|Topic 4||Reading literacy||
|臺北市國小英語導覽教材HOT SPOTS IN TAIPEI||
臺北市國小英語導覽教材HOT SPOTS IN TAIPEI摺頁主要是由臺北市十二行政區中分別選出代表性的景點，以臺北市英語課程綱要為基礎進行編寫，做為教師補充教學之用，也期待孩子能運用英語介紹自己居住的城市。
|臺北市國小英語補充教學教材English Easy Go VII||
臺北市國小英語補充教學教材English Easy Go依照低、中、高年級介紹不同的繪本，並設計閱讀教學前、中、後之提問與學習單，供教師從事英語閱讀教學及補充教學之用。
|臺北市國小英語補充教學教材English Easy Go VI||
臺北市國小英語補充教學教材English Easy Go依照低、中、高年級介紹不同的繪本，並設計閱讀教學前、中、後之提問與學習單，供教師從事英語閱讀教學及補充教學之用。
|桃園縣地方特色英語繪本Guanyin_The Lotus Town|
|Culture & Teaching Exchange Workshop||
Culture & Teaching Exchange Workshop
|Topic 9||What makes a good teaching demonstration?||
Being invited to be a judge for teaching demonstration for the fifth time, I’d like to share some of my humble opinions when taking the ultimate test of becoming a qualified English teacher in public junior high schools:
1. Pronunciation and intonation are fundamental and crucial part of the whole process. If you have poor pronunciation and speak in a boring monotone, it would be quite excruciating for the judges to sit through your teaching demonstration.
2. When pronouncing those words, such as “raise” your hand, you are “wrong”, don’t “make” mistakes or put “down” your hands, please pay attention to the underlined vowels and see if you can say it right. You definitely don’t want to repeat those errors over and over again.
3. Within two minutes, judges will immediately decide whether they want to give you high scores or not based solely on your fluency. Seemingly, some people are teaching in English. In fact, they’re just murmuring or repeating what they’re writing on the blackboard word by word, not to mention switching back in Chinese, which indicates your inefficient language skills. Even worse, “OK.老師要quickly review今天我們learn的東西。” , which is totally a disaster. Without a shadow of a doubt, you really want to work hard on English speaking and some other presentation skills to stand out from other competitors.
4. You can do a lot to showcase what you’re capable of in fifteen minutes, but instead, some teachers chose to spend over half of the time or even more focusing only on grammar. What a waste of time! When you were busy jotting down those grammatical patterns on the blackboard, the other judge and I were yawning behind your back.
5. When teaching grammar, some teachers tried to use technical terms, like “third person singular”, “past progressive”, “conjunctions” and so on to explain how to use the pattern. Well, English is not our first language, and you’re already struggling with fluency. I really fail to understand why you want to put yourself in a more awkward situation like this. Why not just set up a real-life situation and have your students work in pairs practicing the structure? Then, maybe you don’t really have to get suck in the jargon.
6. Instead of overwhelming the judges with those patterns which can’t impress the judges whatsoever, why not incorporate some innovative teaching strategies, like cooperative learning, differentiated teaching or reading strategies, to impress the judges? All you have to do is just give your activity instructions like: “This question is a bit difficult/easy. All Spongebobs/Patricks (advanced learners/slow learners) in each group please stand up. If you know the answer, raise your hand.”, “Now, use the pictures on page 11 and 12 to make predictions about the main idea of the dialogue.” or “Look at your role sheet. If you take on Task 1, please go to Group 1 (Expert Group) now. Your job is to master Task 1 with your new group members. When time is up, you have to go to your original group (Home Group) and share what you learned with your members.”
7. To my surprise, 9 out of 23 teachers used identical teaching procedures today: “Good morning, students. You look energetic today…..”, “Let’s review the vocabulary that we learned yesterday.”, “I’ll write down three questions before I play the CD.”, “OK. What is the answer for (to) question NO.1? Any volunteer? Peter? Good. Yes, the answer is …… Good job. You got one point for Group 1.”, Now, we’ll play a game. If you think it is true, make a circle with your hands. If you think it is false, make a cross with your hands. Good. Question 1. Any volunteer? Good. Mary, what’s your answer? Very good. You’re right. The answer is ….”.
Simply put, as a judge, I want to see your professional skills both in English and teaching within 15 minutes. After all, we’re “English” “teachers”. You have to be an expert in both, not just one.
|English Self-introduction with Screencastify||
Ever since I learned how to use Screencastify at the workshop a few weeks ago, I've been thinking about how I can also get my students to practice English with it. Then, I introduced them some famous teen YouTubers and their videos for the next project, Self-Introduction in English. To motivate their interest of learning, I also told them that they could showcase their talents, introduce their hobbies or pets, and anything like that. As usual, they came up with the script first, and then I helped revise it.
As a demonstration of how to make a video with only a laptop, I gave an impromptu English speech about my recent teaching demonstration in the classroom. Well, it was not bad in terms of pronunciation and intonation, I think, even though I made a few mistakes. If I want to make a perfect one, of course I'll have to do a lot more preparation in advance. Then, I can also use the video editing software to cut out unwanted parts.
