好久沒寫教學日誌，從台北下放到苗栗，一來因為接班級三年，接著接任天下第一大組~教學組任務
而無法專心於英語教學上，日常總是味著雜事及許多的表格資料填報給填滿，教學似乎變成了我的副業!
因此，對學生總懷著歉意，教學上雖然也不是隨便上，但就是較缺乏創意與準備!加入苗栗縣英語輔導團
後以為自己可以比較專注在英語教學領域，但還是擺脫不掉接任教學組的惡夢~然我的教學還是要繼續，
不想永遠停滯不前，最近觀課議課很盛行，公開教學也在全國遍地開花~老師開放教室讓別人來觀課，我
- Nov 16 Sun 2014 08:30
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重出江湖之英語教學日誌一~顏色主題教學觀摩教案
- Nov 21 Fri 2008 14:00
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我的低年級教學與教室管理技巧
低年級的秩序管理是教學校率的要素之一，由於現代小孩活潑好發言，特殊案例也特多。進到教室便唧唧雜雜說個不停，要不就是班上有四五個過動小孩，一進到教室便是鬼怪聲音滿天響；教低年級得要有一些管理技巧，才能使得這樣的一群小魔鬼變成小天使。低年級教學經驗已經邁入第四年，漸漸抓的住低年級的習性，他們可以是一群小可愛但也可以是一群小惡魔。但是如果可以馴服這群小惡魔，教學變成為生活中的一大快樂。
他們貼心又可愛，很容易滿足，小小的口頭獎賞，便心滿意足；不需要很多物質鼓勵。競賽遊戲、角色扮演、戲劇表演、多元的上課內容是對付低年級孩童的不二法門，由於注意力短暫，五到十分鐘的活動單元是最理想，太長的活動會後繼無力。藉由短暫的活動銜接，孩童的專注力可以不會因為活動太長而失去興趣。
以下是我在低年級英語教學上常用的教學方式：
1.遊戲方式：單字遊戲，例如單字圖片配對，藉由聲音大小尋找圖卡遊戲，連連看，警察抓小偷等，老師說等多元的遊戲羅動帶領小孩進入單字世界，可以在遊戲中練習聽說讀寫四項技巧。但是要注意的是遊戲活動不宜過長，規則要嚴格執行，計分要公平，免得引起小朋友之間計較起鬨的局面。不要因為遊戲而遊戲，要遊戲設計要是教學目標需求而定，如教學目標是能說出所學單字，「尋找失落的卡片」遊戲中，要求孩子要明確的發出要找單字的音，大小聲也要好好掌控，這個遊戲乃在訓練全班能說出所學單字而設計的，「連連看」，可把學過的單字的圖片與字卡全部打散，放在黑板上，以小組競賽方式，要學生將圖片與單字連起來，連對得分。此遊戲主要訓練孩子的單字辨認能力。警察抓小偷，老師扮演小偷，將字卡快速閃過，學生是警察，要抓騎著快速閃過的小偷車牌號碼。能拼出單字組別得分。諸如此類的遊戲皆有其最終目的，不要流於為了贏得學生高興而玩遊戲，一切要符合教學目標。
2.角色扮演（對話演練）：教科書中的人物角色讓孩童在一開學便熟悉，之後不管情境對話或是課文內容，都可以以角色扮演的形式強化孩子的繪畫能力，更可以將所學句子實際應用到學生日常生活中。角色扮演可大可小，大者可以整組一起到台上表演，小者可以只是在座位上老師扮演某個角色，學童門共同扮演某個角色。對於較為退縮的孩子，不要讓他退居於無話說的角色，無論多要安排這些孩子演出的機會。有時候不能期待孩子有很專業的演出，可以讓他們帶著課本照念或是幫忙唸出台詞讓他跟念，才不會讓孩子失去信心而不敢說。低年級孩子也很喜歡這項活動，常常上完課便要要求我做角色扮演的活動。另一種簡單的角色扮演則是純粹聲音角色部分的扮演，老師選擇其中一角色，學生們扮演其他角色，可分男女生，老師要有聲音表情，如此孩子門覺得要一較高下，也賣力演出。角色扮演是說的訓練好時機，同時也讓孩子將所學實際應用到實際情境裡，是很好的教學活動。
- Nov 12 Wed 2008 21:48
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文法教學
二年級可以教文法嗎？我最近試驗了一下，發現由於在外面補習班上英文的小朋友在程度上及認知上都有著很大的差距，就試驗了一下，想知道究竟差多少！在第一單元及第二單元都有縮寫的情況出現。
第一單元是I'm ____. 第二單元是Who's it? It's me. 皆是主詞與be動詞的縮寫，於是就試驗了縮寫著個語法概念的認知能力，首先我先說了縮寫的概念，然後從課本中的句子舉例，要小朋友找找看課本裡頭的縮寫例子。然後在黑板上寫出各種主詞及疑問詞，後面接適當的be動詞（主詞與be動詞的一致性先不教），要小朋友一個一個上來把主詞與be動詞改成縮寫。
大致教法如下：
1. 先把課本中的縮寫寫在黑板上，引導小朋友思考是哪些字的縮寫，例如： I'm = I am , Who's =Who is
2. 要小朋友找找看，有縮寫與沒縮寫的差別在哪？於是就有很多答案出現，當然要有邏輯性的推理，讓小朋友
- May 27 Tue 2008 23:05
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Integration and involvement in Speaking, Writing and Oral Literature by Chafe
在本篇文章中，主要探討口說語言與書寫語言之間的差異。筆者著重在兩個差異上的探討，一個是口說語言較書寫語言來得快速；二是口語說話者通常與他的聽眾互動，但是書寫者並不與讀者有所互動。然而造成這種差異的原因是因為這兩種不同型態的語言基本上就有其特點。筆者收集了四種不同的語料，做了一些研究探討，並做了以下的分析：
一、口說比書寫來的快（而口說卻比讀來得慢），主要原因如下：
1.口語較為片段散亂：口語因為說話者斷斷續續的語言而顯得凌亂不完整，常常喜歡以連接詞開頭，或是在思考中會以以and 或but等連接詞墊檔，或出現毫無意義的口語詞、語氣詞等，在用連接詞為開端這一項，口說語言便是書寫語言的四倍。
