Transcript 104年共備分享-關渡國中

105學年度關渡國中
學習者活動設計共備分享
報告人:王怡文
備課成員： 李岳祥, 王怡文,王淳信, 林芳瑩,高佳祺, ALEX
基本介紹
教材版本: 佳音版 B3
單元名稱： U5 I want to be a teacher
實施節數：共 5 節，每節 45 分鐘
授課日期：105年10月 24-29 日
學生特性分析：
1. 特質
(1) 大部分學生對於英語的信心不足，願意認真聽卻不太敢說、表達。
(2) 約1/5學生基礎不佳，需要抽離進行補救教學。
2.先備知識：已學會一般動詞、do / does的問句、答句。
十大基本能力與重大議題
分段能力指標
*十大基本能力
四、表達、溝通與分享
六、文化學習與國際了解
1-2-3能聽懂日常生活對話和簡易故事。
1-2-4能辨識對話或訊息的情境及主旨。
2-2-2能以簡易的英語參與課堂上老師引導的討論。
2-2-3能以簡易的英語表達個人的需求、意願和感受。
2-2-6能依情境及場合，適切地表達自我並與他人溝通。
4-2-2能依提示合併、改寫句子及造句。
6-2-6對於教學內容能主動複習並加以整理歸納。
* 重大議題
【生涯發展教育】
2-3-2了解自己的興趣、性向、價值觀及人格特
質所適合發展的方向。
3-3-3培養解決生涯問題及做決定的能力。
3-3-4了解教育及進路選擇與工作間的關係。
3-3-5發展規劃生涯的能力。
【家政教育】
4-2-1了解家庭生活問題及其對個人的影響。
主要概念
Big Ideas
1. I want to be a teacher.
2. 不定詞
1.了解英文聽說讀寫理
解基本元素中的不定詞
2.能將不定詞句型和自
身經驗連結。
關鍵問題
Essential
Questions
1.職業的相關單字
2.能夠知道如何使用不
定詞傳達意思
單元學
習目標
學生能知
道的知識
Knowledge
學生能做
到的技能
Skills
1.能表達自己想從事
的職業
2.能詢問並回答相關
問題
教材分析與學習活動設計重點
節次
學習重點
1
單字-圖文搭配介紹。唸讀,拼字與應用。
1
文法-showing examples (by ppt.), listen to the song and describe people.
1
對話-唸讀及講解內容。問答,口語練習與role play方式。
1
閱讀-唸讀及講解內容。問答,口語練習與課文改寫方式。
1
學困- 鼓勵學生運用本課三個關鍵重點介紹自己和家人
學習表現的評量
1.
書寫測驗.
2.
口說測驗.
3.
聽力測驗
4.
On-going assessment.
5.
worksheet
單字學習活動設計
教學指導要點（活動流程）
1. Warm-up
(1)老師引導學生念出本課單字。
(2)使用電腦搭配圖片,引導學生猜出各圖單字
教學時間
10分
2. Vocabulary
(1)老師介紹單字用法及意義
20分
(2)老師指圖片，讓台下學生看圖造句。
S1: She is a reporter.
(3)分組使用小白板作競賽，讓學生熟悉該字的讀法以及拼寫。須輪流書寫並且大聲把單字念
出來。
3. Theme Words
(1)老師秀出Theme Words圖，讓同學猜圖中人職業。
13分
(2).學生進行P. 62的聽力練習。
(3)把學生分成八組，分組完成學習單一。讓學生將本課單字 中與職業有關的單字整理出來,
並做延伸。
4. Wrap-up
帶全班學生複習單字,老師念一次,同學念三次。
2分
注意事項
與評量方式
電腦
電腦
黑板
小白板
電腦
學習單
There are many different kinds of works in the world.
Draw and write down your favorite job with your name.
U5 vocabulary
My favotite Jobs
閱讀學習活動設計
流程
內容
時間
Warm-up
1. Warm-up
(1)老師引導學生複習本課的單字。
(2)使用電腦搭配圖片,引導學生複習Reading範圍之單字。
10
Before Reading
(1) 老師發給學生學習單
(2) 老師帶領學生閱讀學習單上的問題。
5
During Reading
(1)
(2)
(3)
(4)
(5)
After Reading
老師播放2次閱讀篇章之內容(課本闔上)
學生回答學習單上的問題。
老師請學生組內分享所聽到的結果。
老師再播放一次內容讓學生檢核。
老師請學生打開課本並組內檢核聽到的內容。
20
(1) 老師請學生以組為單位分享學習單之內容。
(2) 老師帶領學生讀過課本並註記重要單字及片語。
(3) 老師根據學習單提問形成性問題，並分組搶答
10
學習指導 /注意事項
內容講授完畢後教師可給予小測驗，
確認學生熟悉課文內容。
討論時間教師須留意並掌控班級秩序。
驗收時，除了文意，教師須注意學生
的語意及邏輯概念是否通順合理。
What is
Marvel?
When did
Lee began
working at
Marvel?
