天主教輔仁大學課程大綱 天主教輔仁大學課程大綱

Setting reading tasks using textbook information texts with reference to the 2017 ELE KLACG and the English Language Curriculum Guide (P1-P6) (CDC, 2004) and guiding students

Setting reading tasks using textbook information texts with reference to the 2017 ELE KLACG and the English Language Curriculum Guide (P1-P6) (CDC, 2004) and guiding students

● develop teachers’ ability to identify opportunities for students to connect their learning in English lessons (e.g. reading strategies and knowledge of topics) to their experiences

Reading Task 6: Genre Structure and Language Features. • Now let’s look at how language features (e.g. sentence patterns) are connected to the structure

● develop teachers’ ability to identify, select and use appropriate print and non-print texts of a variety of text types and themes to enhance students’ motivation and confidence in

Teachers may consider the school’s aims and conditions or even the language environment to select the most appropriate approach according to students’ need and ability; or develop

e-Learning Series: Effective Use of e-Resources to Develop Students’ English Language Skills at the Secondary Level.. Dr Timothy Taylor, Senior Lecturer Department of English

Making use of the Learning Progression Framework (LPF) for Reading in the design of post- reading activities to help students develop reading skills and strategies that support their