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96 11 5 12:15
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Item
Project
Course Name
Year/Class
Teacher
1
Visiting and
Childrens English and
Senior
Nicole (
Internship
Child Psychology
)
Program (

) (Elective/ 3 credits)
2
Course
Junior
Claire Chang
Sight Interpretation
Opened by
()
(Elective/ 3 credits)
External
Experts(

3
1

Cooperative
Introduction to English
Courses ( Translation (II)
)
() (Required/
2 credits)
Creative Writing (II)
(Required/ 3 credits)

Junior (3AA
& 3BA)

Simon and
Catherine (
)

Junior (3BA)

Ann-Marie
and Joyce (
)
Tourism English
Junior
Joyce and
(Elective/ 3 credits)
Ann-Marie
(
)
4
Module
Business
Sophomore
Sylvia,
Beatrice, Paul
Course ( Communications
Talley, Candy
)

(
(Elective/ 3 credits)

)
~
() Professional
Business Communications Business Communications

96 96
20

( 32 )( 77 )

96
96

Original Version
Revised Version
72
72

Total Credits
44
33

Required Credits
24
35

Elective Credits
4
4

General Education

96 2 1
97 4 30 12:15
6 1604-1

()

97
(97.04.09)

97 reading seminar(3 )

2
10

()
97.04.30()


97 1 1
97 11 18 11:00
6 1604-1

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11:45

97 2 1
98 5 1 12:10
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98

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4 98
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()(P15-16) 18

6
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()(P17-18) 97
2
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11


13:40

97 2 2
98 6 17 11:00
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( 980038 )98
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54

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18

1.
2.
3. 20
4. 21
5. 20

16

1.

2.

12 (4
)

Natasja Gerber

Jason Kamara

1. 198 ( 80 )
(1)
17

()

1. Course introduction and group

arrangement
2. Language teaching approaches:
An Overview (Grammartranslation, direct, reading
audiolingualism, oral-situational,
cognitive, affective-humanistic,
comprehension-based, &
communicative)
3. Language skills: Listening
application
4. Language skills: Speaking
application
5. Language skills: Reading
application
6. Language skills: Writing
application
1. Literature: What is it?
2. Genre in Childrens' Literature
3. Picture Books
4. Character
5. Plot
6. Types of themes
7. Setting
8. Point of View
9. Devices of Style
10. Tone
11. Rhyme and Poetry
12. Biography
13. Informational Books
1. Course introduction
2. Chapter 1: The origins of
language curriculum development

3. Chapter 2: From syllabus design

to curriculum development
4. Chapter 3: Needs analysis
5. Chapter 4: Situation analysis
6. Chapter 5: Planning goals and
learning outcomes
7. Chapter 6: Course planning and
syllabus design

18

()
1.
(/14 )
2.
Natasja Gerber
(/40 )

1.
(/54 )

1.
(/5 )
2.
Jason Kamara
(/40 )

8. Chapter 7: Providing for effective

teaching
9. Chapter 8: The role and design of
instructional materials
10. Chapter 9: Approaches to
evaluation
1. Discussion/ Reading strategies
2. Teaching Children
Literature/Intelligent Behavior

3. The Grammar-Translation
Method Long-Term memory and
Children Development
4. The Direct Method/Classroom
Management
5. The Audio-Lingual Method
6. Emotion and Children
Development
7. The Silent Way/Children
Learning Behavior
8. Desuggestopedia/Observation
Learning
9. Communicative Language
Learning
10. Total Physical Response/Game
Theory
11. Cognitive Development (Piaget
and Vygotskys basic Concept)
12. Community Language
Learning/Multiple Intelligence
13. Content-based, Task-based, and
Participatory Instruction

19

1.
(/45 )

(2)
( 4 ) 3
3
15 45
18 54

2
(118 ) 6 (80 )
198
(3)

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16 1 1
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D1

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1.
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1.

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22

(Behavioral Competencies, BC)

16 1 1
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B1

(6 )

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B2

(5 )
B3

(5 )

1.

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1.

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23

(Knowledge Competencies, KC)

16 1 1
1. 16 5-6 3
2. 2-3 3

K1

(5 )

1.
2.
3.

K2

(5 )

1.
2.
3.
4.
5.

(
)

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(6 )

1.

2.
(
3.
)
4. reporting

reading
5.

24

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(4)

3. 80
(1)

(
)

25

99/10/1~
100/1/31

100/2/1~
100/6/30

100/7/1~
100/8/31

1.

15

40

15

15

15

25

2.

3.

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)
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27

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(3)

28

15
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1.
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50
1.
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5.
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15
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60

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0%
3

40

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0%

80

40.40%

2.

