Transcript 英語教學活動設計 實務與經驗分享

高雄市立右昌國中
黃莉芳
http://mail.yocjh.kh.edu.tw/~yc0035
[email protected]
英語教學活動設計—實務與經驗分享
• 英語教學法 vs. 教學活動設計
• 右昌國中英語教學活動經驗分享
• 教學資源分享
右昌國中英語資源中心
http://mail.yocjh.kh.edu.tw/~ycen
阿芳的家
http://mail.yocjh.kh.edu.tw/~yc0035
英語教學法vs.教學活動設計
• 文法翻譯法 Grammar-Translation Method
• 直接教學法 Direct Method
• 聽說教學法 Audio-Lingual Method
• 默式法 Silent Way
• 情緒解放法 Desuggestopedia
• 社群語言學習法Community Language Learning
英語教學法vs.教學活動設計
• 肢體回應法(TPR) Total Physical Response
• 溝通式教學法 Communicative Approach
• 內容導向、任務導向與參與學習觀
Content-based, Task-based, and
Participatory Approaches
• 多元智慧理論 Multiple Intelligences
TPR – Total Physical Response
• 減低學生學習外語的壓力，讓學生用「孩童
學會母語」的方法來學習英語
• 盡可能增加學習過程的趣味性
• 利用祈使句教字彙與文法
• 老師指導學生活動後可與學生角色互換
• 肢體回應開口說英語
• TPR結合其他教學法
TPR 的教學活動範例
• Simon Says
• Bee Swatter
• 眼明手快
• 破解密碼
• 人體時鐘
• 比手劃腳
• Give Directions
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溝通式教學法 Communicative Approach
• 目的：在真實的溝通情境中能適切的表達
• 教學活動以學生為中心，並常以小組的方式進
行，透過活動(遊戲、角色扮演、問題處理)學
生大量使用英語
• 利用語言去得到未知的資訊(information gap)
• 沒有固定答案與方式，說話者可以選擇說話內
容及方式(choice)
• 說話者可以從聽話者的回應評估自己是否已經
成功達到說話目的(feedback)
溝通式教學法 Communicative Approach
• 口語練習分為三個階層
1. 機械式的(mechanical)練習
句型結構的反覆練習達到正確與熟悉
2. 有意義的(meaningful)練習
學習者掌握詞句的意思作正確的語意表達
盡量配合圖表或圖片進行練習
3. 溝通式的(communicative)練習
模擬語言使用的情境，讓學習者運用語言完成某
項工作任務，充分體現語言的溝通能力
溝通式教學法的教學活動範例
• Q&A連環炮
• 傳令兵
• 認識新同學
• 人才招募
• 物以類聚
• 尋找真命天子
• Information gap
• Information swap
Tom
Mary
Information Swap / Information Gap
A
B
Information Swap / Information Gap
Names
A
Kevin
Helen
Peter
Cathy
Sam
Lucy
Verbs
feed
dogs
cut a
cake
read a
book
Places
in the
garden
on the
table
on the
bed
利用問答練習交換訊息
B
Names
Kevin
Helen
Peter
Cathy
Sam
Verbs
watch
TV
cook
drink a
coke
Places
in the
room
in the
kitchen
in the
room
Lucy
多元智慧理論 Multiple Intelligences
• 邏輯/數理(logical/mathematical)智慧
有效使用數字、找出抽象模式、善於推論
 猜謎、遊戲、富邏輯與條理的教學、分
類與歸納
• 視覺/空間(visual/spatial)智慧
熟悉環境、創造內心圖像、對形狀、大小、
顏色的敏銳度
 圖表、視聽教材、繪圖
多元智慧理論 Multiple Intelligences
• 身體/體能(body/kinesthetic)智慧
運用自己身體表達和解決問題的能力
 動手實作的活動、肢體表演
• 音樂/節奏(musical/rhythmic)智慧
辨別音調的能力及對節奏旋律的敏感度
 歌唱、音樂、節奏英語
• 人際(interpersonal)智慧
理解他人心情、感受、動機與意圖的能力
 分組活動、合作學習、專題研究
多元智慧理論 Multiple Intelligences
• 內省(intrapersonal)智慧
能夠了解自己、管束自己的能力
 自我評量、學習檔案、給學生選擇的機會
• 口語/文字(verbal/linguistic)智慧
有效使用語言的能力語創意
 記筆記、說故事、辯論
• 自然(the naturalist)智慧
能夠了解並喜歡大自然的能力
 觀察週遭環境
多元智慧理論 Multiple Intelligences
• 教師的工作？
1. 檢視自己常用的教學方法，改變教學觀
2. 設計兼顧不同智慧類型的教學活動
3. 活動後評估學生的學習成效以作為下次
實施修改的依據
4. 活動能激發學生「思考」的能力
5. 看見學生的優點並給予適當的鼓勵
6. 融入重大議題
多元智慧融入教學活動範例
技巧1：給學生選擇答題方式的機會
Ex1) What do you do on Mid-Autumn Festival?
play
see
hear
I have a
good time on
MidAutumn
Festival.
sing
eat
feel
Ex2) 畫出故事的ending
It was nearly Christmas. Katie woke up and found that the world was white and
magical. “Snow,” she shouted, “snow for Christmas.” She ran outside and danced in the
snow. Her brother Eddie came out too. They made a big round snowball and a small
one. They put them together and made a huge snowman.
On Christmas Eve they looked at the snowman. He waved at them. He was alive!
“Hello,” he said, “it’s Christmas. Would you like a present?” “Yes please!”
The snowman waved his arms. Silver crystal snowflakes filled the sky. It was so
beautiful.
“We must give you a present too,” said Katie. They gave the snowman a carrot for
a nose, a scarf for his neck, and a hat for his head. “Happy Christmas!” they said.
The snow stopped and the sun came out. The snowman started to melt.
“Goodbye,” he said. “Build me again next year!”
List the New Words
Draw the ending of this story
Ex3) Halloween設計南瓜燈與服裝
A-Fang’s Talk: Today is October 31st. Do you know what holiday it is? It is Halloween. I invite a lot of my good friends to my
home for a Halloween party. I have decorated my house into a haunted house, and I ask all the visitors to dress themselves up.
