# data[].attributes.body
B2 U6 Reading: The Taj Mahal

Get Ready

1. Google Earth: Use three words to describe the building

2. Where is it?

Be able to read

OG: main idea and sequencing

Be able to think

Level1: Where is this building?

How many wives did the king have?

Level2: How did the king feel?

What’s special about the building?

Level3: Do you like the story?

Do you want to have three wives or husbands?

Do you want to visit there for a whole day?

Do you want to build a building like this for your lover?

Differentiated:

Level 1: Is this building in Taiwan?

The king had five wives.

Level 2: A) He was happy. B) He was tired. C) He was sad. D) He was angry.

A) The building is famous for its height.(高度)

B) The building is famous for its color changes.

C) The building is famous for its location.(位置)

D) The building is famous for its historical story.

Level 3: Write a letter to his wife as you were the king.

# data[].attributes.body
Tracy & Christine & Amy

# data[].attributes.body
Choose a text

Book and title

Get Ready

How will you activate prior knowledge or create interest?

Be able to read

Which reading skill or graphic organizer fits your text?

Be able to think

3 levels of questions (at least 3 for each level)

-Questions within the text: basic facts, 6W1H...

-Questions beyond the text: inference, reference, feelings, cause and effect, discourse structure. and so on

-Questions about the text: text-to-self, -text, -world

:D Differentiated instruction

Consider how you will adjust tasks or questions for students at different levels.

-True/False, Multiple choice, Short essay

-Matching, Unscrambling, Note-taking

-others

# data[].attributes.body
Be able to explore

Based on the text, which issue do you want to focus on?
(cross-topic issues such as the 19 key issues, UN SDGs, cultural topics, social values, etc.)

Be able to apply

What learning outcomes do you expect your students to achieve by applying what they’ve learned?

What kind of product or task will students create to show their learning?
(poster, video, letter, presentation, debate, comic, social media post)

:D Planning for success

To achieve this goal, what additional scaffolding or support will you provide for your students? (language and content respectively)

If time permits, consider language of / for / through learning.

# data[].attributes.body
課本 Unit 1 的 Warm-up 和 Dialogue 對話區段），為 A2 程度學生設計的教學活動與問題，進行設計：

🔹 1. Get Ready：啟動先備知識／引發興趣

目標：幫助學生進入角色、認識職業與人物關係

活動建議：

圖片配對活動（Page 9）

活動指令：Look at the pictures. What is his/her job?

學生根據人物穿著或物品，將人物與職業（office worker, cook, doctor, student）連連看。

Warm-up 問題

“Who works in a hospital?”

“What does your mom or dad do?”

🔹 2. 閱讀技巧／圖表工具

推薦閱讀技巧：

Identifying characters and relationships（辨識人物與關係）

Using visual cues（利用圖片理解文本）

🔹 3. 三層次問題設計

(1) Within the text：基本事實問題

1. Who is Zac? (He is Jamie’s new classmate.)

2. Is Sophie Zac’s mom or sister? (She is his sister.)

3. What is Max’s job? (He is a doctor.)

4. How old is Max? (He is 29 years old.)

5. Who is Jamie’s cousin? (Max is.)

(2) Beyond the text：推論與連結

1. Why does Jamie say Sophie is beautiful? (Jamie thinks she looks nice.)

2. How do you think Zac feels on his first day? (Possible answers: nervous, excited.)

3. Why does Jamie say “I see” at the end? (He understands the information.)

(3) About the text：與自我、他人、世界連結

1. Do you have a cousin like Max? What does he/she do?

2. Have you ever met a new classmate? What did you say?

3. Who is the most handsome or beautiful person you know?

🔹 4. 差異化教學任務（Differentiated Instruction）

🔸低程度學生：

True/False 判斷句

1. Zac is Jamie’s brother. (F)

2. Sophie is a nurse. (T)

3. Max is a student. (F)

職業圖示配對 Matching
將 "doctor", "student", "nurse", "cook" 連到正確圖片

🔸中程度學生：

Multiple Choice 多選題
What is Sophie’s job?
(A) A doctor (B) A nurse (C) A teacher

Unscramble the sentence

1. is / Jamie / cousin / Max / my → Max is my cousin.

2. she / a / is / nurse → She is a nurse.

🔸高程度學生：

Short writing / Speaking task
“Introduce your classmate. Say his/her name, age, and job.”
句型支架：
“This is ____. He/She is my ____. He/She is a ____.”