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字彙教學

字彙教學. 前題 : 老師愈重視字彙教學 , 學生對字的敏感度愈高 教學法 : 1. 字彙衍生法： write  writer 2. 一字多義法 : age ( 時代，老化） 3. Phonics 類比法 : bake, cake, fake, make, sake, take 4. 字源法：字根字首： transportation 中的 trans : change, move 5. Grouping : 示範 feeling （繪本）

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字彙教學

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  1. 字彙教學 前題:老師愈重視字彙教學,學生對字的敏感度愈高 教學法: 1. 字彙衍生法：write  writer 2. 一字多義法: age (時代，老化） 3. Phonics 類比法: bake, cake, fake, make, sake, take 4. 字源法：字根字首：transportation中的trans : change, move 5. Grouping : 示範 feeling （繪本） 6. 無厘頭法： one (no反 +e), help (he + LP)

  2. 活動 • 1. 利用songs 做加深活動: Ex : God Bless the USA • 2. 利用picture books 做延伸活動: • (1) PigyBook (2) The Mix-up Chameleon • 3. 利用short videos : Ex: Toyota Trap • 4. 利用movies clips : Hairspray • 5. 融入文化元素:廣告,諺語 • 6.請同學上台教單字

  3. 中英差異 英文的名詞性較強,中文的動詞性較強 • 例:learn things by memorizing (台灣學生) • Learn through rote memorization （英文原文） • 例：明天不用上課 • There is no school tomorrow. (英文原文) • I don’t need to go to school tomorrow. (台灣學生) 2. 現代漢語以動詞佔優勢,可以連用動詞,英語中卻只能有一個定式動詞(finite verb) ,因此,中翻英時,其他動詞需要成名詞、介詞或其他詞類 3. 英文抽象，中文具象 • 例：　Happy New Year. ( 抽象) • 例：　年年有餘 • 　　　財源滾滾 • 　　　多子多孫多福氣 4. 中文少用被動，英語常用被動 • 英語的被動句是對同一件事情的兩種看法，不牽涉到人對事情的評價，是較客觀的表達法 5. 中文總稱(general) 英文精確(specific) • 例:　中文: 鷄　　　　　英文公鷄(rooster) ，母鷄(hen) ，小鷄(chick)

  4. Training WritingGood opening: PDAQI • Introduction: PDAQI • P a picture or unusual image • D a dialogue (could be one person thinking or talking) • A an action • Q a question • I  an interesting fact • ( 25 Mini-Lessons for Teaching Writing • by Adele Fiderer p. 36)

  5. Examples for PDAQI 1.One dark, spooky night, I heard a thud while watching the movie Young Frankenstein. I thought it came from upstairs. I went to the second floor to investigate. I could not find a thing. I went to the kitchen. I froze like an icicle. ( p. 34) 2. Did you know cats were mummified in Egypt a long time ago? (pp. 35) 3. “When are you going to practice?” Has your mom ever said this to you? (p.36) 4. As slim and straight as an arrow, Donald Bonnette glides over the water with grace and ease, the way a bird glides on currents of air. (p. 37)

  6. Development • Writing that shows • Show, don’t tell! (word hunt) • Develop with details • Adding details

  7. Clarity • Sharpen the picture • Sharpen with specifics • Replace with overused verbs • Toss out tired verbs • Specific action verbs

  8. Editing • Edit to strengthen verbs • Combine short sentences • Sentence connection • Revising run-on sentences • Punctuate the dialogue

  9. 補救教學策略:音感的建立與句子觀念的建立 • 音感的建立：母音的變化 a, e, i, o, u • 斷音（音節）概念的建立以母音為中心（子音帶母音很常見）　 • 連音的概念 thank you/ miss you/ don’t you/ would you • 發音基本原則 (1)每個字母都可以唸原音 (2)通常兩個母音一起出現時，發音以 第一個母音為主： tea , boat (3)每個母音都可以在字尾加e，拉長音 cake, like, dove, use (4) r 化的母音全念短音，如：here, hear 5. 不需刻意利用時間特別教,在平時教學時不斷地加強 6. 不要花太多時間在Phonics ,最重要還是記住”意義” 非”音“ 好用的網站：www.phoniconthe web.com

  10. 補救教學策略:句子觀念的建立 . 英語是主詞的語言句子基本要素 S + V + (O) 2.句子是向右分歧的概念,如：　 I am Sophie.  I am Sophie from Taiwan. 3. 句子的變化： Ex: I swim. (1) 加入動作(want) : I want to swim. 也可加助動: I can swim. (3)加入頻率副詞: I never swim. (4) 加入”人“： I want to swim with Tom. (5)加入 “地點: Ｉwant to swim with Tom at school. (6)加入”時間” : I want to swim with Tom at school this Saturday afternoon. 4. 活動: 給學生一個單字,由學生自行創造,句子愈多愈好 5. 分組教學由學生教學生

  11. 廣 告 時 間 AIT Specialist Program 由於講師是美國國務院指派，機會難得，希望能廣為宣傳。我們的Program分為 7/5-9 及 7/12-16兩梯次，名額共為150人。因為現在還與講師討論課程中，等課程底定才能發文。發文前，煩請大家能上中英團部落格，我會把更新的進度發布，請大家密切注意。

  12. 中英團blog: http://blog.yam.com/etsinjhoftc • Sophie’s mail: • sophie241@gmail.com • 謝謝您的聆聽！

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