Textbook Learning

Textbook Learning 為何要學英語？ Why do I have to learn English?

Textbook Learning 除了英語，還需要什麼？ Except English, what do we need more?

Textbook Learning 教科書的定位？ 學習的起點？終點？ 學習的部分？全部？

Textbook Learning 教科書有什麼 好玩的？

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

Do your students have good study habits? Textbook Learning Do your students have good study habits?

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

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 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

Textbook Learning 對學生的要求 1 紙本字典 A dictionary teaches a lot! 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。

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

Textbook Learning 不要小看五分鐘！

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

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 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。

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 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

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

IT Seat  表格規劃上課紀錄

Pedagogy 從基測談教學 1 答對率偏低的題型 2 教學改進 Grammar Teaching

Pedagogy Reading Strategies Teaching Strategies

Reading Strategies Previewing Predicting Skimming and scanning Guessing from context Paraphrasing

Reading Strategies Previewing Previewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection

Reading Strategies Previewing Previewing: -- titles -- section headings -- photo captions  to get: -- a sense of the structure -- content of a reading selection

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

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

Reading Strategies Predicting 1 Using knowledge of the subject matter to make predictions about: -- content -- vocabulary -- check comprehension

Reading Strategies Predicting 2 Using knowledge of the text type and purpose to make predictions about: -- discourse structure

Reading Strategies Predicting 3 Using knowledge about the author to make predictions about: -- writing style -- vocabulary -- content

6 W What do you see? 課名頁大掛圖  「預測策略」--提供學生預測課文內容 Who What When Where  「預測策略」--提供學生預測課文內容 What do you see? 6 W Who What When Where Why How

a cook a clerk a reporter a candidate a police officer a worker

Reading Strategies Skimming and scanning Using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions

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

Reading Strategies Skimming and scanning for quick understanding  Speed reading / Rapid reading for quick understanding skimming -- particular piece of information scanning -- main idea

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

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

Teaching Strategies Bottom-up Strategies Top-down Strategies Interactive Strategies Graphic Organization Scaffolding

Teaching Strategies Bottom-up Strategies Ç level linear process comprehension high low isolated units meaning  sentences grammar / clauses phrases words letters Ç 林淑媛  Chere

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.

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.

Teaching Strategies Bottom-up Strategy 1 Traditional way Text translation  Grammar  Sentences Words 林淑媛  Chere

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.

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

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?”

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?”

Teaching Strategies Top-down Strategies level constructing process comprehension high low isolated units 林淑媛  Chere

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.

Teaching Strategies Top-down Strategy 林淑媛  Chere

Teaching Strategies Graphic Organization 1 Constructivism 2 Simplify the learning content Graphic Organizer

Teaching Strategies Scaffolding 1 Constructivism 2 Integrate 4 skills 3 Develop learning ability

Surpass Grammar Learning Communicative Function Yalden 三階段均衡系統(1987) 語言形式 溝通功能 初級 中級 高級 林淑媛  Chere

Expanding Activities Oral Test Creative Drama Integrating Multimedia Integrative Learning Logical Thinking

Expanding Activities Oral Test 1 考試規則與設計 2 結合課本進度 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

Expanding Activities Creative Drama 1 看文章 2 解構 3 劇情安排 4 改編成劇本 1 看文章 2 解構 3 劇情安排 4 改編成劇本 Role Play

Expanding Activities Integrating Multimedia

Expanding Activities Integrative Learning  Round Bird -- guess / predict -- arrange -- listen -- revise -- reflect / discuss -- write — I can…

Expanding Activities Logical Thinking  Cause & Effect -- 上網對答案 -- 看完結局，寫作：When I got sick… cause-effect

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 chevery@gmail.com http://163.21.42.19/chevy