Who is
Stan
Lee?
Lee is a
_____ of
the _____
world.
What else
Marvel
create?
差異化教學學習單-A、B、C
Look at the picture on the right. The man
Look at the picture on the right. The man is __________ to _____ like
is_______________________________. His name is Stan Lee,
Spider-Man. His name is Stan Lee, a _________ comic book writer.
_____________________________________.
Lee enjoyed drawing and reading at a young age and started to
Lee enjoyed drawing and reading at a young age and
_______ comic book stories. In 1939, Lee began working at a comic
____________________________. In 1939, Lee began working at a
book company. It ______ became Marvel Comics.
comic book company. It later became Marvel Comics.
At Marvel, Lee and his team ____________ with many great comic
At Marvel, Lee and his team _________________________________
books like Spider-Man , Thor , and X-men. The heroes in these books
like Spider-Man , Thor , and X-men. The heroes in these books were
were very ________: they weren't perfect; they were just like you and
very different: they weren't perfect;
me.
________________________________________________.
These comic books are now movies. They are very popular all over the
These comic books are now movies. They are very __________ all over
world because of the great stories.
the world because of the great stories. Lee ______ the _________ of
_________________________________________. He is a hero of the
comics with everyone. He is a hero of the comic book world.
comic book world.
Look at the __________(圖案) on the right. The man is trying to
______(擺姿勢) like Spider-Man. His name is Stan Lee, a famous comic
book writer.
Lee enjoyed drawing and reading at a young age and _______(開始/過
去式) to ______(創造) comic book stories. In 1939, Lee began working
at a comic book ________(公司). It later became Marvel Comics.
At Marvel, Lee and his ______(團隊) came up with many great comic
books like Spider-Man , Thor , and X-men. The heroes in these books
were very different: they weren't ________(完美的); they were just
like you and me.
These comic books are now movies. They are very _________(受歡迎
的) all over the world because of the great stories. Lee _______(分享)
the magic of comics with everyone. He is a hero of the comic book
world.
文法學習活動設計
Phrase of the Week:
Sentence Patterns: 1. He/She is...
“You can say that again”
2. Is he/she…? Yes he/she is. No, he/she isn’t.
Procedures
Teacher/Student Actions
Phrase of the Week
Sentence Lesson
• Review idioms (listen and repeat, fill in the blanks)
• T’s (dramatically!) act out two scenarios to get S’s thinking about what the new
idiom might mean
• S’s guess literal vs. figurative meaning
• Listen and repeat (whole class)
• -Teach S’s about using want/need/plan + future tense (it is something you want
to do and has not happened yet)
• Want/need/plan imply the future
• Teach s’s about enjoy/keep/practice/love/hate + present tense (you have
already done the action and will continue to do the action)
• Hate doesn’t mean you want to continue singing, but because it is something
you hate to do, we use the present tense!
• Teach S’s the rules about changing nouns (__________ wants to buy a belt).
Min
5 mins
5 mins
Activity 1:
Activity 2:
Assessment/Clean-up
•
S’s correct the sentences
• Focusing on the tenses + grammar rules
I want to buying a belt. (I want to buying a belt.)
I need finding a job. (I need to finding a job.)
I enjoy cook. (I enjoy cooking.)
I practicing write stories. (I practice writing stories.)
I like to singing. (I like to singing.)
I hate sing. (I hate singing.)
• Get the points!
• T shows the correct answer
• Listen and write (based on context and dialogue)
Example: I’m always excited about going to English class. I have an awesome
teacher named Alex and I enjoy writing stories. During English class, we get
to write a lot of fun, creative stories!
• Correctly spelled sentence = 2 points
• Misspelled sentence = 1 point
• Wrong sentence = 0 points
-Review sentence patterns + idioms (1 min.)
15
mins
15
mins
5
mins
ENGLISH CLASS
UNIT 5
SCHEDULE OF THE DAY
Idioms
Sentence lesson
Sentence activities
Review
Idiom
in cold blood
IN COLD BLOOD
*Kendra gets shot*
Alex: Oh my god! They shot her! She was such a good
person and they didn’t even care. They killed her in
cold blood!
IN COLD BLOOD
*Adam gets shot*
Petra: Oh my god! He got shot! They didn’t care
that he was a beautiful person. They killed him in
cold blood!
Adam: Oh my god, help!
IN COLD BLOOD
1. What is the literal meaning (字面)?
a. What is in?
b. What is cold?
c. What is blood?
1. What is the figurative meaning (比喻)?
IDIOMS REVIEW
1. spill the beans
2. in cold blood
IDIOMS REVIEW
Alex: Oh my god, I heard that Jason likes Candy!
Tiffany: Really!? Are you sure?
Alex: Yes! Everyone knows!
Tiffany: Oh my god, ____________________!
IDIOMS REVIEW
Tiffany: Did you read the newspaper? Candy killed
Jason!
Alex: Really!?
Tiffany: Yes! She killed him ____________________!
Sentence Lesson
Let’s move onto a sentence lesson!
