新聞英文閱讀 (課程介紹)
多取材自時代雜誌、紐約時報、華爾街日報、中國郵報及英文台北時報等，從報導深度及英文語法、句型、結構、單字來篩選適合學生的文章，並刻意地將政經、科技、人文、藝術等主題，交叉安排在課程中，幫助學生體驗用英文取得知識的樂趣，並且體會英文運用的活潑性及創意，進而產生學習動力。
課程目標：
透過新聞英文解析來拓展對世界的認識，體驗單字用法、句形結構、特殊術語、慣用俚語等，提升學生速讀及慢讀的技巧及能力，並且分析新聞記者如何用最少的字或最簡明的結構來表達事件及意念。整體來說，新聞閱讀屬於全面性英語學習的課程。
上課方式：
從三方面切入：
(1) 動態認知 (dynamic)：
文字並非花瓶般靜態存在，或者僅供觀賞；文字隨著使用的時機、目的、背景、態度、習慣等的不同，而在意義上產生些微的變化。換句話說，相同的文字在不同的族群、不同的溝通對象、或不同的時空環境下，具有多層身份及意思。舉個簡單的例子，如handsome 過去用來形容美麗，現代則用來形容男性的英俊。
在閱讀過程中可以發現，文字用來豐富文章內容及趣味，因此閱讀新聞英文時，若僅注重單字及用法上的規定或準則，可能會誤解或扭曲文章的原意。閱讀能力提昇的重點之一，在於培養學生對上下文的重點掌握及敏銳度，進而擴展學生在英文使用認知上的彈性。
We tend to think of linguistic knowledge as static elements, not feeling that these elements only come alive when in use. The dynamic concept stresses the importance of the unpredictability in language learning. Misunderstanding often happens not because of one’s language ability, but of not knowing what the other person is thinking about.
Therefore, what matter here is not language, but the interaction between people, and, if you stretch further, the context in which the interaction take place.
The same concept is applicable in reading, which is also a process of interaction – you read not just to get what the author is trying to say, but how you imagine the author is going to say.
If an analogy is to be used, Wittgenstein’s quote comes to mind “there is a bunch of interplays going on when using language. To quote Wittgenstein: “Uttering a word is like striking a note on the keyboard of the imagination.”
In this approach, the emphasis is in using English, not rote memorization.
(2) 多樣化體驗 (diverse)：
享受過自由的滋味，絕不希望再重回牢籠中。在閱讀的世界裡，閱讀者踩著文字，進入自我的想像空間中，沉溺於文字的美好，更深層地渴望能凌駕文字之上。在新聞英文課程中，學生即是閱讀者，在多樣化不同主題、不同作者、不同闡述方式的文章下，學生漸漸地養成對文字的反應及漠視生疏的單字及語法的能力，就這樣閱讀能力也同步提昇了。再者，有些英文單字過於抽象，不容易被理解或講解，此時Bruce將會透過不同的情境句來讓學生體會這些單字的意思，舉例如下：
- Taiwan’s feisty, wide-open society.
- Europe's feisty antiwar organizations
In this approach, students are encouraged to experience words and grammar in various contexts – different subject matters, disciplines. (Problem: it takes lots of time) It is a moment to enjoy knowledge and, most of all, freedom. You will never want to go back to the jail-like education institution of English learning.
At the same time, they get to feel the polymorphism of words and grammar – how they change according to various contexts. Here, we understand that the meaning of word and structure of grammar are dependent elements. (dependent on life, world)
Gradually, (many years later) to a student, linguistic knowledge vanishes with the looming of meaning, and thus knowledge. To understand this, imagine when we read Chinese newspaper – that we hardly notice the linguistic aspect of a text but rather the meaning it delivers.
Diversity is important because it means we are no longer bounded by words, but instead we step on them and spring us forward in our imagination. This is the stage we feel the pleasure of language, and start to get addicted to using it.
(3) 個人主觀體驗 (distinct)：
愛爾蘭的劇作家Oscar Wilde曾說，任何值得學習的東西，不值得被教。在閱讀課程中，學生除了看懂文章內容外，對事物的感受性及自信也會大大提昇。將閱讀放在教學層面上，教學即成了作者與學生間的溝通媒介，帶有引導及啟發的功能。在大量、短中長篇、或時事性為主的閱讀練習中，學生依賴的不僅於上課，而在自我能力的養成，自然而然學生的閱讀力也會增加，並且轉換為競爭力。
Objectivity and subjectivity. Instead of telling you what to do, you are encouraged to feel and interpret in your own way. Here personal subjectivity matters because in reading different people will definitely have different interpretations of a text. In other words, each person’s perception is distinct.
In this approach, what school teach and what grammar books say are downplayedThis is to train student to be independent thinkers
