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桃園縣青溪國中 許綉敏
I共同備課推動面面觀
共同備課理念
參與人員
選擇適當場地
安排共同時間
共同備課流程建議
共同備課考量面向與重點
II. What is the skill of reading?
※
decoding
focusing on vocabulary or grammar
※
using prior content knowledge
using knowledge of the genre (textual schemata)
using knowledge of language
III. Reading Activities
桃園縣青溪國中 許綉敏
※
Words and pictures
Word association
Listen and speak
※
scanning
skimming
Intensive reading
※
Comprehension question review
Cartoon strip
Running dictation
Board games
IV. Assess Reading
※different types of reading
skimming
scanning
Intensive reading
桃園縣青溪國中 許綉敏
※different types of meaning
grammatical (syntax)
informational
discourse
pragmatic (meaning from the writer’s tone)
※different types of comprehension
recognition,
identification
analysis
interpretation
inference
synthesis
evaluation
V. Tips for Teaching Reading Strategies
✪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
桃園縣青溪國中 許綉敏
repertoire.
✪Use the correct terms for strategies, even with emerging readers.
✪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
桃園縣青溪國中 許綉敏
Main task: Find out the missing information (A)
1. What do Chinese people like to talk about during Chinese New Year?
2. What had trouble Jade Emperor for weeks?
3. Who came up with the idea of asking Ox for help?
4. What was Rat thinking about when the finish line was in sight?
5. What happened to Cat?
Main task: Find out the missing information (B)
1. Who was having a meeting with all animals somewhere above the clouds?
2. What would the Jade Emperor do to make the Chinese Zodiac?
3. What was Cat’s problem?
4. Why did Cat and Rat ask Ox for help?
5. How was the race when Cat swam to the river bank?
Think Big. Start Small.
桃園縣青溪國中 許綉敏
Re-order these sentences
1. Jade/ had/ meeting?/ before/ troubled/ What/ Emperor/ for/ the/ he/ had/
weeks/ the
2. Rat/ poor/ he/ was/ been/ Cat/ that/ told/ swimmer./ always/ he/ worried/ had/
because/ a
3. What/ Rat/ when/ Cat/ in/ sight?/ finish line/ did/ was/ the/ to/ do
Write your own questions
Q1:
Q2:
桃園縣青溪國中 許綉敏
• Why does Meg ask the Thinker “ Are you OK?”
• How does John feel when he sees the dinosaur?
• How do you know?
• Is this a real story? State your reason(s).
• Why do people go to museums? What can we do in
museums?
Start Small. Think Big.
桃園縣青溪國中 許綉敏
Useful Classroom Language
A:Do you know the answer to Question #...?
B:No. (Sorry, I don’t know. Can you tell me the answer?)
B:Yes.
A: Great! What is it?
Do you know what this means?
It’s a kind of food/ meat/fruit….
It’s a man/ color…
It’s your turn.
桃園縣青溪國中 許綉敏
START
1.It’s a good
start.
3 Please walk
like a mummy.
2. Don’t run in
the museum!
You lost one
turn.
4. You are hungry. Go to the
snack bar now.
5. Oops! You
touch the Thinker.
Go back to the
“Start.”
13 Almost there!
Be quiet.
FINISH 6.
Snack bar
7 Q: What can you do in
the museum?
12
Why does the
mummy ask John
and Amy to be
quiet?
11. Q:
What CAN’T you do
in a museum?
8.Ask a classmate
to be quiet.
10.
Draw a
dinosaur
here.
9.. Museum
Rules: 1.Do the task in the space when you enter one.
Rules: 2.You will lose one turn if you fail to do the task or give the right answer.
Rules: 3. Other players will be the judge for you.
Please follow the rules! I
am watching you.
桃園縣青溪國中 許綉敏
示範選文 1:翰林第一冊第 6課
p.84
Dialogue
(In the museum)
Meg: Are you OK, sir?
The Thinker: I'm fine. Please don't
touch me!
Meg: Sorry!
Amy: Look over there, John!
John: Wow! It's a mummy!
Mummy: Hi there. Please be quiet.
Amy: Oops! Sorry, sir.
Vocabulary
museum 博物館 sir 先生（對男性的尊稱） The Thinker 沉思者
please 請 don't 別；不（do not 的縮寫） touch 摸；碰觸
me 我（I 的受格） mummy 木乃伊 be 是；當（be 動詞原形）
quiet 安靜的 oops 噢（表抱歉、驚訝等）
p.85
John: I'm hungry.