2.書寫較重整體性：而書寫語言在使用詞句單位上，較為豐富多樣。例如：名詞化 、現在分詞及過去分詞、前置形容詞、片語或以不同順序的介係詞排列而成的片語來組成一個句子而不是分成好幾個句子、或以受詞子句、關係子句將句子合併讓文章看起來完整度更甚於口說語言。
結論：在書寫語言中之所以和口說語言有這麼大的不同，是因為在書寫語言中有很多的整合性的用詞機制來使得書寫語言能整合很多不同的語詞單位在一個句子裡，同時也因為書寫者能有充分的時間來思考，如何將不同的語詞單位利用這些機制用在句子當中，但是口說語言因為在速度上是較快的，無法有足夠的時間去思考句子架構上的完整度，當然顯的凌亂但速度上卻較快。
- May 27 Tue 2008 23:04
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Spoken Language by McCarthy
在這篇文章張中討論到口說語言的種類，以及討論在每一種口說語言的類別裡有何特徵或公式，是不是可以透過活動設計或規劃到課室教學上，能夠事先教授給語言學習者，協助學習者習得語言。
文章裡頭討論到口說語言的類別有以下幾種：
一、Adjacency pairs鄰近對應：是指一組相關的兩句話，通常是由兩個人對話。舉凡打招呼、感謝等用語，通常第二句總是作為第二句的反應。而這一類的口說語言也是在國小課程教材中，為數最多的一種。然而，對非母語語言學習者言，學習固定的對話模式，有其潛藏的危機在，也就是說學習者不能做延伸運用，說得不夠自然真實。例如，How are you? Fine, thank you.非母語學習者以這樣公式化的回答。然母語學習者，卻是可以做更複雜延伸的對應。
二、Exchanges交流：這種談話形式較鄰近對應涵蓋範圍大些，通常有其一定模式，由一人先起頭，然後有隨之而來的反應回答，這種談話內容在活動設計上要很注意，否則容易流於缺乏第二步驟→反應。
三、Turn-Taking輪流交談：在談話中，輪流說話其實是不必教的，因為在各個文化中，談話都有其輪流之方式，可以教的倒是說話者在文字上的應用。其中提到back-channel這個部分，談話過程中，為了表示聽話者有注意聽，會加一些嗯嗯阿阿的聲音告知說話者，其傾聽的意向。這部分也因文化的不同而有所不同，所以在語言學習過程中，是可以教給學生的認知。
- May 27 Tue 2008 23:01
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Cross-curriculum teaching using picture book~Princess Smartypants
Princess Smartypantsis an amazing story that children love it. It is not a traditional fairy story with the beautiful princess and handsome prince. On the contrast, the story includes more modern themes. Princess Smartypants, an alternative princess, is quite happy being a single and does not want to get married to a prince at all. She set her 9 suitors a variety of difficult tasks which she hopes they will not be able to carry out. The prince try, but only one is successful. Will it end with “the prince and the princess live happily ever after”? The answer to the question is “No”. The ending is quite anti-tradition. In our school, the volunteer story mother told the story in Chinese version to the younger children once. That’s the first time I hear about this story. I was attracted as the children were. Also, we hope to deliver a concept of sex equity to the children while listening to the story. It is a good story for cross-curriculum linking. The story is a narrative in simple past tense and using some direct speech. The sentences repeat a lot which helps children to follow the story and reinforces new vocabulary and sentence structures. This story teaching may spend 3 weeks, 6 lessons to accomplish the goals and activities. The teaching target will be aimed on middle and higher graders. The language used and activities should be adjusted depending on the different target.
