英語教師專業社群: 閱讀教學課程共備共學 講師:桃園縣青溪國中許綉敏

共同備課推動面面觀 Why：共同備課理念 Who：參與人員 Where：選擇適當場地 When：安排共同時間 How：共同備課流程建議 What：共同備課考量面向與重點

Why-1 達到領域教師和諧共進的目標： 藉由教師互動構築信賴與協力關係，進而啟動教師間的「協同學習」機制，教師成員們秉持學習共同體的精神，互相觀摩學習，共同進行專業研修，以達到和諧共進的目標

Why-2 建構連貫性與一致性之教學品質： 透過領域運作機制，教師彼此腦力激盪及分工，不僅減輕教師備課壓力，更可建構學校英語科之直向連貫與橫向統整之課程，確保連貫性與一致性之教學品質。

Why-3 展現教師專業自主能力： 教師透過討論訂定共同備課主題，以促進學生學習為目標，並能適切解決教學實務問題，充分展現教師專業自主能力。

Who 全體領域教師 小校教師可考慮跨校合作，參與鄰近學校之共同備課

Where 校內、校外皆可 建議備有電腦、單槍，以便教案設計、分享、討論與修正

When 領域教師共同不排課時間 國小可利用週三下午進修時間進行共同備課 共同備課為領域會議運作的一環，為了需要充分進行討論，建議至少要有2節課的時間，此需求要預先在學校排定年度課務時提出。 國小可利用週三下午進修時間進行共同備課

How 討論下一 個教學主題 課後省思與議課 修正教案 課堂實踐 與觀課 選擇教學主題 主教者先備教案初稿 共備二 共備一 與年段教師共備、修正教案 共備二 與全體領域教師共備、修正定案 課堂實踐 與觀課 課後省思與議課 修正教案 討論下一 個教學主題

What-1 共同備課主題 (或方向) 的訂定，可以考量下列面向： 校本特色課程、領域特色課程 學科檢測、會考、定期評量結果分析 學科課綱、能力指標 學生背景、能力、與學習特質 學習困難點、迷思概念

What-2 共同備課教案設計，可以考量下列面向： 教材來源與教學內容：課本內容、補充教材內容 教學目標：年段/年級教學目標、學期教學目標、單元教學目標、單節課教學目標 3. 學生先備知識、學科能力、程度差異 4. 教學法與教學策略運用 5. 分析教材內容、學習重點、學習難點 6. 活動設計、教學步驟 7. 評量方式 8. 作業安排 9. 座位安排、動向、與空間運用

Reading What do you expect students to learn through reading? What do you do to achieve these goals?

Reading Models Top-down Bottom-up Interactive

What is the skill of reading? Reading involves bottom-up and top-down processes. Bottom-up processes help comprehension through ◦ decoding (word-level) ◦ focusing on vocabulary or grammar Top-down processes help comprehension through ◦ using prior content knowledge ◦ using knowledge of the genre (textual schemata) ◦ using knowledge of language

Reading activities Pre-reading: A task that helps learners tune into a text before reading it, which aids their understanding Words and pictures Word association Listen and speak

Reading activities For While-reading Skimming: read to look for main ideas in a passage. …we just need to get the general idea of the paragraph. Activity: Choose the best title (Task) Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 1, p. 66. Independence, KY: Cengage Learning. For While-reading

Reading activities For While-reading Scanning: read quickly and pause only to find the particular information Activity: Teacher, you’re wrong! Shout out ‘teacher you’re wrong’ when you hear your teacher make a mistake. Teacher can use a list to check individuals’ participation. Anderson, N. J. (2014). Active skills for reading, student book 4 (3rd ed.). Unit 4, Chapter 2, p. 86. Independence, KY: Cengage Learning. For While-reading

Reading activities Intensive reading: read for details Activity: color the text student-generated questions While-reading : Activities that motivate learners to read a text

Reading activities Post-reading : Activities that encourages learners to use information they gained from reading a text Activity: Comprehension question review Cartoon strip Running dictation Board games

Tips for Teaching Reading Strategies-1 Systematically plan strategies into instruction. Model new strategies and “think aloud” as you use them. Make connections between new strategies and what the children already know. Apply strategies to different genres, across different subject areas. Start with one or two strategies, then gradually build your repertoire. Use the correct terms for strategies, even with emerging readers.

Tips for Teaching Reading Strategies-2 Provide extended chunks of time each day for independent practice. Keep strategy groups flexible. Use a variety of grouping formats, including whole- and small-group instruction. Use complete, authentic pieces of text for modeling and independent practice. Keep records of individual student’s strategy use. Provide opportunities for students to reread familiar texts to build fluency and automaticity. Integrate strategies throughout instruction, across the day. Adopted from Bette S. Bergeron and Melody Bradbury-Wolff,2002,Teaching Reading Strategies in the Primary Grades

References Bette S. Bergeron & Melody Bradbury-Wolff(2002).Teaching Reading Strategies in the Primary Grades, Scholastic. Brown, H.D. (2004), Language Assessment: Principles and Classroom Practices. Brown, H. D. (2007). Teaching by Principle. NY: Pearson Education. Brown, H.D. & Abeywickrama, P. (2010).Language Assessment: Principles and Classroom Practices, 2nd Ed. White Plains, NY: Pearson Education, Inc. White Plains, NY:Longman. Cohen, A.D. (1994). Assessing Language Ability in the Classroom, 2nd Ed. Boston, MA: Heinle & Heinle. Raimes, A. (1983). Techniques in Teaching Writing. Oxford University Press. VanPatten, B.(2005). Processing instruction. Mind & Context in Adult Second Language Acquisition. Georgetown University Press.267-281. Willis, J.(1996). A Framework for Task-Based Learning. Longman. http://www.teachingenglish.org.uk/article/teens-reading-skills?utm_source=facebook&utm_medium=social&utm_campaign=bc-teachingenglish http://www.teachingenglish.org.uk/sites/teacheng/files/B127c%20A1%20TE%20Staff%20Room%20Posters%204.pdf