Transcript 投影片(3)
Slide 1
Textbook Learning
林淑媛 Chere
Slide 2
Textbook Learning
為何要學英語？
Why do I have to
learn English?
林淑媛 Chere
Slide 3
Textbook Learning
除了英語，還需
要什麼？
Except English, what
do we need more?
林淑媛 Chere
Slide 4
Textbook Learning
教科書的定位？
學習的起點？終點？
學習的部分？全部？
林淑媛 Chere
Slide 5
Textbook Learning
教科書有什麼
好玩的？
林淑媛 Chere
Slide 6
Textbook Learning
先備能力
對學生的要求
從基測談教學
常用的教學策略
林淑媛 Chere
Slide 7
Textbook Learning
Do your students
have good study
habits?
林淑媛 Chere
Slide 8
Textbook Learning
先備能力
1 Phonics 字母拼讀法
-- 學生自製字母卡
-- 認識字母 ＆ 字母拼讀
2 字母卡 音標卡，練習更多組合的拼音
林淑媛 Chere
Slide 9
Textbook Learning
對學生的要求
1 紙本字典
2 螢光筆／筆記本／N次貼／出頁紙
3 上課鐘響進教室做練習、或跟著CD朗讀
4 下課鐘響前五分鐘自我檢核
5 課外單字背起來加分
6 *固定電腦座位
林淑媛 Chere
Slide 10
Textbook Learning
對學生的要求
1 紙本字典
A dictionary teaches a lot!
-- 練習查字典，字母順序能力加強
-- 練習拼音
-- 看例句、用字
-- 瀏覽到其他相關字
電子字典不符人體工學，也不利正確語
用，出門方便而已。
林淑媛 Chere
Slide 11
Textbook Learning
對學生的要求
2 螢光筆
-- key words
-- 代名詞、代動詞
-- 介系詞
-- 片語、子句
林淑媛 Chere
Slide 12
Textbook Learning
不要小看五分鐘！
林淑媛 Chere
Slide 13
Textbook Learning
對學生的要求
3 上課鐘響進教室寫練習卷、或跟著CD朗讀
-- 老師來教室前的等待時間做些小練習
-- 老師進教室馬上檢討
-- 安定秩序、節省時間
林淑媛 Chere
Slide 14
Textbook Learning
對學生的要求
4 下課鐘響前五分鐘自我檢核
-- metacognition 省思一節課的學習
-- 教師教室走動
90基測調查：
教師過度講述，不如多給學生練習，再予以
檢討。
林淑媛 Chere
Slide 15
Textbook Learning
對學生的要求
5 課外單字背起來加分
-- 鼓勵多背單字、 搭配phonics策略背
-- 搭配閱讀、字典、情境故事
從上下文學習單字 contextualization
林淑媛 Chere
Slide 16
Textbook Learning
對學生的要求
6 *固定電腦座位
-- 電腦教室內的經營管理
-- 每節紀錄上機情形
-- 下課三件事：螢幕、滑鼠、椅子
林淑媛 Chere
Slide 17
IT Seat
表格規劃上課紀錄
林淑媛 Chere
Slide 18
Pedagogy
從基測談教學
1 答對率偏低的題型
2 教學改進
Grammar Teaching
林淑媛 Chere
Slide 19
Pedagogy
Reading Strategies
Teaching Strategies
林淑媛 Chere
Slide 20
Reading Strategies
Previewing
Predicting
Skimming and scanning
Guessing from context
Paraphrasing
林淑媛 Chere
Slide 21
Reading Strategies
Previewing
Previewing titles, section headings, and
photo captions to get a sense of the
structure and content of a reading selection
林淑媛 Chere
Slide 22
Reading Strategies
Previewing
Previewing:
-- titles
-- section headings
-- photo captions
to get:
-- a sense of the structure
-- content of a reading selection
林淑媛 Chere
Slide 23
Reading Strategies
Predicting
1 Using knowledge of the subject matter to
make predictions about content and
vocabulary and check comprehension;
2 Using knowledge of the text type and
purpose to make predictions about
discourse structure;
3 Using knowledge about the author to
make predictions about writing style,
vocabulary, and content
林淑媛 Chere
Slide 24
Reading Strategies
Predicting
1 Using knowledge of the subject matter
to make predictions
2 Using knowledge of the text type and
purpose to make predictions
3 Using knowledge about the author to
make predictions
林淑媛 Chere
Slide 25
Reading Strategies
Predicting
1 Using knowledge of the subject matter
to make predictions about:
-- content
-- vocabulary
-- check comprehension
林淑媛 Chere
Slide 26
Reading Strategies
Predicting
2 Using knowledge of the text type and
purpose to make predictions about:
-- discourse structure
林淑媛 Chere
Slide 27
Reading Strategies
Predicting
3 Using knowledge about the author to
make predictions about:
-- writing style
-- vocabulary
-- content
林淑媛 Chere
Slide 28
課名頁大掛圖
「預測策略」--提供學生預測課文內容
What do you see?
