2. Organum

3. Program Music

4. 客家八音

（一）混聲四部和聲寫作（本題共 12 分）以下列數字低音，完成混聲四部和聲，並標示調性及和弦級數或功能代號。 （調性及和聲級數 6 分，和聲進行 6 分）

（二）校歌編曲及指導（本題共 15 分） 下列樂譜為臺中一中的校歌 1. 在樂譜上，用數字標示五處引導學生演唱時需要注意的位置，用文字說明這五處的演唱技巧或注意事項。 （5 分）

2. 在樂譜上創作第二部的合唱旋律（提醒：不要連續一直使用與主旋律間隔同一音程的音，並注意本身的旋律 美感及與主旋律的和諧度）。（10 分）

（三）課程設計（本題共 18 分）請依據 108 課綱並參考臺中一中校本能力指標（表 1），以「臺灣傳統音樂」某一樂種為授課主題，就性別 平等教育、環境教育、人權教育及海洋教育「四大議題」擇一融入課程設計，為高一設計單元教案，課程至多 6 節課。作答時請依序完成以下部分： 1. 單元名稱及融入議題項目2. 設計理念 （2 分）3. 學生起點行為 （1 分）4. 學習目標 （2 分）5. 教學大綱、主題、內容、步驟、時程等 （10 分）6. 學習評量 （2 分）7. 設備、教材、其他 （1 分） 亦可自行用表格方式呈現。

1. Given the National Development Council’s policy of Bilingual Nation, schools often have corresponding policies in place that affect students’ development in their English language skills. In your written response, ● Describe one school bilingual policy related to curriculum design or pedagogy; ● Illustrate one instructional strategy that a teacher could use to support English learners in addressing the school policy or practice you have chosen; and● Explain clearly how this strategy would be effective in addressing the barriers that English learners face in developing their English language skills.

2. Language-rich classrooms, also known as literacy-rich environments, expose all learners to a range of quality language in diverse ways. By providing students with opportunities to develop language and literacy, language-rich classrooms can support English Learners’ English language development. In your written response, ● Describe two key components that are essential for a successful language-rich classroom;● Illustrate how each component supports English learners’ language development.

3. In your written response focusing on Primary English learners at the early intermediate proficiency level, ● Describe one instructional strategy or program that would be appropriate to develop English learners’ speaking skills in English;● Explain further how the strategy or program you described would help develop English learners’ speaking skills;● Describe one type of assessment that could be used to determine whether the instructional program you described has been effective in improving English learners’ speaking skills; and● Explain why this type of assessment is appropriate for this purpose.

4. In the bilingual class, Amy is a fourth grade student in your classroom. Amy is very quiet and shy, especially when reading aloud or speaking in front of the whole class. During individual reading exercises, you notice that Amy sometimes mumbles through unfamiliar words or even replaces them in Chinese. To better understand Amy’s reading skills, you requested that she read a portion of the current story out loud to you. Before the reading exercise, you asked her to make a prediction about the story. Her prediction was demonstrated a solid ability to make predictions and a deep schema from which to draw. You completed a running record on Amy which revealed the following errors in Amy’s reading of one paragraph:After Amy completed reading the portion you assigned her to read out loud, her accuracy rate was eighty-eight percent. You then asked her to continue reading the story silently. However, when you asked her to retell the story later, she demonstrated some misunderstandings of the information presented in the story. ● In light of the three dimensions of core competencies of 108 Curriculum Guidelines namely spontaneity, communication and interaction, and social participation, develop an instructional plan of action to address areas of weakness Amy is displaying in reading. Be sure to include specific objectives, goals, materials and activities that you can implement in your bilingual class to ensure Amy makes the necessary progress in reading to end the year on grade level.

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