The Reading Focus courses teaches deep English reading and skills, with an emphasis on the logical structure of texts. Students are taught how to understand and use written information in a logical and accurate way. Higher-level students are also taught problem-solving skills relevant to the field of global Sustainable Development Goals (SDGs) and exploring ways to solve them.
The 17 UN Sustainable Development Goals are:
- No poverty
- Zero hunger
- Good health and well-being
- Quality education
- Gender equality
- Clean water and sanitation
- Affordable and clean energy
- Decent work and economic growth
- Industry, innovation, and infrastructure
- Reduced inequalities
- Sustainable cities and communities
- Responsible consumption and production
- Climate action
- Life below water
- Life on land
- Peace, justice, and strong institutions
- Partnerships for the goals
This course focuses on input: how students understand written information in English.
This involves understanding the meaning of words, phrases, and sentences. Furthermore, it involves understanding how those words, phrases, and sentences fit together to form the overall meaning of paragraphs and longer texts.
As with the companion course Performance Focus for SDGs, readings in the course will be on themes relevant to SDGs.
By the end of the course, students will have improved their ability to read texts in a logical, analytical, and comprehensive way. They will have read a variety of types and genres of texts relevant to SDGs, and will understand the meaning of SDGs and their importance in the modern world.
Consistent with the emphasis and objectives of Reading Focus courses, the first semester focuses on two summary techniques that are particularly beneficial for highlighting content organization and prioritizing details; namely, mind maps (MM) (Buzan & Buzan, 1994) and the PQ4R reading method (Rathus, 2008). It also draws on material from McWhorter (2014), such as (1) strategies for active reading, (2) fundamental comprehension skills, (3) vocabulary skills, (4) patterns of academic thought, and (5) learning from textbooks. During the second half of the semester, students will practice using MMs in reading, summarizing and discussing a number of short articles on the issue of freewill.
Most first-semester classes will begin with a vocabulary-related activity. In addition to group reading of extracts from McWhorter (2014) throughout the course, later classes will focus on discussing a set of short articles on the issue of freewill, as an exercise in developing deep reading.
Week 1 Introduction and course outline
Week 2 Mind mapping
Week 3 PQ4R reading method
Week 4 Group reading: Strategies for active reading
Week 5 Group reading: Developing levels of thinking
Week 6 Group reading: Fundamental comprehension skills I
Week 7 Group reading: Fundamental comprehension skills II
Week 8 Group reading: Patterns of academic thought I
Week 9 Group reading: Patterns of academic thought II
Week 10 Group reading: Readings in the social sciences I
Week 11 Group reading: Readings in the social sciences II
Week 12 Group reading: Freewill issue I
Week 13 Group reading: Freewill issue II
Week 14 Group reading: Freewill issue III
Note: Students who are absent four times or more during the semester will
receive the grade ‘F’.
Written comments provided for both self-introduction report and freewill project
There is no textbook assignment; course materials will be provided in a series of handouts.
Instructor’s name：Terry Joyce
Course name：READING FOCUS for SDGs Ⅱ１
Group level：B Class：B3 Year：2