6W
Who
What
When
Where
Why
How
林淑媛 Chere
Slide 29
a cook
a clerk
a reporter
a
candidate
a police
officer
a worker
Slide 30
Reading Strategies
Skimming and scanning
Using a quick survey of the text to get the
main idea, identify text structure, confirm
or question predictions
林淑媛 Chere
Slide 31
Reading Strategies
Skimming and scanning
Using a quick survey of the text:
-- to get the main idea,
-- to identify text structure,
-- to confirm or question predictions
林淑媛 Chere
Slide 32
Reading Strategies
Skimming and scanning
Speed reading / Rapid reading
for quick understanding
skimming -- particular piece of information
scanning -- main idea
林淑媛 Chere
Slide 33
Reading Strategies
Guessing from context
Using prior knowledge of the subject and
the ideas in the text as clues to the
meanings of unknown words, instead of
stopping to look them up
林淑媛 Chere
Slide 34
Reading Strategies
Paraphrasing
Stopping at the end of a section to check
comprehension by restating the
information and ideas in the text
try to express by students themselves
林淑媛 Chere
Slide 35
Teaching Strategies
Bottom-up Strategies
Top-down Strategies
Interactive Strategies
Graphic Organization
Scaffolding
林淑媛 Chere
Slide 36
Teaching Strategies
Bottom-up Strategies
level
linear process
comprehension
meaning
high
sentences
grammar / clauses
phrases
low
isolated units
words
letters
林淑媛 Chere
Slide 37
Teaching Strategies
Bottom-up Strategies
Bottom-up models view comprehension as
proceeding linearly from the isolated units
in the lower levels (e.g. letters, words) to
higher levels of comprehension.
林淑媛 Chere
Slide 38
Teaching Strategies
Bottom-up Strategies
Bottom-up models view comprehension
as proceeding linearly:
-- from the isolated units in the lower
levels (e.g. letters, words)
-- to higher levels of comprehension.
林淑媛 Chere
Slide 39
Teaching Strategies
Bottom-up Strategy
1 Traditional way
Text translation
Grammar
Sentences
Words
林淑媛 Chere
Slide 40
Teaching Strategies
Bottom-up Strategy
2 Innovation
By using cloze (fill in the blank)
exercises to review vocabulary items.
This helps students learn to guess
meaning from context.
林淑媛 Chere
Slide 41
Teaching Strategies
Bottom-up Strategy
2 Innovation-- integrate four skills
Words Listen to the CD
What did they talk about? (respond)
Read aloud
Translation / Grammar--Mark
the key words & sentences
Repeat after the CD
Fill blanks
林淑媛 Chere
Slide 42
課文默寫舉例 (recite & write)
“All right, Mom,” Peter answered, and he went
to Paul’s house on his bicycle.
There were a lot of children at the party.
(宴會上有許多小孩) They played together for an
hour, and then Paul’s mother gave them some
food; but she forgot to give Peter any. He
waited politely for a few minutes（他有禮貌地等
了幾分鐘）, and then he held his plate up in the
air and said loudly, “Does anyone want a nice
clean plate?”
林淑媛 Chere
Slide 43
Recite & Write + Listen
“All right, Mom,” Peter answered, and he
went to Paul’s house on his bicycle.
There were a lot of children at the party.
They played together for an hour, and then
Paul’s mother gave them some food; but she
forgot to give Peter any. He waited politely for
a few minutes, and then he held his plate up in
the air and said loudly, “Does anyone want a
nice clean plate?”
