英文口語練習範本
English speech practice samples
以下文字源自UC Davis 課程摘要
The following UC Davis course descriptions are quoted from the Japanese, Chinese, and History department websites. I will use them as English speech practice samples for my upcoming interview this Saturday. I will remove them if there's any copyright issue.
＊UC Davis East Languages and Cultures: http://ealc.ucdavis.edu/home
＊UC Davis Department of History: http://history.ucdavis.edu/
私以為這三小段很適合拿來當英文朗讀練習。若是太久沒講英文，可試著先用大聲朗讀的方式來找回說話的節奏，若像我一樣沒有人可以練習英文對話，至少自言自語／自問自答／跟空氣自我介紹的時候，不會一直and...and then...ahh! ehh... 個沒完...
- 唸了一遍我才發現我的r和l發音都會打結，有-ly或-ed結尾的字甚至變成氣音。
- 講話的步調要放慢，在此提醒自己！
- 這些用來當writing sample也不壞。給同樣有需要面試藝文或導覽相關職缺的人參考囉。
將唸得不順的地方畫黃線，加油！
國鳳整理於 Sep. 22&23, 2014
Japanese 10. Masterworks of Japanese Literature （國鳳按：回顧UC Davis的讀書時光，我最喜歡的就是這堂課，閱讀簡單又營養，教授選的文章和書單至今仍有不少令人難忘，推薦學弟妹有機會可以拿這堂通識課～）
Course Description: This course serves as an introduction, in English, to selected masterworks of Japanese literature from 7th century into the 21st. We will read from a wide variety of genres: poetry (both ancient and modern), myths, tales, novels, plays, and short stories. The course is organized chronologically around a central theme: depictions of love in literature. We will consider the historical and cultural context of each work, as well as the conventions of the various genres we encounter in our readings. Among the questions to be considered throughout the course are: What kinds of love and what aspects of love are depicted in literature? How are they represented? What is not represented? What does it mean to be a “masterpiece” of literature? This course has no prerequisites, and there is no assumption of prior knowledge of Japanese language, history, or culture. Student grade based on quizzes, in-class discussion, term paper, midterm and final exams.
Chinese 150. Fifth Year Chinese
Course Description: This fifth-year Chinese course is designed to prepare students with advanced-high level competence for future professional engagement in Chinese. It focuses on developing sophisticated Chinese speaking and writing skills for formal settings of communication as well as deep understandings of Chinese culture and society. Students study authentic Chinese texts, mainly literary works and scholarly essays on selected topics of Chinese language, literature, culture, and society. Multimedia materials may also be adopted. Students gain familiarity with and better command of the expressive system of written Chinese, including its rhetorical strategies, discourse devices, sentence patterns, formulaic expressions, prosodic characteristics, and vocabularies featuring different types of written Chinese. They also develop critical thinking and scholarly understanding of social and cultural issues of modern China as related to the course materials. Major class activities include intensive reading, discussion, composition and paper writing, and formal presentations. All classes are conducted in Chinese.
History 191C – Late Imperial China
Patterns and problems of Chinese life traced through the Ming and Qing dynasties (c. 1500-1800). In the sixteenth century, when Europeans first reached the far eastern shores of Eurasia, the Ming Empire was one of the most populous, urbanized, economically advanced, and culturally sophisticated societies in the world. By the early twentieth century, that status quo had been turned on its head. European and American steamships now dominated the Pacific while China was in the throes of social and political upheaval. Using documents, fiction, art, architecture, and selected scholarly writings, we will try to understand the historical dynamics of this enormous change.
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