Besides, everyone who comes to my home has to bring a “jack-o-lantern” of his own. Do you want to join us? Dress yourself up
and also bring a creative jack-o-lantern. In task 1, you will be given some hints and I think you will be able to guess who they are.
In task 2, design your own jack-o-lantern and your own costumes that you want to wear to my party.
Task 1: Guess who they are.
Object
Hints
Task 2: Design your own jack-o-lantern and costumes
My jack-o-lantern
more than two feet / web /poisonous
fly / upside down / can’t see
blood / long sharp teeth / black cloak
broom / ugly appearance / harsh laughter
naughty / play tricks / fairy tales
fly / no feet / can’t be seen
My costumes
多元智慧融入教學活動範例
技巧2：激發學生的思考力、想像力與創造力
Ex1) Riddles
Ex2) Bogglers
http://bogglers.com/
Ex3) Slylock Fox
http://www.slylockfox.com/index.html
Ex4) animals vs. jobs
Ex5) 韻文創作
You are on time.
long ago
walk on water
for instance
coming down
with a cold
Shut up and
sit down
Your eyes are
bigger than
your stomach.
右昌國中學生英語月刊2005二月號
I was carried into a dark
room, and set on fire.
I wept(哭泣).
What am I? (3)
By Moon or by Sun, I shall be found.
Yet I am undone if there’s no light around.
What am I? (2)
My maker never wants me,
my buyer never uses me,
my user never sees me.
What am I? (1)
Take off my skin(皮膚),
I won’t cry, but you will.
What am I? (5)
You can hear me.
You can see what I do.
But I cannot be seen.
What am I? (4)
I am not alive, but I grow;
I don’t have lungs(肺), but I need air;
I don’t have a mouth, but water kills me.
What am I? (6)
韻文創作
WHAT CAN YOU DO AND WHERE CAN YOU DO IT?
dog
cat
monkey
rabbit
turtle
fish
bird
My Chant
_______ , ________ , what can you do?
I can _________ , _________________________
I can _________ , _________________________
I can _________ , _________________________
範例1
Doggy, doggy, what can you do?
I can jump, jump up the tree.
I can swim, swim in the sea.
I can bark, bark in the street.
範例2
Johnny, Johnny, what do you see?
I see a monkey, 跳來跳去
I see a puppy, 跑來跑去
I see a turtle, 爬來爬去
多元智慧融入教學活動範例
技巧3：刺激學生多重感官的反應
眼睛看、耳朵聽、嘴巴說、動手做、心裡想
Ex1) Teaching Vocabulary
使用flashcard
善用課本或字卡的圖片
運用教學技巧，如clustering, brainstorming
組合單字呈現成一篇故事
融入重大議題
…..
Why? He ate a lot of fast food.
He didn’t do much exercise.
He started a new way of life.
He was on a diet.  He ate less.
He didn’t eat snacks between meals.
several months
He didn’t eat ice cream.
He did more exercise.
He joggedin the park before breakfast.
He played tennis with Amy.
He lost ten pounds.
康軒二上
Lesson 2
Why? He ate a lot of fast food.
He didn’t do much exercise.
start
way of life
on a diet
snack
several month
less
between
meal
ice cream
jog
park
breakfast
lost
康軒二上
Lesson 2
多元智慧融入教學活動範例
技巧3：刺激學生多重感官的反應
眼睛看、耳朵聽、嘴巴說、動手做、心裡想
Ex2) Teaching sentence pattern
舊經驗引導新知識
三P
：
present  practice  produce
meaningful practice
結合學生生活經驗
games
Ex3) 節慶融入英語教學
Thanksgiving Day and I 教學活動
學習單(一)感恩情事多少
Across
2. What Rock did the
Pilgrims land on?
4. Who shared the feast
with the Pilgrims?
7. What bird is associated
with this holiday?
9. What was the name of
the ship the settlers came
over on?
10. What are we grateful
for?
12. What day of the week
does this holiday fall on?
13. A term used to show
appreciation.
Down
1. A sport enjoyed on this holiday?
3. What were the settlers called who came over on the Mayflower?
5. What meal do families traditionally celebrate on this holiday?
6. What month does Thanksgiving take place?
8. What vegetable made a big difference at the first Thanksgiving feast?
11. When you give some of what you have to another, it is called ...?
Thanksgiving Day and I 教學活動
學習單(二) 尋根之旅
The Story of My Family
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Thanksgiving Day and I 教學活動
學習單(三) 夢想滿行囊
My Vehicle
Thanksgiving Day and I 教學活動
學習單(四) 中西喜相逢
Meanings of
Thanksgiving
Holidays in Taiwan
A time to be with
family