Meg: I'm hungry, too. Let's eat these apples.
John: Let's not eat here. Let's go to the snack bar over there.
Amy: Wait! There's a dinosaur BEHIND you!
John: What?!
○1
○2
○3
○1
○6
○4
○5
○7
一字多義
○8
桃園縣青溪國中 許綉敏
Meg: Let's run... NOW!
Dinosaur: Don't run in the museum.
John: Ahh...
示範選文 2: 翰林第六冊第 1課
During Chinese New Year, Chinese people like to talk about the animal sign for that year.
However, not everyone knows how thetwelve signs of the Chinese zodiac came to be. Here
is one story.
Somewhere above the clouds, the Jade Emperor was having a meeting with all the
animals. "Naming the Chinese zodiac has troubled me for weeks, but now I know what to
do!" The Jade Emperor rose from his seat and continued, "I will hold a swimming race for
you, andthe first twelve to cross the river will be the signs."
After the meeting, Cat told his best friend, Rat, that he wanted towin the race, but he had
always been a poor swimmer. Rat, however, told him not to worry. "Ox is strong and swims
fast. Let's ask him for help!" Rat said.
The day of the race finally came. When the race started, Cat and Rat jumped onto Ox's
back. Thanks to Ox, they were able to cross the river ahead of the others. When the finish
line was in sight, Rat wasonly thinking about winning. He suddenly pushed Cat into the
river,hopped off Ox's head, and won first place.
Poor Cat almost drowned. When he made it to the river bank, the race had already ended.
Since then, cats have stopped being friends with rats. This is why they are always waiting
for a chance to get even.
桃園縣青溪國中 許綉敏
共備共學－閱讀教學活動設計實作單
縣市 學校 姓名 學校 姓名
■國中□國小
教材選擇
年級：□三 □四 □五 □六 □七 □八 □九 學期：□上 □下
版本： 單元：
課外延伸教材：________________________________________(無則免填)
教學目標
相對應
能力指標
設計理念
簡 述
程序性語言
列 表
功能性語言
列 表
教學活動 時間 教材教具
1. Grouping:
2. Pre-reading (Strategy/ Activity)
桃園縣青溪國中 許綉敏
3. While-reading (Strategy/ Activity)
4. Post-reading (Strategy/ Activity)
附件：PPT、學習單…..等
桃園縣青溪國中 許綉敏
附錄：97課綱中與閱讀有關的能力指標
3-1-1 能辨識印刷體大小寫字母。
3-1-2 能辨識課堂中習得的詞彙。
3-1-3 能看懂簡易的英文標示。
3-1-4 能辨識歌謠、韻文、故事中的常用字詞。
3-1-5 能看懂簡單的句子。
3-1-6 能辨識英文書寫的基本格式。
3-1-7 能朗讀課本中的對話和故事。
*3-1-8 能藉圖畫、圖示等視覺輔助，閱讀並瞭解簡易故事及兒童短劇中的大致內容。
*3-1-9 能藉圖畫、標題、書名，猜測或推論主題。
3-2-1 能辨識英文字母的連續書寫體(cursive writing)。
3-2-2 能用字典查閱字詞的發音及意義。
3-2-3 能看懂常用的英文標示和圖表。
3-2-4 能用適切的語調、節奏朗讀短文、簡易故事等。
3-2-5 能瞭解課文的主旨大意。
3-2-6 能瞭解對話、短文、書信、故事及短劇等的重要內容與情節。
3-2-7 能從圖畫、圖示或上下文，猜測字義或推論文意。
*3-2-8 能辨識故事的要素，如背景、人物、事件和結局。
*3-2-9 能閱讀不同體裁、不同主題的簡易文章。
5-1-1 能正確地辨識、唸出與寫出 26 個英文字母。
5-1-2 能聽懂及辨識課堂中所習得的英語詞彙。
5-1-3 在聽讀時，能辨識書本中相對應的書寫文字。
5-1-6 能運用字母拼讀法(phonics)。
5-2-1 能熟習課綱中所標示之 1200 個基本單字，並能應用於日常生活的溝通中。
5-2-4 能看懂故事及簡易短文，並能以簡短的句子說出或寫出其內容大意。
*5-2-5 能看懂日常溝通中簡易的書信、留言、賀卡、邀請卡等，並能以口語或書面作簡短的
回應。
*5-2-6 能看懂並能填寫簡單的表格及資料等。
桃園縣青溪國中 許綉敏
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%20Staf
f%20Room%20Posters%204.pdf