The followings are my teaching ideas and procedures:
A.Concepts and thinking:
1.Royalty introduction:
Cut out the photos of royal family from magazines. Introduce British Royal family or Japan royal family to children. The vocabularies will focus on the relative words like king, queen, prince, princess, clothes, dress, uniform, castle, horse. To give a brief introduction about royalty and their clothes and livings will be the focuses.
- May 27 Tue 2008 23:00
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My Reading Aloud Experience
During the process of finishing this assignment, I did reading aloud twice by reading different books to two different targets. For the first experience, it wasn’t very successful and frustrating. I choose a booked published by East West publisher, called Winnie the witch. I like the story which has simple sentence pattern and surprised turning points hidden behind the story. It was simplified by the publisher and the illustration is not detailed on everything. Basically, a page contained a sentence and a picture that says about the sentence. So I think it shouldn’t be a problem for the first graders to understand. But things went wrong and I got frustrated at the end. Afterwards, I realized that it would be easier to do it smoothly if I had done some preparation before reading. The preparation before reading a book is the key point for a successful experience.
The second experience:
After the failure for the first reading aloud, I did it for second time with different book to different targets. This time I make some effort on my targets and the book. Of course, I learn the lesson from my first experience. I did the proper preparation for the second reading aloud.
The children background:
First, I choose only three students to be my audience rather a class of the first graders. They are the children of my colleagues and also my students. Two of them are the second graders, one girl, one boy and the other girl is the first grader who is my student now. I taught the two second graders a year ago when they were at their first graders. So I knew their ability very well. I asked their parents about their English learning after school, the two second graders go to the English cram school once a week, but the other does not attend any extra English lesson.
- May 27 Tue 2008 22:58
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對「全語言」理論的瞭解與反思
一、全語言的起源
全語言教學緣起的時間點可溯及一九六八年Goodman對於閱讀研究的結果，掀起了美國由下到上的一項教育改革，而這項改革乃是對於傳統語文教學的一種反動。反對傳統語文教學將語文分為細小技能並測驗，認為語言應該是在完整的情境中，真實的事件中，所學習而來的才具有意義。
當然除了Goodman之外，後續還有很多學者專家做了閱讀相關的研究，提出當時傳統閱讀教學的誤謬之處，例如，Harste等人做的學前兒童的語言學習研究發現，兒童組織語文的形式與方法受文化深遠的影響；兒童知道語言文字是文化的產物；兒童必需與其他語文使用者互動，所以語言學習是一種社會互動學習的過程；語言學習必須在情境之中，並認為語文是不可分割的，語言學習是整體的學習（包括聽、說、讀、寫）。其中某些論點與Goodman的全語言教學觀點乃有互通之處。而另外像Newman與Smith也都提出相關的語文學習研究。
是故在北美及許多以英語為母語的幾個北美國家，便興起「全語言」教學風潮。
二、支持全語言的理論來源
- May 27 Tue 2008 22:28
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Body song( From Youtube)
- Mar 13 Thu 2008 23:22
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教學改變～～小組教學
最近覺得教學很無力，一年級毛燥個性，加上孩子程度不一。上基本的東西，有孩子覺得太簡單，但是卻也有孩子怎麼交都還不會！這讓我很無力，其實對小組教學早就想試試，但是行政工作繁雜，讓我無心改變。一旦實施，可能要花很多心思設計課程。但是最近居然連自己都覺得上起課來很沒勁，很無聊！如果我自己都覺得無聊，那何況是學生！昨天興起了改變的念頭！把座位調整成五組！來實行小組學習吧！
首先把每組座位調到一樣高，因為桌子的高度相差很多！花了我好一陣子，把桌子調得比較齊些！接下來就是分組了。每班中總有一些落後的小朋友跟一些好動愛講話的！採異質分組是我的原則！先把程度差的安置在最前面，然後前面和旁邊盡量排些程度好的，可以幫助程度差的小朋友！然後說明加分規則，表現好的那一組可以每個人加分並蓋章（集章換獎品）！
選組長，訂規則
首先先選小組長，讓孩子自我決定小組長，結果發現很有趣的現象，每一組的決定方式都很好玩！有人用猜拳，有的用上次考試分數高低決定，有的用數隻決定.....千奇百怪的方式，看得我都覺得好笑！決定好組長後，我把組長要做的是講清楚說明白，要收作業簿，要整理環境整潔及做小老師。小組長一人輪一個星期！所以人人有機會當！
首先先選小組長，讓孩子自我決定小組長，結果發現很有趣的現象，每一組的決定方式都很好玩！有人用猜拳，有的用上次考試分數高低決定，有的用數隻決定.....千奇百怪的方式，看得我都覺得好笑！決定好組長後，我把組長要做的是講清楚說明白，要收作業簿，要整理環境整潔及做小老師。小組長一人輪一個星期！所以人人有機會當！
- Oct 10 Wed 2007 00:08
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Journal 3 The Place of "Culture" in the Foreign Language Classroom
Reading Journal 3
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The Place of "Culture" in the Foreign Language Classroom: A Reflection >by Ramona Tang