林淑媛 Chere
Slide 44
Teaching Strategies
Top-down Strategies
level
constructing process
comprehension
high
sample
the text
confirm
the predictions
low
make
hypotheses
isolated units
林淑媛 Chere
Slide 45
Teaching Strategies
Top-down Strategies
Top-down models stress the influence
of the higher levels (e.g. the message
which is comprehended) on the
processing of words and letters.
See enough of the text in order to be
able to guess the meanings of the
words or phrases.
林淑媛 Chere
Slide 46
Teaching Strategies
Top-down Strategy
林淑媛 Chere
Slide 47
Teaching Strategies
Graphic Organization
1 Constructivism
2 Simplify the learning content
Graphic Organizer
林淑媛 Chere
Slide 48
Teaching Strategies
Scaffolding
1 Constructivism
2 Integrate 4 skills
3 Develop learning ability
林淑媛 Chere
Slide 49
Surpass Grammar Learning
Communicative Function
Yalden 三階段均衡系統(1987)
初級
中級
高級
語言形式
溝通功能
林淑媛 Chere
Slide 50
Expanding Activities
Oral Test
Creative Drama
Integrating Multimedia
Integrative Learning
Logical Thinking
林淑媛 Chere
Slide 51
Expanding Activities
Oral Test
1 考試規則與設計
2 結合課本進度
3 自編對話，稿子上傳weblog (22-29)
Oral test
林淑媛 Chere
Slide 52
Expanding Activities
Creative Drama
1 看文章
2 解構
3 劇情安排
4 改編成劇本
Role Play
林淑媛 Chere
Slide 53
Expanding Activities
Integrating Multimedia
林淑媛 Chere
Slide 54
Expanding Activities
Integrative Learning
Round Bird
-- guess / predict
-- arrange
-- listen
-- revise
-- reflect / discuss
-- write — I can…
林淑媛 Chere
Slide 55
Expanding Activities
Logical Thinking
Cause & Effect
-- 查英英字典下定義： Cause / Effect
-- 排列cause / effect
-- 上網對答案
-- 看完結局，寫作：When I got sick…
cause-effect
林淑媛 Chere
Slide 56
歡迎常聯絡
林淑媛 Chere Lin
臺北市興雅國中英語科教師
02-2723-2771
[email protected]
http://163.21.42.19/chevy
林淑媛 Chere
Textbook Learning
林淑媛 Chere
Slide 2
Textbook Learning
為何要學英語？
Why do I have to
learn English?
林淑媛 Chere
Slide 3
Textbook Learning
除了英語，還需
要什麼？
Except English, what
do we need more?
林淑媛 Chere
Slide 4
Textbook Learning
教科書的定位？
學習的起點？終點？
學習的部分？全部？
林淑媛 Chere
Slide 5
Textbook Learning
教科書有什麼
好玩的？
林淑媛 Chere
Slide 6
Textbook Learning
先備能力
對學生的要求
從基測談教學
常用的教學策略
林淑媛 Chere
Slide 7
Textbook Learning
Do your students
have good study
habits?
林淑媛 Chere
Slide 8
Textbook Learning
先備能力
1 Phonics 字母拼讀法
-- 學生自製字母卡
-- 認識字母 ＆ 字母拼讀
2 字母卡 音標卡，練習更多組合的拼音
林淑媛 Chere
Slide 9
Textbook Learning
對學生的要求
1 紙本字典
2 螢光筆／筆記本／N次貼／出頁紙
3 上課鐘響進教室做練習、或跟著CD朗讀
4 下課鐘響前五分鐘自我檢核
5 課外單字背起來加分
6 *固定電腦座位
林淑媛 Chere
Slide 10
Textbook Learning
對學生的要求
1 紙本字典
A dictionary teaches a lot!