0 /48

A
C
B D
1

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31

48

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C/D

100%

100%

3.

40

15

15

15

25

15

1.

2.
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6.
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99/7/1~

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99/9/1~100/8/31


1-3

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34

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1.

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1 98 1 1
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2 98

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98

98 8
()
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11%

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15%

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56%

28%

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19%
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21%

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55%
57%

49%

51%

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37


15%

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98
99

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100%

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80

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80

15

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15
25
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41

2.

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48
3.

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8

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1. 3 70%6 80%9 90%
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3. 80

94

78%

43

90%

80%

100/11/3

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3
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101/2/29
101/5/30

90%

80

80%

101/8/31

80

100%

44

9
1

3 /54

40

74.07

This course is to help students acquire knowledge and maintain a balance between theory and
practice between providing necessary background information and relevant research on the field of
Teaching English as a Second or Foreign Language.
2.
(1) Course introduction and group arrangement
(2) Language teaching approaches: An Overview (Grammar-translation, direct, reading
audiolingualism, oral-situational, cognitive, affective-humanistic, comprehension-based, &
communicative)
(3) Language skills: Listening application
(4) Language skills: Speaking application
(5) Language skills: Reading application
(6) Language skills: Writing application

Course introduction and group arrangement

1
1

Language teaching approaches: An Overview

1
2

Language teaching approaches: An Overview

2

Language teaching approaches: An Overview

2

Language teaching approaches: An Overview

2

Language skills: Listening application

1
2

Language skills: Listening application

1
2

Language skills: Listening application

1
2

Language skills: Listening application

2

Language skills: Speaking application

1
2

Language skills: Speaking application

1
2

Language skills: Speaking application

1
2

Language skills: Speaking application

2

Language skills: Reading application

1
1

Language skills: Reading application

1
Natasja Gerber
2

Language skills: Reading application

1
Natasja Gerber
2

Language skills: Reading application

Natasja Gerber
2
Language skills: Writing application
1
Natasja Gerber
2

Language skills: Writing application

1
Natasja Gerber
2

Language skills: Writing application

1
Natasja Gerber
2

Language skills: Writing application

Natasja Gerber
2
1.

45

3 /54

This is an introductory course. Students will be introduced a variety of famous childrens literature
such as rhymes and poems, picture storybooks, folk literature, fantasy, and fiction. Gradually,
students are able to analyze and criticize different types of childrens literature from different
perspective. Finally, students will be able to use effective teaching methodologies to create good
literature reading experiences for children.
2.
(1) Literature: What is it?
(2) Genre in Childrens' Literature
(3) Picture Books
(4) Character
(5) Plot
(6) Types of themes
(7) Setting
(8) Point of View
(9) Devices of Style
(10) Tone
(11) Rhyme and Poetry
(12) Biography
(13) Informational Books

Literature: What is it?

3

Genre in Childrens Literature

3

Picture Books
3

Character
3

Plot
3

Types of themes
3

Types of themes
3

Setting
3

Setting
3

Point of View
3

Devices of Style
3

Devices of Style
3

Tone
3

Tone
3

Rhyme and Poetry

3

Rhyme and Poetry

3

Biography
3

Informational Books
3

1.

46

3 /45

40

88.89

This is an introductory course. Students will be introduced a variety of famous childrens literature
such as rhymes and poems, picture storybooks, folk literature, fantasy, and fiction. Gradually,
students are able to analyze and criticize different types of childrens literature from different
perspective. Finally, students will be able to use effective teaching methodologies to create good
literature reading experiences for children.
2.
(1) Course introduction
(2) Chapter 1: The origins of language curriculum development
(3) Chapter 2: From syllabus design to curriculum development
(4) Chapter 3: Needs analysis
(5) Chapter 4: Situation analysis
(6) Chapter 5: Planning goals and learning outcomes
(7) Chapter 6: Course planning and syllabus design
(8) Chapter 7: Providing for effective teaching
(9) Chapter 8: The role and design of instructional materials
(10) Chapter 9: Approaches to evaluation

Course introduction
1
1

Chapter 1: The origins of language curriculum

1

development
Chapter 1: The origins of language curriculum
1

development
Chapter 2: From syllabus design to curriculum
2

development
Chapter 2: From syllabus design to curriculum
2

development
Chapter 3: Needs analysis
2

Chapter 3: Needs analysis

2

Chapter 4: Situation analysis

1
2

Chapter 4: Situation analysis

2

Chapter 5: Planning goals and learning outcomes

1
2

Chapter 5: Planning goals and learning outcomes

2

Chapter 6: Course planning and syllabus design

2

Chapter 6: Course planning and syllabus design

2

Chapter 7: Providing for effective teaching

1
1

Chapter 7: Providing for effective teaching

1

Chapter 8: The role and design of instructional

1

materials
Chapter 8: The role and design of instructional
Jason Kamara
3
materials
1.

