forest 'could vanish fast' http://news.bbc.co.uk/1/hi/sci/tech/1406567.stm
A good research
paper http://www.macalester.edu/~envirost/MacEnvReview/amazon.htm
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Lecture/Discussion |
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Week 11:
11/23-11/26 Quiz 2 Gandhi/Rosa
Parks |
Forresters without diplomas. p. 129 A look at our
own [Taiwanese culture] Different ways to deal with environmental problems.
What is the most important environmental problem in your area? Decide which
environmental issue you think presents most danger to the human race or
Taiwanese, in particular? What is being done about the problem? What else
could/should be done to alleviate the problem? What can you do to get
involved? Can one person make a difference? Why or why not? Wangari
Muta Maathai http://en.wikipedia.org/wiki/Wangari_Maathai
http://en.wikipedia.org/wiki/Green_Belt_Movement
The Greenbelt
Movement http://www.greenbeltmovement.org/
Photos http://www.greenbeltmovement.org/Photo%20gallery/Advocacy%20&%20Networking.htm
Women and the
reforestation in Kenya http://www.womenaid.org/press/info/development/greenbeltproject.html
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Week 12:
11/30-12/03 |
Unit 1: Chap3
The Hopeland. (Dreams, Passions and Traditions).p.
22-32. What career will you most likely take? Unleashing
Students Potential, Full Speech, Professor Duane Varan http://wwwcomm.murdoch.edu.au/lectures/public_varan.html
“A part of that is about maintaining high standards. So part of the challenge I think, as a teacher, is not to lower your standards; it’s to maintain very high standards, and to do what is necessary to help people rise to meet that standard.” How many of you have digital cameras? Poll results ____? http://net01.hostcast.com/flash/videopop/demochoice.htm
Susan Choi, http://www.resumequest.com/users/schoi/demo.htm
Video Resume \: Hendrik Pohl http://www.videoresumeinc.com/ http://www.budgetmedia.net/videoresumes.htm
Another example Don Shin’s vresume http://home.austin.rr.com/shinhome/donshin_vresume_web.html
http://webvideoresume.com/Resumes.asp?Video=EFFB34DEC6E810BC
http://www.marketyourself.ca/index.htm
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Lecture/ Discussion/debate Unleashing
Students Potential, Full Speech, Professor Duane Varan “Not a day goes by in my career where I don’t think about that, because the sad reality is, that most of us in our lives will never come anywhere near achieving our potential because we don’t believe in ourselves. Other people have created an environment where we can't believe in ourselves, where they put us down, where they inhibited us from achieving. It is like a veil, which stands between us and what we are really capable of. The sad reality is most of us get locked into a very mediocre existence where we have rewards and punishments which sustain us, which lock us into a comfort zone, day in and day out, where we fail to achieve our potential” “Part of the
great challenge in life is to wake up and smell the coffee, and to realise that
in fact we do have immense potential. We are capable of doing great, great things if we only rise to push
ourselves to achieve our potential.” HOW TO EMBED VIDEO USING FRONTPAGE? I found this on the Internet. 'thought this could be useful for your
video resume assignment. http://www.fluffbucket.com/fpe/videoadd.htm http://office.microsoft.com/en-us/assistance/HP010310921033.aspx http://www.mediahostingsolutions.com/support.htm Anyway, you could always use Word [htm file] |
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Week 13:
12/07-12/10 |
Understanding
culture through poetry: We Real Cool. Learning about Gwendolyn Brooks and her
reflections on black culture and way of life. About the author http://www.galegroup.com/free_resources/bhm/bio/brooks_g.htm http://www.poets.org/poets/poets.cfm?45442B7C000C07030F with link to Audio Ulrich’s Video http://www.favoritepoem.org/thevideos/ulrich.html |
Lecture/discussion/debate |
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Week 14:
12/14-12/17 |
Quiz 3: Paulo Paiyakan and Wangari Mathai Articles Band Aid 20 Twenty years
ago, the cream of British pop gathered to record a song in one day. The
song was released as Do They Know It¡¦s Christmas?
and went on to make
¢G8 million for charity. All proceeds were sent to relieve famine in
Ethiopia. Twenty years later, they¡¦re doing it all
over again. It is now the
suffering of the people of Darfur, Sudan, who are
enduring a terrible famine,
which the organisers of Band Aid 20 hope to
alleviate. http://launch.yahoo.com/artist/default.asp?artistID=1033755
lyrics with
music http://www.inthe80s.com/xmaslst.shtml
http://search.launch.yahoo.com/search/lsearch/video?p=Do+they+know+it%27s+christmas
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Related Websites Search the Web for Band
Aid. |
Quiz 3: |
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Week 15: 12/21-12/24 |
12/21 Video
Resume: Students’ Presentation 12/22 for
Wednesday Class The gift of the Maggi: A Christmas story http://www.auburn.edu/~vestmon/Gift_of_the_Magi.html
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Week 16 12/28-12/31 |
12/28 New Year’s
Resolutions Articles |
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Prepare for
students’ presentation |
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Week 17:
1/04-1/07 |
Students’
presentation: A look at your own culture through poetry. Choose a poem that has
influenced you a lot. In what ways do you relate to the message of the poem.
Batch 1. Everybody must be present. |
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Week 18 1/12-1/18 |
Finals Everybody must
be present. A look at your own culture through poetry. Batch 2. |
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