“English Speech and Debating Skills” Course Syllabus

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1、 “English Speech and Debating Skills” Course Syllabus1. Basic Curriculum and Teacher InformationCourse Title: English Speech and Debating SkillsCourse type:：compulsory elective Total hours / week hours / credits: 32 hours; 2 hours/week; 2.0 creditsOf which includes experimental (training, discussion

2、, etc.) hours: 0Course time: Weeks 1-16Normal English, class 1, 2010: Monday 5-6Normal English, class 2, 2010: Tuesday, 3-4Business English, class 1, 2010: Tuesday, 5-6Business English, class 2, 2010: Wednesday, 5-6Course location: Normal English, class 1, 2010: 6C-205Normal English, class 2, 2010:

3、6E-302Business English, class 1, 2010: 6C-305Business English, class 2, 2010: 6C-205Academic Teaching Unit: Foreign Language Department (FLD)Major Class: 2010 Normal English, classes 1 & 22010 Business English, classes 1 & 2Instructor(s)（/TA）Name: Susan LeyTitle: TeacherContact tel: 781600Email: ley

4、.susanQ & A time, place and manner: In person before and after class or by email. Regular office hours will be arranged at a time mutually convenient for students and teacher. Individual appointments can also be arranged.2. Course DescriptionThis course is designed to teach students public speaking

5、and debate skills in English and give them opportunities to practice those skills within the classroom environment. Students will gain confidence in using the English language to express themselves in front of a group of people. Students will gain confidence in using their English-language skills to

6、 develop and support an opinion and argue that opinion in a debate.3. Curriculum ObjectivesStudents will learn to write and deliver a speech. Students will develop English debate skills and, through the debate process, will improve their thinking and speaking abilities in English. In addition, they

7、will sharpen their critical thinking skills and improve their pronunciation and diction through practice and feedback. 1. Knowledge and skills objectives: Students will gain confidence in their spoken English ability and develop poise when speaking in front of an audience. Fluency and speed in think

8、ing and speaking in English will improve. Students will learn to clarify their thoughts and communicate them effectively. By researching in preparation for speeches and debates, students will gain new ideas, acquire new concepts and enrich their vocabularies. They will also learn how to read with di

9、scernment and make value judgments about what they are reading. Listening and note-taking skills will be developed through participating in debates, judging debates, and acting as question masters for speeches.2. Process and method objectives: Theory and method will be taught through short lectures

10、and PowerPoint lessons, supplemented by videos so students can see examples of what has been taught. Students will then put what they have learned into practice by writing and delivering speeches and taking part in debates. Class time will be divided into lecture/lesson content, individual and group

11、 practice, and delivery of speeches or participation in debates.3. Emotional, attitudinal and value development objectives: Students will learn to present a professional image while speaking, as well as to remain poised under duress of rebuttal or questioning. Students will learn to work on a team a

12、nd build good relationships with their team members. Through hard work and diligence students will learn to speak well, if they are motivated. This is not something that can be taught; it is an attitude necessary for learning to take place. A students speaking ability will improve in direct proporti

13、on to how much effort and practice he or she puts forth. The effort is worth it for a student who wants to be fluent in spoken English.4. Pre- and Post-Course contact Students must be able to read, write and converse in English. It is hoped that students will enjoy expressing their thoughts and opin

14、ions through public speaking and debate and will pursue it even after the course has ended. The ability to express themselves clearly in English will assist them in their time at university, as well as in their possible futures working in English within the international community. Through improving

15、 their critical thinking skills students will be better prepared to participate and be more competitive in a globalized world.5. Course material selection and reference books The assigned textbook for the class is The Art of Public Speaking by Stephen E. Lucas ISBN 978-7-5600-9239-3. In addition, st

16、udents are encouraged to read Debating in English: A Critical Thinking Approach to Effective Speaking by Gary Rybold ISBN 978-7-5600-9557-8. The teacher will present material from these two books as well as a variety of other sources. Videos and handouts will occasionally be provided. 6. Course sche

17、duleWk. #/ LecturerTeaching ThemeHighlights and Key PointsRequirementsHours1/Susan LeyIntroductionstage presence, speaking tipsIntroduction to course and teacher Lecture: Overcoming stage fright, stage presence, tips for good speaking.No advance preparation is necessary.2 hours in class2/ Susan LeyO

18、rganizing a speechLecture: writing the body, introduction, conclusionViewing examples of planned introductory speechesThink about what object you can use to describe your life. You will be given class time to begin writing your speech.Read Chapter 1 and pages 17-23 of Chapter 2Do exercises 1 and 2 o

19、n page 14. 2 hours in class2 hours reading and writing homework outside of class3/ Susan LeyDelivering an extemporaneous speechLecture: Delivery, rehearsing, use of cue cardsPractice time in groupsBring a written version of your speech to class. You will be given class time to practice reciting your