1
SENTENCE LESSON
noun + verb + preposition (介詞) + what you will do.
I plan to buy a belt.
I need to find a job.
The verb implies the future!
SENTENCE LESSON
noun + verb + what you do (verb / verb + noun).
I enjoy practicing piano.
I love cooking.
Two verbs
You have done it and will continue to do it!
SENTENCE LESSON
noun + verb + preposition (介詞) + what you will do.
He plans to to buy a belt.
She needs to to find a job.
They want to go to the movies.
You can change the nouns! Remember: subject-verb
agreement
SENTENCE ACTIVITY #1
Let’s review what we’ve learned by doing an
activity!
CORRECT THE SENTENCE
I want to buying a belt.
CORRECT THE SENTENCE
I want to buy a belt.
CORRECT THE SENTENCE
I need finding a job.
CORRECT THE SENTENCE
I need to find a job.
CORRECT THE SENTENCE
I enjoy cook.
CORRECT THE SENTENCE
I enjoy cooking.
CORRECT THE SENTENCE
I practicing write stories.
CORRECT THE SENTENCE
I practice writing stories.
CORRECT THE SENTENCE
I like to singing.
CORRECT THE SENTENCE
I like to sing.
CORRECT THE SENTENCE
I hate sing.
CORRECT THE SENTENCE
I hate singing.
SENTENCE ACTIVITY #2
Let’s review what we’ve learned by doing an
activity!
LISTEN AND WRITE
1. Alex says the sentence.
2. Write the sentence.
3. Get the points!
THANKS!
Any questions?
Please ask me any questions!
Slow Learners學習活動設計
Procedures
Teacher/Student Actions
Warm up.
Teacher Kathy uses PPT to review the
theme words.
Students have learned the vocabulary of this unit.
Activity 1
Recognize words with small cards.
1. Give students small cards of the vocabulary and let students recognize the words.
Min
10 min
Use the PPT to check if students are familiar with the vocabulary. Use the sentence
pattern “I want to be a _______.” Or “I don’t want to be a _______.” for oral practice.
7 min
2. The teacher says the word and students take out the card.
3. Students works in pairs and practice saying the words.
4. Ask students to write down the vocabulary under each picture.
Activity 2
Use the PPT to practice saying the
sentence pattern.
Students look at the pictures in each slide and practice saying the sentences. Students
answer all together and individually.
10 min
Ex: He likes to cook. He wants to be a chef.
I like to write stories. I want to be a writer.
Activity 3
What about you?
Closure---worksheet
My sister likes to sing. She wants to be a singer.
Ask students, “What do you want to be?” Give them more words of different jobs.
Draw, write and share.
I want to be a _______ because I like to _______.
Ask each student to draw and write what they like to do and what they want to be.
Share with their classmates.
5 min
13 min
What does he/she do?(What’s he/she?)
Do you want to be a ______?
Yes, I want to be a _______. Or
No, I don’t want to be a _______.
What does he do?
What does she do?
What do they do?
What does she do?
What does he do?
What do they do?
Activity 1
Pass down the small cards of the vocabulary.
Show me the card of the word I say.
Practice in pairs.
Write down the key word.
Activity 2
Use the PPT to practice saying the sentence pattern.
Ask students to look at the pictures and practice saying the sentences.
(What does he/she like to do?)
(What does he/she want to be?)
Activity 3
What about you? What do you want to be?
Activity 4
Draw, write and share.
自我檢核
*參加共備人數: 6
*共備開會次數: 5
*共備方式：各自先備課,email 交流,開會討論
*自我檢核 : 1. 備課歷程
2. 學生學習活動設計
共備影片
備課歷程
項目
指標項目
符合打 ˅
備課歷程
共備主題明確
˅
各自先備課再共同備課
˅
分析學生特質/先備知識
˅
掌握本單元學習和新概念與重點/單元學習目標
˅
了解本單元學習者學習困難或迷思
˅
針對學習者迷思概念發展可行教學策略
˅
(1)亮點
藉由領域內教師的共同備課互相分享教學資源與教學設計，是個很棒的團隊合作經驗。
(2) 困難與解決方案
A. 困難：週一下午的會議或研習較多，無法每次均使用領域時間共同備課。
B. 解決方案：額外找一節每位教師均許可的時間來取代需外出研習的時間。
學生學習活動設計
項目
指標項目
學生學習活動設計
教案內容對應課綱能力指標
˅
單元學習目標之主要概念明確
˅
單元學習目標之關鍵問題回扣主要概念
˅
掌握學生的知識與技能
˅
符合學生特性
˅
教材組織分析
˅
針對學習目標設計學習評量
˅
融入差異化教學/補救教學
˅
(1) 課程亮點: 針對學生程度設計不同的教材和練習，進行差異化教學。
(2) 困難與解決方案
困難：班級學生人數較多，學生的個別練習的機會較少。
解決方案：偶而實施分組教學，以各組合作學習的模式彌補其中不足。
符合打 ˅
報告到此結束
感謝大家的聆聽~