-- 練習查字典，字母順序能力加強
-- 練習拼音
-- 看例句、用字
-- 瀏覽到其他相關字
電子字典不符人體工學，也不利正確語
用，出門方便而已。
林淑媛 Chere
Slide 11
Textbook Learning
對學生的要求
2 螢光筆
-- key words
-- 代名詞、代動詞
-- 介系詞
-- 片語、子句
林淑媛 Chere
Slide 12
Textbook Learning
不要小看五分鐘！
林淑媛 Chere
Slide 13
Textbook Learning
對學生的要求
3 上課鐘響進教室寫練習卷、或跟著CD朗讀
-- 老師來教室前的等待時間做些小練習
-- 老師進教室馬上檢討
-- 安定秩序、節省時間
林淑媛 Chere
Slide 14
Textbook Learning
對學生的要求
4 下課鐘響前五分鐘自我檢核
-- metacognition 省思一節課的學習
-- 教師教室走動
90基測調查：
教師過度講述，不如多給學生練習，再予以
檢討。
林淑媛 Chere
Slide 15
Textbook Learning
對學生的要求
5 課外單字背起來加分
-- 鼓勵多背單字、 搭配phonics策略背
-- 搭配閱讀、字典、情境故事
從上下文學習單字 contextualization
林淑媛 Chere
Slide 16
Textbook Learning
對學生的要求
6 *固定電腦座位
-- 電腦教室內的經營管理
-- 每節紀錄上機情形
-- 下課三件事：螢幕、滑鼠、椅子
林淑媛 Chere
Slide 17
IT Seat
表格規劃上課紀錄
林淑媛 Chere
Slide 18
Pedagogy
從基測談教學
1 答對率偏低的題型
2 教學改進
Grammar Teaching
林淑媛 Chere
Slide 19
Pedagogy
Reading Strategies
Teaching Strategies
林淑媛 Chere
Slide 20
Reading Strategies
Previewing
Predicting
Skimming and scanning
Guessing from context
Paraphrasing
林淑媛 Chere
Slide 21
Reading Strategies
Previewing
Previewing titles, section headings, and
photo captions to get a sense of the
structure and content of a reading selection
林淑媛 Chere
Slide 22
Reading Strategies
Previewing
Previewing:
-- titles
-- section headings
-- photo captions
to get:
-- a sense of the structure
-- content of a reading selection
林淑媛 Chere
Slide 23
Reading Strategies
Predicting
1 Using knowledge of the subject matter to
make predictions about content and
vocabulary and check comprehension;
2 Using knowledge of the text type and
purpose to make predictions about
discourse structure;
3 Using knowledge about the author to
make predictions about writing style,
vocabulary, and content
林淑媛 Chere
Slide 24
Reading Strategies
Predicting
1 Using knowledge of the subject matter
to make predictions
2 Using knowledge of the text type and
purpose to make predictions
3 Using knowledge about the author to
make predictions
林淑媛 Chere
Slide 25
Reading Strategies
Predicting
1 Using knowledge of the subject matter
to make predictions about:
-- content
-- vocabulary
-- check comprehension
林淑媛 Chere
Slide 26
Reading Strategies
Predicting
2 Using knowledge of the text type and
purpose to make predictions about:
-- discourse structure
林淑媛 Chere
Slide 27
Reading Strategies
Predicting
3 Using knowledge about the author to
make predictions about:
-- writing style
-- vocabulary
-- content
林淑媛 Chere
Slide 28
課名頁大掛圖
「預測策略」--提供學生預測課文內容
What do you see?
6W
Who
What
When
Where
Why
How
林淑媛 Chere
Slide 29
a cook
a clerk
a reporter
a
candidate
a police
officer
a worker
Slide 30
Reading Strategies
Skimming and scanning
Using a quick survey of the text to get the
main idea, identify text structure, confirm
or question predictions
林淑媛 Chere
Slide 31
Reading Strategies
Skimming and scanning
Using a quick survey of the text:
-- to get the main idea,
-- to identify text structure,
-- to confirm or question predictions
林淑媛 Chere
Slide 32
Reading Strategies
Skimming and scanning
Speed reading / Rapid reading
for quick understanding
skimming -- particular piece of information
scanning -- main idea
林淑媛 Chere
Slide 33
Reading Strategies
Guessing from context
Using prior knowledge of the subject and
the ideas in the text as clues to the
meanings of unknown words, instead of
stopping to look them up
林淑媛 Chere
Slide 34
Reading Strategies
Paraphrasing
Stopping at the end of a section to check
comprehension by restating the
information and ideas in the text
try to express by students themselves
林淑媛 Chere
Slide 35
Teaching Strategies
Bottom-up Strategies
Top-down Strategies
Interactive Strategies
Graphic Organization
Scaffolding
林淑媛 Chere
Slide 36
Teaching Strategies
Bottom-up Strategies
level
linear process
comprehension
meaning
high
sentences
grammar / clauses
phrases
low
isolated units
words
letters
林淑媛 Chere
Slide 37
Teaching Strategies
Bottom-up Strategies
Bottom-up models view comprehension as
proceeding linearly from the isolated units
in the lower levels (e.g. letters, words) to
higher levels of comprehension.
