Tell me and I forget, Teach me and I remember, Involve me and I learn.

Confucius (551-479? BC)

“A child learning language is developing on all fronts, not just the linguistic one, and is trying to make sense of his social environment and the world of objects around him as well as of his linguistic input.” ~Elliot, A.J. (1992)

一個學習語言的孩子是全領域的發展，並非只有語言這一項。而且是試著對他的社會環境與環繞著他事物的世界有所了解；尤如語言輸入一般 -- 全方位發展。

Enable to賦予孩子的軟實力， Not difficult讓英語學習簡單化 ，Gift alike 正視孩子擁有的天賦，Learn to learn學習如何學會英語，Internalized learning 內化的學習法，Strategies building 學習策略的建構，Harvest man 讓孩子成為英語學習的豐收者！

簡化教學時過於複雜的解說英語教學的四個新概念

By Dorene Chiu

附加→移位→代換→不重複Saussure’s Semiotics符號主義

(+) → ( ) →(=) →(≠) S

結構教學的自然法則—疊疊樂

The Two-word Method

樞紐文法裡探究疊字學1) 樞紐文法與英語初期學習階段 的關係2) 架構字形的認知3) 結合音與字形的認知4) 字詞與語法的邏輯關係

Nouns

Nounaanthe

Morpheme: the smallest grammatical unit

noun = noun 代換John = a studentN. + be + N.John is a student.S + V + SC

代換與形容原則

nounAdj.

代換與形容原則N. + be + Adj.

形容與移位

附加與移位( ) → + not → (not/ ) 肯定到否定 ↓

(?)

直述到疑問S

It is a book. → It is not a book.Is it a book?

進階 1 + 1 = 1 原理代換與不重複I am a student. (1) + (, and)You are a student. (1)= I am a student, and you are a student., too.

Analyzing

Who…? What…do? Where…? What time…?

Three Period Lesson 三階段教學法 -- 是法國教育學家塞根 (Sequin) 著名的教學方法，後來被蒙特梭 利採用。-- 這是幫助孩子在結合東西與名稱時所用的教學方法。-- 每一段學習時間所需的時間，視個別孩子而異。-- 第一個階段是介紹名稱， 並明確的表明所要學習的範圍。-- 第二個階段是給認知的階段。這階段要給孩子時間主動的將新 知納入自己的經驗當中。-- 第三個階段是確認的階段。是要幫助孩子確認以前不知道的事 物。 1. This is ________________. This is ___________. 2. Show me ______________. Show me _________.3. What is this? What is this?**Now you know _____, ______, and _____.

T: It is a book. 介紹名稱T: Is it a book? 認知的階段S: No, it is not.T: What is it? 確認的階段S: It is a ruler.

Simple → compound → complex S.S.

附加 → 不重複 → 順序 → 移位

2 Vs

順序

同時

重疊

描述一件事情 ( 簡單式 )a fact /an event

強調動作

動作之順序 When vs.

While

持續動作 vs.瞬間動作

條件句

Reading Brings Mental Exercises閱讀與心智練習

--Read for the main idea

--Read for the details

--Read for the inference

(deductive & inductive)

--Read for the organization

The Two-word Method

尋找 Key words noun

延展 to extend

連結 to link

樞紐文法裡探究學習智慧與策略1) 語言思維合理化的形成2) 強調學習思考3) 提供並要求學習策略4) 明確有效的語法教學強化後設認知

Tim Can ReadTim is a good reader. He uses clues to help

him read. First, he looks at the picture. That helps him know what the story is about. Next, he reads the title of the story. Now he knows a little more. As he reads the story, the words make pictures in his mind.

56 words

book

picture story

look at read

Tomcan

= reader = heread er

listen + er → listener

speak + er → speaker

read + er → reader

write + er → writer

Verb er

There are many symbols that stand for the United States. One symbol is the Liberty Bell. It stands for a free country. The U.S. Flag has 50 stars. Each star stands for a state. What are the colors of the U.S. flag? The bald eagle is another U.S. symbol. The eagle shows America is strong. It is on the U.S. quarter. The Statue of Liberty stands for freedom. Many years ago people came by ship to the United States. They were happy to see the Statue of Liberty. It showed that they had come to their new home.

Coherence and

cohesion

The teaching skill for reading

Learner achievement of purposes through using language (listening/ speaking/ reading/ writing)

Development in learner’s language system and strategies for using system

results in

enables further

REASONSGeneral information about text

Information from text

Pleasure or interest

Skimming Scanning

Involuntary Rapid Intensive Extensive

reading

STYLES

By Eddie Williams

Modeling : modeling a text is to transfer it from where it is latent, in the teacher’s mind, on the pages of a textbook, to the students’ ears or eyes

Teaching meaning: expression, message orientation

Highlighting: frequently draw students’ attention to grammatical, spelling, phonological feature

Checking: questioning skills

Fixing: memory input by repetition

我並未發明一種教育方法，我只是讓一些兒童有機會活下去。1914 by Maria Montessori

如果你能幫助孩子培養閱讀的喜好，他們不僅有能力閱讀，也會終身選擇閱讀。

Letter recognition

Print

Word recognition

Semantics

Output phonology

Response buffer

Speech

Whole word reading without meaning

Letter “decode” for reading aloud with and without comprehension

Attention

~Disengage 抽離~Shift 轉移(tasks and mental sets shifting) 認知與策略 ~Engage 投入閱讀有困難的孩子，聲感能力較差。

Attention and ReadingFocused attention 集中性注意力Sustained attention 持續性注意力Selective attention 選擇性注意力Alternative attention 交替性注意力Divided attention 分散性注意力

Parallel Distributed ProcessingPDP: based on the notion that information is processed simultaneously at several levels of attention.

attention in the intellectual center, the emotional center, and the physical center.

as perception, introspection, memory, creativity, imagination, conception, belief, reasoning, volition, and emotion—in other words, all the different things that we can do with our minds.

Mental process

I have a banana.You have an apple.He has a pear.She has an orange.

Teach inductively to deductively

Listening Skills Hearing: listening enough to catch what the speaker is saying.

Understanding: comprehension=coherence + cohesion

Judging: make sense

+

Imaginative writing will tap episodic and unconscious memories as part of process of creating an imaginary world.

Discursive writing will tend to call upon semantic memory in which logically interconnected ideas will be important.

White, R. &Arndt, V.

Think of experiences Use

imagination

Deliberate logically

Observe Perceive

Search informatio

n

Writing Senses for Teachers

Develop kids’ writing skill as an initial step

Design the writing sheets variously

Find more attractive topics

Help kids use the connectors

Construct kids’ thinking ways

You are going to take a 7-day trip. What do you need?

I am going to bring….

* Newspaper and magazine articles * Short stories and novels * Television programs or movies * A painting * Conversation * Memories * An interesting experience * A fascinating person * A lecture or class * An funny friend * Holidays * A great meal (or a terrible meal)

* A beautiful landscape * An ugly building

Find the topic from kids’ lives

Learners’ NEEDS1) The elements of a language:~ Vocabulary~ Grammar~ Pronunciation2) Four well-developed skills3) A good mental process building4) A well-organized input

Mind Maps + Strategies + Metacognition