2. Apart from form-focused instruction, discourse has received focal attention in competency-based instruction in English language teaching (ELT) in Taiwan. (a) Why do English teachers need to teach discourse to students? What aspects does discourse teaching entail? (b) If you are going to teach discourse, what various teaching activities will you use to teach these aspects to high school students with various English proficiency levels? Specify student profiles, teaching objectives and the corresponding core competencies in the teaching activities. (c) How would you assess these students’ learning outcomes in terms of discourse? (25%)

4. Directions governing for the 12-Year Basic Education Curricula promote learning progression and cross-field integration. Please design a lesson plan for two 50-minute sessions based on the following article. In the lesson plan, please mention the subject(s) you would like to integrate, objectives,and main teaching content/activities. You do not need to provide a complete lesson plan. (25%) In order to protect the diversity of crops from catastrophe, the Svalbard Global Seed Vault, a seed bank, was built beneath a mountain on an Arctic island halfway between Norway and the North Pole. The Vault is meant to help farmers and scientists find the genes they need to improve today’s crops. It also aims to breed varieties that might better respond to emerging challenges, such as climate change and population growth. Currently, the Vault holds more than 860,000 samples, originating from almost every country in the world. There is now, however, a growing body of opinion that the world’s faith in Svalbard is misplaced. Those who have worked with farmers in the field say that diversity cannot be boxed up and saved in a single container—no matter how secure it may be. Crops are always changing, pests and diseases are always adapting, and global warming will bring additional challenges that remain unforeseen. In a perfect world, the solution would be as diverse and dynamic as plant life itself. The dispute about how best to save crop diversity centers on whether we should work with communities in the fields or with institutions, since it will be extremely difficult to find enough funding to do both. Now the isolated Svalbard seed vault is sucking up available funding. Yet, the highly centralized approach may not be able to help farmers cope with climate change, fifty or a hundred years from now. According to new research findings, as much as 75 percent of global crop diversity exists outside the big institutional seed banks. Such diversity is held instead by some of the world’s most marginal farmers. Moreover, it is argued with increasing force that seed banks can neither make up for the practical knowledge of farmers on the ground, nor compete with their ingenuity. (from 107 指考題第 48 至 51 題組文章)

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