'Langauge is culture .' is the main idea from the author. Shesuggested that language and culture are inextricably linked. 'By speaking the language, therefore, one automatically (to a greater or lesser extent) aligns oneself with the culture of the language. ' She also mentioned about some theories about motivation of learning language, one is the intergrative motivation and the other one is instrumental one. In the article, it was discussed about whether there's culture learning involoved in these two types of leaners. The author think that whether the learner actively and deliberately immerse in the culture to learn the language, the language itself IS the culture. When one speaks of a foreign language, she or he knows about the country in somehow. So learning language itself accompanys with the culture learning! Therefore, when teaching a foreign language, there is no point to talk about include or exclude the culture in the language curriculums or not; because it is there.
I agree with the author 's point that learning a language is learning culture since the language orignated from the culture. Starting from the sounds and the alphabets, we are gaining a different culture. The more we learn, the more we understand about the culture. I reflected back my English learning process, I liked to listen to the pop songs and liked to watch the Hollywood movies. Although I was not in a concious of learning a country's culture, the reality is I was learning the language and culture at the same time. Somehow, the language scholars may divide the motivation into two different types, but it doesn't mean the belief behind the thories is that language can be apart from culture. So what I think there's no need for the author to presurppose that culture can be separated from language behind those theories. And again, to have culture lncluded in a lesson or not won't be a question at all since the place of culture is always there in a foregin language classroom.
'Langauge is culture .' is the main idea from the author. Shesuggested that language and culture are inextricably linked. 'By speaking the language, therefore, one automatically (to a greater or lesser extent) aligns oneself with the culture of the language. ' She also mentioned about some theories about motivation of learning language, one is the intergrative motivation and the other one is instrumental one. In the article, it was discussed about whether there's culture learning involoved in these two types of leaners. The author think that whether the learner actively and deliberately immerse in the culture to learn the language, the language itself IS the culture. When one speaks of a foreign language, she or he knows about the country in somehow. So learning language itself accompanys with the culture learning! Therefore, when teaching a foreign language, there is no point to talk about include or exclude the culture in the language curriculums or not; because it is there.
I agree with the author 's point that learning a language is learning culture since the language orignated from the culture. Starting from the sounds and the alphabets, we are gaining a different culture. The more we learn, the more we understand about the culture. I reflected back my English learning process, I liked to listen to the pop songs and liked to watch the Hollywood movies. Although I was not in a concious of learning a country's culture, the reality is I was learning the language and culture at the same time. Somehow, the language scholars may divide the motivation into two different types, but it doesn't mean the belief behind the thories is that language can be apart from culture. So what I think there's no need for the author to presurppose that culture can be separated from language behind those theories. And again, to have culture lncluded in a lesson or not won't be a question at all since the place of culture is always there in a foregin language classroom.
- Oct 06 Sat 2007 23:09
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angie's song
I made this music playlist at MyFlashFetish.com.
