2. Describe your scaffolding strategies, grouping methods, and questioning techniques.

3. Design one formative assessment and explain how it reflects student learning.

(1) Name the issue clearly and specifically (e.g., do not simply write "the lesson is bad" — state precisely what the design flaw is). (1% for each issue)

(2) Explain why it is problematic. You are allowed to refer to any pedagogical principle, theory, or curriculum guideline where applicable. (2% for the reasons of each issue)

(3) Describe its likely impact on student learning, engagement, or language development. (2% for the impacts of each issue)

II. Course Design 2 The lesson plan below was designed for a Grade 11 English class (50 minutes) in Taiwan on the topic of AI plagiarism. It contains several significant flaws in its design, objectives, procedures, and assessment. After examining the lesson plan, please complete the following tasks:  2. Using your analysis in the previous task as a foundation, design a revised 50- minute lesson plan on the same topic. Your revised lesson plan must include at  least one collaborative student activity that promotes critical thinking, and in the end, helps students realize the appropriate use of generative AI. 

III. Test Design Please summarize the following text into a 150~200-word passage and create a multiple-choice cloze test for 11th graders. You should create 5 blanks. Each question should have 4 answer options, with one correct answer underlined.      Social Emotional Learning (SEL) is often framed as the “missing piece” of the educational puzzle. While traditional curricula prioritize the acquisition of cognitive milestones—long division, chemical equations, and literary analysis—SEL focuses on the internal architecture that allows a student to navigate those challenges. At its core, it is the process through which individuals acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals.       For those operating at a post-graduate level of understanding, it is clear that SEL is not merely a “soft skill” initiative or a momentary trend in pedagogy. Instead, it represents a sophisticated integration of neurobiology and behavioral science. When a student learns to regulate their nervous system through self-awareness, they are essentially optimizing their prefrontal cortex for high-level executive functioning. Without the ability to manage the “amygdala hijack”—the stress response that shuts down logical reasoning—the most brilliant academic instruction will often fall on deaf ears.     Modern SEL frameworks, such as the one developed by CASEL, emphasize five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In a professional or academic environment, these translate into the capacity for deep collaboration and conflict resolution. It is the difference between a team that collapses under the pressure of a deadline and one that utilizes collective efficacy to pivot and problem-solve.     Furthermore, SEL serves as a critical bridge to equity. By fostering social awareness and empathy, learners are better equipped to navigate diverse perspectives and dismantle implicit biases. It shifts the educational paradigm from “What is wrong with this student?” to “What does this student need to thrive?” In an increasingly fragmented world, the ability to cultivate “emotional intelligence” is no longer an elective luxury; it is a fundamental requirement for social cohesion and professional longevity. Ultimately, SEL suggests that the most important lab we will ever work in is the one inside our own minds, where we learn to balance the rigors of logic with the complexities of the human heart.

 (1) Teaching objectives and targeted competencies

(2) Three classroom activities or tasks

(3) Instructional techniques and strategies

(4) Teaching procedures and steps 

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