林淑媛 Chere
Slide 38
Teaching Strategies
Bottom-up Strategies
Bottom-up models view comprehension
as proceeding linearly:
-- from the isolated units in the lower
levels (e.g. letters, words)
-- to higher levels of comprehension.
林淑媛 Chere
Slide 39
Teaching Strategies
Bottom-up Strategy
1 Traditional way
Text translation
Grammar
Sentences
Words
林淑媛 Chere
Slide 40
Teaching Strategies
Bottom-up Strategy
2 Innovation
By using cloze (fill in the blank)
exercises to review vocabulary items.
This helps students learn to guess
meaning from context.
林淑媛 Chere
Slide 41
Teaching Strategies
Bottom-up Strategy
2 Innovation-- integrate four skills
Words Listen to the CD
What did they talk about? (respond)
Read aloud
Translation / Grammar--Mark
the key words & sentences
Repeat after the CD
Fill blanks
林淑媛 Chere
Slide 42
課文默寫舉例 (recite & write)
“All right, Mom,” Peter answered, and he went
to Paul’s house on his bicycle.
There were a lot of children at the party.
(宴會上有許多小孩) They played together for an
hour, and then Paul’s mother gave them some
food; but she forgot to give Peter any. He
waited politely for a few minutes（他有禮貌地等
了幾分鐘）, and then he held his plate up in the
air and said loudly, “Does anyone want a nice
clean plate?”
林淑媛 Chere
Slide 43
Recite & Write + Listen
“All right, Mom,” Peter answered, and he
went to Paul’s house on his bicycle.
There were a lot of children at the party.
They played together for an hour, and then
Paul’s mother gave them some food; but she
forgot to give Peter any. He waited politely for
a few minutes, and then he held his plate up in
the air and said loudly, “Does anyone want a
nice clean plate?”
林淑媛 Chere
Slide 44
Teaching Strategies
Top-down Strategies
level
constructing process
comprehension
high
sample
the text
confirm
the predictions
low
make
hypotheses
isolated units
林淑媛 Chere
Slide 45
Teaching Strategies
Top-down Strategies
Top-down models stress the influence
of the higher levels (e.g. the message
which is comprehended) on the
processing of words and letters.
See enough of the text in order to be
able to guess the meanings of the
words or phrases.
林淑媛 Chere
Slide 46
Teaching Strategies
Top-down Strategy
林淑媛 Chere
Slide 47
Teaching Strategies
Graphic Organization
1 Constructivism
2 Simplify the learning content
Graphic Organizer
林淑媛 Chere
Slide 48
Teaching Strategies
Scaffolding
1 Constructivism
2 Integrate 4 skills
3 Develop learning ability
林淑媛 Chere
Slide 49
Surpass Grammar Learning
Communicative Function
Yalden 三階段均衡系統(1987)
初級
中級
高級
語言形式
溝通功能
林淑媛 Chere
Slide 50
Expanding Activities
Oral Test
Creative Drama
Integrating Multimedia
Integrative Learning
Logical Thinking
林淑媛 Chere
Slide 51
Expanding Activities
Oral Test
1 考試規則與設計
2 結合課本進度
3 自編對話，稿子上傳weblog (22-29)
Oral test
林淑媛 Chere
Slide 52
Expanding Activities
Creative Drama
1 看文章
2 解構
3 劇情安排
4 改編成劇本
Role Play
林淑媛 Chere
Slide 53
Expanding Activities
Integrating Multimedia
林淑媛 Chere
Slide 54
Expanding Activities
Integrative Learning
Round Bird
-- guess / predict
-- arrange
-- listen
-- revise
-- reflect / discuss
-- write — I can…
林淑媛 Chere
Slide 55
Expanding Activities
Logical Thinking
Cause & Effect
-- 查英英字典下定義： Cause / Effect
-- 排列cause / effect
-- 上網對答案
-- 看完結局，寫作：When I got sick…
cause-effect
林淑媛 Chere
Slide 56
歡迎常聯絡
林淑媛 Chere Lin
臺北市興雅國中英語科教師
02-2723-2771
[email protected]
http://163.21.42.19/chevy
林淑媛 Chere