Chinese New
Year春節
A time to say thanks

Tomb-Sweeping
Day清明節
A time to share or
bless

Mother’s Day母親節
Father’s Day 父親節
A time to remember
ancestors(祖先)

Dragon Boat
Festival端午節
A time to do special
activities

Moon Festival中秋節
A time to have a big
dinner with family

Teacher’s Day教師節
Confucius’
Birthday
A time to eat special
(traditional) food

Lantern Festival元
宵節
Thanksgiving Day and I 教學活動
學習單(五) 感恩的心
Part One: Answer the following questions
1.Who are you thankful to? _______________________
2.When did he/she help you?_________________________________
3.Why did he/she help you? _________________________________
4.What did he/she do for you? / How did he/she help you? (List at least two
things)________________________________________________
5.What happened to you after he/she helped you?
________________________________________________
6.How did you feel? _________________________________________
7.What do you want to say to him/her on Thanksgiving?
_________________________________________________
Part Two: Write a Thank-You Card
報告人：右昌國中英語教師黃莉芳
• 協助推動校園雙語環境
1.成立雙語推動小組
2.協助英語網頁的建置
3.成立右中英語導覽小天使
4.營造雙語化學習環境，包含標示雙語化、
校園及教室情境佈置雙語化、出版品標示雙
語化、電話語音說明雙語化及重要慶典雙語
化等…
• 推動常態性英語學習活動
1.訂定星期三為「英語日」
2.實施「每週學一句、輕鬆又有趣」
3.活潑多元的英語相關社團
• 開設內容豐富的資優班英語課程
1. 創設英語免修或加速學習的制度
2. 開設「青少年文學導讀暨英語寫作」課程
3. 參與Ajet (A捷遠距教學計畫)
4. 參與ASEP(亞洲學生交流計畫)
5. 英語短劇
多元化的資優英語課程與活動
ASEP亞洲學生交流計畫
雙語導覽小天使
英語短劇演出
• 致力推廣英語教育
1. 發行學生英語月刊 Young Young Post
--- 是一份與學生產生互動的月刊
2. 成立「右昌國中英語資源中心」
--- 教師主動推廣英語教育
3. 建置「英語資源中心網站」
--- 提供資源分享與交流的管道
4. 自編教材
• 成立「右昌國中英語資源中心」
• 架設資源中心網站
組別
負責教師
刊物編輯組
章順蓮 許瓊芳 曾芳嫻 葉怡礽 林健豐
黃莉芳 陳貞穎 蔡宛玲
英語導覽組
曾芳嫻 林健豐
課程設計組
謝碧瑛 詹坤惠 許瓊芳 曾芳嫻 吳慧婷
孫進廷 陳俊成
活動推廣組
黃莉芳 陳貞穎 章順蓮 楊雪婷
教材諮詢組
林健豐 謝碧瑛 蔡玉雲
資優英語組
林健豐 曾芳嫻 黃莉芳
網頁管理組
黃莉芳 林健豐
自行編選教學單元與自編教材
自編教材彙編成冊
發行學生英語月刊Young Young Post
評分表
開發教材
市民學苑 / 親子共學英語
資優英語工作坊
國際網界博覽會英語網頁
• 指導學生參加校外各類競賽
1. YMCA英語演講比賽/英語說故事比賽
/英語作文比賽
2. 2004 ASEP 專題研究發表獲表現傑出獎
3. 2004國際學校網界博覽會
『國際銀獎』並獲陳總統召見
• 舉辦各種英語競賽活動
1. 92學年度舉辦一二年級「英語演說比賽」
2. 93學年度上學期舉辦「2004英語奧林匹
克競賽」，辦理六個趣味競賽項目
3. 93學年度下學期辦理「英語語文競賽」項
目包含：英語演講、說故事、英語作文
• English Olympics
大海撈針(word puzzles)
單字疊疊樂(ABC pyramid)
造句比賽(Brainstorming)
歡樂誦(Reciting game)
繞口令接力賽 (Tongue Twister)
英語廣播劇(Best Dramatist)
a
by
cat
dog
egg
fish
goat
high
island
jacket
.
.
.
活動照片
阿芳的家 A-Fang’s Home
http://mail.yocjh.kh.edu.tw/~yc0035
報告人：右昌國中英語教師黃莉芳