47

Chapter 8: The role and design of instructional

materials
Chapter 9: Approaches to evaluation
Chapter 9: Approaches to evaluation
Chapter 9: Approaches to evaluation

Jason Kamara

Jason Kamara
Jason Kamara
Jason Kamara

2
3
3

3 /45

The purpose of this course is to apply children psychology to teaching children English as a Second
Language.It also includes service learning program for students to acquire real teaching experience.
4.
(1) Discussion/ Reading strategies
(2) Teaching Children Literature/Intelligent Behavior
(3) The Grammar-Translation Method Long-Term memory and Children Development
(4) The Direct Method/Classroom Management
(5) The Audio-Lingual Method
(6) Emotion and Children Development
(7) The Silent Way/Children Learning Behavior
(8) Desuggestopedia/Observation Learning
(9) Communicative Language Learning
(10) Total Physical Response/Game Theory
(11) Cognitive Development (Piaget and Vygotskys basic Concept)
(12) Community Language Learning/Multiple Intelligence
(13) Content-based, Task-based, and Participatory Instruction

Discussion/ Reading strategies

3

Teaching Children Literature/Intelligent Behavior

3

The Grammar-Translation Method Long-Term

3

memory and Children Development

The Direct Method/Classroom Management
3

The Audio-Lingual Method

3

Emotion and Children Development

3

Emotion and Children Development

3

The Silent Way/Children Learning Behavior

3

Desuggestopedia/Observation Learning
3

Communicative Language Learning

3

Total Physical Response/Game Theory

3

Cognitive Development (Piagetand Vygotskys

3

basic Concept)
Cognitive Development (Piagetand Vygotskys
3

basic Concept)
3.

48

Community Language Learning/

Multiple Intelligence
Content-based, Task-based, and Participatory
Instruction

49

24 / 24

A
1

48
B

C=A/B
100

D2

D3

() B1

B2

B3

K1

K2

K3

D1

D2

D3

() B1

B2

B3

K1

K2

K3

D1

50

40

15

(07)657-7115ext.
1501

1.
2.
3.

4.

5.

51

1.
2.
3.
4.

15

15

(07) 768-8370

92 94
:

52

1.
2.
3.

4.

5.

1.
2.
3.
4.

25

15

(07) 768-8370

92 94
:

53

1.
2.
3.

4.

5.

1.
2.
3.
4.

54


1
(1)

0922-389-100

07-6577056

hshang
@isu.edu.tw

0939-082-731

07-6577056

nicolehsieh2002
@yahoo.com.tw

55

14

4
6

(2)

0952-666-179

07-8120257

khunreality
@hotmail.com

07-8120850

07-8120257

07-8120850

Natasja
Gerber

Jason
Kamara

122-22

turtle_jack
@hotmail.com

122-22

07-8120257

khunreality
@hotmail.com

122-22

07-6577115
ext. 1501

07-6578971

jechen
@isis.ks.edu.tw

31

University of
Stellenbosch
Bachelor of Arts
University of
Saskatchewan
Bachelor of
Commerce

07-3638686

07-3631191

School.houseyc
@msa.hinet.net

129

07-3638686

07-3631191

School.houseyc
@msa.hinet.net

129

0934-051-144

sophia1413
@yahoo.com.tw

17

16

0982-812-670

Se.co.ceo
@gmail.com

54-1

15

08-7750628

56

0932-764-161 07-3805227

jou5661@xuite.net;
jou5661@center.fotec
h.edu.tw;
jrchou@mail.nhu.edu.
tw

57

173
5 3

()

15

c
(c = a b)

1600

80

128000

128000

1600

1600

48

76800

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1600

1600

80

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13440

12

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60000

15

5250

5250

280

140000

140000

1
1

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50000

48510
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58

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60

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99 10 1 100 1 31

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64

99

65

23

100 2 1 100 6 30

15

100/2/1~100/6/30

66

122-22

99

67

17

100 7 1 100 8 31

15

100/7/1~100/8/31

68

122-22

99

69

17

70

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71

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!!

72

73

109

171

3801
99 1 14

900 ~1200
14
3801

172

173

174

1619
12:00~13:20
98 11 11

98 11 11
1619

175

176

18:30~21:30
99 1 12

99 1 12

177