20、 speech to your group members. Read Chapters 7 and 82 hours in class2 hours reading and writing homework outside of class 4/ Susan LeyDelivery of extemporaneous speeches by students.Be prepared to recite your 2-minute speech in class.2 hours in class2 hours outside of class to practice reciting the

21、speech.5/ Susan LeyHoliday no classes 6/ Susan LeyEffective DeliveryImpromptu speechesLecture: Methods of delivery; use of “and so on”, “in a word”, “as we all know”Lecture: Impromptu speechesRead Chapter 112 hours in class2 hours reading homework outside of class7/ Susan LeyStudents deliver impromp

22、tu speechespractice delivery impromptu speeches with a partner2 hours in class1 hour outside of class practicing impromptu speeches8/ Susan LeyIntroduction to DebateLecture: Fundamentals of Debate; Critical Thinking in DebateStudents will have brief debates in pairsRead assigned material prior to cl

23、ass.2 hours in class9/ Susan LeyListening and FlowingResearching and EvidenceLecture: Listening and Flowing; Researching and Evidence; Analyzing the SourceRead assigned material prior to class.2 hours in class1-2 hours reading information on debates10/ Susan LeyPresenting and refuting argumentsPropo

24、sitional case development, oppositional counter-case development, refutation and rejoinderPractice listening and flowing. Complete the “Analyzing a point of view” assignment.2 hours in class2 hours reading and completion of homework.11/ Susan LeyDebatesFour teams debatePrepare for debates2 hours in

25、class2 hours out of class 12/ Susan LeyDebatesFour teams debatePrepare for debates2 hours in class2 hours out of class 13/ Susan LeyDebatesFour teams debatePrepare for debates2 hours in class2 hours out of class 14/ Susan LeyDebatesFour teams debate Prepare for debates2 hours in class2 hours out of

26、class 15/ Susan LeyDebatesFour teams debatePrepare for debates2 hours in class2 hours out of class 16/ Susan LeyDebatesReview for final examTwo teams debatePrepare for debates2 hours in class2 hours out of class 7. Teaching methodsResearch has shown that there are three main styles of learning: list

27、ening, seeing and doing. Because different students have different learning styles, or a combination of styles, it is the responsibility of the teacher to teach in such a way that the strengths of the students are maximized. Therefore, a combination of methods has been incorporated into the course.

28、Students will learn by listening to lectures and viewing content via PowerPoint and videos as well as reading selected material. As this is a public speaking and debate course, students will learn by performing and receiving feedback from the teacher and their peers.8. Learning needs of students1. M

29、ethod of this course, strategies and educational resources.This course will focus on developing abilities in public speaking and debate through the use of lecture, videos and guided exercises. Students will be given class time to practice individually and in groups, receiving peer and teacher feedba

30、ck. Students will be given the opportunity to practice what they have learned through giving speeches and participating in debates in class.2. Required extra-curricular reading and educational materialsSelected chapters from the textbook will be assigned as required extra-curricular reading for the

31、speech portion of the course and handouts will be provided for the debate unit. Students are expected to research and prepare for their speeches and debates using library, internet and other resources at their disposal.3. Weekly study time requirement.Students are expected to attend the two hours of

32、 class time each week. In addition, students are expected to spend time preparing and practicing for their speeches and debates. This time will vary from week to week, but should average 1-2 additional hours each week.4. Required class, laboratory, discussion, Q & A, homework (or thesis), unit tests

33、, final exams, etc., work requirements for students.Students are expected to attend class each week and actively participate as directed. Students are expected to complete all writing assignments on time. In order to be adequately prepared for some lectures, students are expected to do the required

34、reading homework when assigned. Students are expected to be prepared to give speeches or take part in debates on their assigned weeks. There will be a short written final exam.5. Student participation in teaching evaluation requirements.1-2 weeks before the end of the course, according to the school

35、s plan, students will, by means of the online comment system, answer questionnaires, realistically assess the educational effectiveness of the course and teacher in an objective and fair manner. This duty-bound responsibility and obligation on the part of students is of great significance in promoti

36、ng teacher improvement.9. Performance assessment methods and standardsEvaluation ContentEvaluation criteria and requirements WeightClassroom Conditions, Classroom Discussion, Out of class Assignments class participation including homework, acting as question master for speeches, judging debates30%Fi

37、nal ExamStudents will deliver two speechesExtemporaneous 20%Impromptu 10%Students will take part in two debatesEach debate will be worth 15%Written final exam 10%70%Final Exam MethodSpeeches and debates will be scored on how well the student performs according to the criteria taught in class.The wri

38、tten exam will consist of multiple choice, fill in the blank and short answer questions.10. Department Teaching Review Committee Opinion (Times New Roman, 12 pt., bold)I (Department) Teaching Committee has conducted a review of the course syllabus, and has agreed to implement same.(Department) Teaching Committee of Signature: Date: year, month, day