Amy and Sherry both have a beautiful voice. Amy is especially quite good at playing the ukulele. They made this cover, A Little Happiness, which I taught last semester. I almost had goosebumps while listening to them sing in the classroom though they really didn't think they were that good.
Sherry was really brave to be the first one recording her self-introduction. She worked hard on her script as well. She talked about her personality, hobbies and how easily she would be moved to tears by movies.
(To be continued)
|Introducing the Beauty of Taichung:演武場、光明國中、逢甲夜市||
Creating an authentic environment for my students to speak the language and get to experience cultural exchanges are always the main ideas throughout this course of International Education. Toshi, a Japanese English teacher who is also a Global English alumni of the UO AEI, came to visit me during his trip to Taiwan this February. We toured places including 刑務演武場, 光明國中, 逢甲夜市 and 東豐自行車道. It was such a pleasant experience for me to introduce the beauty of Taichung to Toshi in English, and I also gained new perspectives from his points of view. What if I could duplicate what I learned and extend Toshi's visit to benefit my students by getting them to make oral presentations about the same tourist attractions?
Thanks a million to Toshi, he not only immediately showed his interest in this little project but kindly created PPT slides as his self-introduction intended to serve as an ice-breaking activity prior to my students' presentations. We spent an hour discussing the details about the video conferencing, complete with how I'd like to use my cell phone to wirelessly mirror everything on the big screen and also how Toshi would share the slides on the screen while doing the self-introduction. Because the midterm was around the corner, they didn't have plenty of time making adequate preparations as before, so I told them in advance that it was perfectly okay if they couldn't do their best. Moreover, Toshi also wanted me to reassure my students that they didn't have to worry about their imperfect English, which is also what I've been showing them during this course.
Based on the three predetermined topics, the campus of Kuang Ming, the historic kendokan during the Japanese colonial period and Fengjia Night Market, the students also worked in three groups accordingly. I presented them with useful vocab words and expressions as scaffolding for their scripts and helped with the revision to make them more colloquial.
Teaching procedures are stated as follows:
1. Background information.
2. Equipping students with useful English expressions.
3. Brainstorming and organizing ideas with mind mapping.
4. Creating drafts and scripts.
5. Revisions of the scripts.
6. Rehearsal for the presentations.
7. The real performance
8. Feedback and reflection.
Materials and equipment needed in the classroom:
1. PPT slides of useful English expressions.
2. PPT slides of Toshi's introduction
3. A wireless Internet connection and an Android dongle for Mirrorcast
4. A laptop with Skype pre-installed.
5. Students' questions for Toshi during the Q and A session
Toshi and I reflected on whether we achieved the goal or not via Skype immediately when the class was over. Toshi said that he could understand what my students were trying to say most of the time. He thinks their English listening comprehension is quite good, too. I said it was probably because of his excellent English pronunciation and intonation. Some of my students tried to have a casual conversation with Toshi, making fun of one of the seventh graders. Unfortunately, the inevitable happened again, but I was not caught off guard and managed to stay calm this time. At first, my students were quite shy even though this was the fifth time they spoke in English with foreigners. Then, due to the very unstable WiFi connection in the classroom, we were cut off Skype a few times. In addition, this was the first time I used the dongle for Miracast during the whole Skype session, and it also got disconnected two or three times. The quickest and easiest solution is always to restart the process all over again.
Well, I'm really glad we did it again, creating another opportunity for the students to practice their English in an authentic context like this. They got to learn to introduce their own school, the historic kendokan nearby and, of course, the renowned night market here in Taichung in English. With a few more practices, I am confident that my students will be able to talk about the history, culture, street foods and so on of some tourist attractions of Taichung City.
Teacher Leo's attempt to incorporate iPad in his English teaching, along with some useful apps.
|KTV summer vacation||
自製中秋節線上多媒體教材，有多頁，按上方標題箭頭可至不同的頁面。請用支援 HTML 5 的新版瀏覽器觀看。
|Board Game Template||
Board Game Template
|Caroline TEFL Journey||
Caroline TEFL Journey
|ET Chere Lin‧林淑媛的小窩|
(by Wayne, Joy, Claire)
|environment picutre book|
|English teaching in England|
|Teaching Children English|
|Fun Teacher Fun English|
|Teaching comprehension strategies|
|sight word worksheet|
|Kids' Level 1 Stories|
|School Lunches Around The World||
|Close to you||
close to you學習單
|can't smile without you||
can't smile without you學習單
All he does is LIN, LIN, LIN~
All we do is SHARE, SHARE, SHARE~ :)
|Writing Xmas Cards to Santa||
writing a Xmas Card to Santa in Germany, Canada, Finland or even Hong Kong
|New Zealand culture input||
intro, pop quiz and ppt of NZ
|讀者劇場於英語教學上的應用 - 張宛靜|
|100活化教學聽說教學評量 - 許儷齡|
Numbers/ Time 數字時間
|English Easy Go 讀者劇場|
|ETA Fulbright 外師教材設計||
ETA Fulbright 外師教材設計
|Topic 21||以Flat Stanley Project提昇澎湖國小學童文化學習與國際了解|
|Let's talk about Penghu||
|東莒國小 英文達人傳說 之 周三晨間英文生活用語|