英语教学活动设计

多元智慧理論 Multiple Intelligences
• 身體/體能(body/kinesthetic)智慧 運用自己身體表達和解決問題的能力 動手實作的活動、肢體表演 • 音樂/節奏(musical/rhythmic)智慧 辨別音調的能力及對節奏旋律的敏感度 歌唱、音樂、節奏英語 • 人際(interpersonal)智慧 理解他人心情、感受、動機與意圖的能力 分組活動、合作學習、專題研究
多元智慧理論 Multiple Intelligences
• 教師的工作？ 1. 檢視自己常用的教學方法，改變教學觀 2. 設計兼顧不同智慧類型的教學活動 3. 活動後評估學生的學習成效以作為下次 實施修改的依據 4. 活動能激發學生「思考」的能力 5. 看見學生的優點並給予適當的鼓勵 6. 融入重大議題
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溝通式教學法 Communicative Approach
• 目的：在真實的溝通情境中能適切的表達 • 教學活動以學生為中心，並常以小組的方式進 行，透過活動(遊戲、角色扮演、問題處理)學 生大量使用英語 • 利用語言去得到未知的資訊(information gap) • 沒有固定答案與方式，說話者可以選擇說話內 容及方式(choice) • 說話者可以從聽話者的回應評估自己是否已經 成功達到說話目的(feedback)
TPR 的教學活動範例
• Simon Says • Bee Swatter • 眼明手快 • 破解密碼 • 人體時鐘 • 比手劃腳 • Give Directions
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英語教學法vs.教學活動設計
• 肢體回應法(TPR) Total Physical Response • 溝通式教學法 Communicative Approach • 內容導向、任務導向與參與學習觀
Content-based, Task-based, and Participatory Approaches
溝通式教學法 Communicative Approach
• 口語練習分為三個階層 1. 機械式的(mechanical)練習 句型結構的反覆練習達到正確與熟悉 2. 有意義的(meaningful)練習 學習者掌握詞句的意思作正確的語意表達 盡量配合圖表或圖片進行練習 3. 溝通式的(communicative)練習 模擬語言使用的情境，讓學習者運用語言完成某 項工作任務，充分體現語言的溝通能力
• 文法翻譯法 Grammar-Translation Method • 直接教學法 Direct Method • 聽說教學法 Audio-Lingual Method • 默式法 Silent Way • 情緒解放法 Desuggestopedia • 社群語言學習法Community Language Learning
Task 2: Design your own jack-o-lantern and costumes
My jack-o-lantern
My costumes
多元智慧融入教學活動範例
技巧2：激發學生的思考力、想像力與創造力 Ex1) Riddles Ex2) Bogglers Ex3) Slylock Fox
Shut up and sit down
Your eyes are bigger than your stomach.
右昌國中學生英語月刊2005二月號
I was carried into a dark room, and set on fire. I wept(哭泣). What am I? (3)Hale Waihona Puke Baidu
http://bogglers.com/ http://www.slylockfox.com/index.html
Ex4) animals vs. jobs Ex5) 韻文創作
You are on time.
long ago
walk on water
for instance
coming down with a cold
By Moon or by Sun, I shall be found. Yet I am undone if there’s no light around.
What am I? (2)
My maker never wants me, my buyer never uses me, my user never sees me. What am I? (1) Take off my skin(皮膚), I won’t cry, but you will. What am I? (5)
• 多元智慧理論 Multiple Intelligences
TPR – Total Physical Response
• 減低學生學習外語的壓力，讓學生用「孩童 學會母語」的方法來學習英語 • 盡可能增加學習過程的趣味性 • 利用祈使句教字彙與文法 • 老師指導學生活動後可與學生角色互換 • 肢體回應開口說英語 • TPR結合其他教學法
多元智慧融入教學活動範例
技巧1：給學生選擇答題方式的機會 Ex1) What do you do on Mid-Autumn Festival?
play
see
hear
I have a good time on MidAutumn Festival.
sing eat
feel
Ex2) 畫出故事的ending
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Verbs
Places
多元智慧理論 Multiple Intelligences
• 邏輯/數理(logical/mathematical)智慧 有效使用數字、找出抽象模式、善於推論 猜謎、遊戲、富邏輯與條理的教學、分 類與歸納 • 視覺/空間(visual/spatial)智慧 熟悉環境、創造內心圖像、對形狀、大小、 顏色的敏銳度 圖表、視聽教材、繪圖
Names Kevin Helen feed dogs Peter Cathy cut a cake Sam Lucy read a book
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Verbs
Places
in the garden
on the table
on the bed
利用問答練習交換訊息 Names Kevin watch TV in the room Helen Peter cook in the kitchen Cathy Sam drink a coke in the room Lucy
多元智慧理論 Multiple Intelligences • 內省(intrapersonal)智慧 能夠了解自己、管束自己的能力 自我評量、學習檔案、給學生選擇的機會 • 口語/文字(verbal/linguistic)智慧 有效使用語言的能力語創意 記筆記、說故事、辯論 • 自然(the naturalist)智慧 能夠了解並喜歡大自然的能力 觀察週遭環境
List the New Words
Draw the ending of this story
Ex3) Halloween設計南瓜燈與服裝
A-Fang’s Talk: Today is October 31st. Do you know what holiday it is? It is Halloween. I invite a lot of my good friends to my home for a Halloween party. I have decorated my house into a haunted house, and I ask all the visitors to dress themselves up. Besides, everyone who comes to my home has to bring a ―jack-o-lantern‖ of his own. Do you want to join us? Dress yourself up and also bring a creative jack-o-lantern. In task 1, you will be given some hints and I think you will be able to guess who they are. In task 2, design your own jack-o-lantern and your own costumes that you want to wear to my party.
Task 1: Guess who they are. Object Hints more than two feet / web /poisonous fly / upside down / can’t see blood / long sharp teeth / black cloak broom / ugly appearance / harsh laughter naughty / play tricks / fairy tales fly / no feet / can’t be seen
英語教學活動設計—實務與經驗分享
• 英語教學法 vs. 教學活動設計 • 右昌國中英語教學活動經驗分享 • 教學資源分享
右昌國中英語資源中心 http://mail.yocjh.kh.edu.tw/~ycen 阿芳的家 http://mail.yocjh.kh.edu.tw/~yc0035
英語教學法vs.教學活動設計
溝通式教學法的教學活動範例
• Q&A連環炮 • 傳令兵 • 認識新同學 • 人才招募 • 物以類聚 • 尋找真命天子 • Information gap • Information swap
Tom
Mary
Information Swap / Information Gap
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Information Swap / Information Gap
It was nearly Christmas. Katie woke up and found that the world was white and magical. ―Snow,‖ she shouted, ―snow for Christmas.‖ She ran outside and danced in the snow. Her brother Eddie came out too. They made a big round snowball and a small one. They put them together and made a huge snowman. On Christmas Eve they looked at the snowman. He waved at them. He was alive! ―Hello,‖ he said, ―it’s Christmas. Would you like a present?‖ ―Yes please!‖ The snowman waved his arms. Silver crystal snowflakes filled the sky. It was so beautiful. ―We must give you a present too,‖ said Katie. They gave the snowman a carrot for a nose, a scarf for his neck, and a hat for his head. ―Happy Christmas!‖ they said. The snow stopped and the sun came out. The snowman started to melt. ―Goodbye,‖ he said. ―Build me again next year!‖