From around 2000, translation and interpreting education, which used to focus on post-graduate levels, is increasingly delivered at undergraduate levels, in response to market demands and career needs. As such, there is ongoing research on curriculum design and teaching methodology for undergraduate T&I training. Undergraduate T&I training is delivered in two different modes: independent T&I departments or T&I courses offered by general language and literature departments, with most of research focusing on the former, i.e. students majoring in T&I. However, many language departments offer T&I courses as electives for students to take for a couple of semesters. In terms of interpreting training, students majoring in T&I take such courses as introduction to interpreting and BA/AB consecutive interpreting, so that they can advance from basic theoretical knowledge to practical consecutive (and simultaneous in some cases) interpreting skills over a period of two to four years, preparing themselves as potential T&I professionals. In contrast, T&I courses offered by general language departments, mainly for juniors and seniors, tend to be practically- oriented electives to be taken for one or two semesters by students whose needs are different from those majoring in T&I. This study, therefore, aims to suggest that these courses be different from major T&I courses in syllabus design, to meet learner needs in a limited period of time. It draws upon my teaching experience where I conducted a survey on student expectations and post-training reflections. Instead of activities typical to post-graduate T&I classes (selecting texts from different genres, not just texts on current issues, reading, note-taking, interpreting and feedback/critique), this paper proposes other activities that would help enhance language skills as well, such as reading, shadowing, sight translation, back-translation, role play and using media.