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海洋教育與資訊融入精進教學第二階段研習

海洋教育與資訊融入精進教學第二階段研習. 主講人 : 崇明國中謝孟蓮老師 時間 :97 年 6 月 6 日 地點 : 崇明國中 電腦教室. 海洋教育與資訊融入精進教學. By Meng-Lien Hsieh. Structure Chart. Teaching Procedure 1. Warm- up 1. Motivation. 2. Introduce the agenda in this class. Motivation/ Agenda Introduction. Teaching Procedure 2.

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海洋教育與資訊融入精進教學第二階段研習

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  1. 海洋教育與資訊融入精進教學第二階段研習 主講人:崇明國中謝孟蓮老師 時間:97年6月6日 地點:崇明國中 電腦教室

  2. 海洋教育與資訊融入精進教學 By Meng-Lien Hsieh

  3. Structure Chart

  4. Teaching Procedure 1 • Warm- up 1.Motivation. 2. Introduce the agenda in this class.

  5. Motivation/ Agenda Introduction

  6. Teaching Procedure 2 • Teaching activity 1 1. Play the flash file. 2. Main idea check. 3. Vocabulary teaching. 4. Play the flash file again 5. Comprehension check.

  7. Watch the flash

  8. Watch the flash

  9. Main idea check

  10. Vocabulary teaching • 1. mullet N.烏魚 • 2. mullet roes N.烏魚子 • 3. cruel Adj.殘忍的 • 4. man-made pond N.魚塭 • 5. farther Adj.更遠的 • 6. seek V.尋找

  11. Vocabulary teaching

  12. Comprehension check PPT example • 1.Where are David’s parents? • Answer: They were caught by fishermen. (Some fishermen caught them.)

  13. Comprehension check questions 1.Where are David’s parents? 2. Where is David’s hometown, in the north or in the south? 3.Why does David swim to the south during the winter time? 4. Which one do you like better, the fish living in the sea or the fish living in the man-made pond? Why? (open-ended question)

  14. Comprehension check

  15. Teaching Procedure 3 • Teaching activity 2 (learning sheet 1) 1. Briefly review the comparative grammar. 2. Introduce the learning sheet. 3. Show the example of the learning sheet. 4. Let students write the sheet.

  16. Grammar Review • 比較級句型 A + Be V. + 形容詞比較級+ than + B. • Ex. I am taller than you. Patty is more beautiful than Jennifer.

  17. Notions: 1. grammar practice 2. integrate sea environment notions 3. easy → difficult Learning sheet 1 design

  18. Learning sheet 1 (example) Give students both the pictures and the sentence. •Before • Now The trees around the beach are fewer than before.

  19. Learning sheet (question 1) Show the pictures and have them make a sentence. •Before•Now Please write the sentence: _____________________________

  20. Learning sheet 1 (question 2/3) Students have to draw pictures and make a sentence. • Steps: • 1. Draw two pictures about “sea/ sea environment.” • 2. Write one sentence withthe comparative adjectives(比較級形容詞) to describe the pictures.

  21. Explain the learning sheet

  22. Write the learning sheet

  23. Write the learning sheet

  24. Share the sentences

  25. Learning sheet 1 (students’ work 1)

  26. Learning sheet 1 (students’ work 2) • Question 1

  27. Learning sheet 1 (students’ work 3) • Question 1

  28. Learning sheet 1 (students’ work 4) • Question 2

  29. Learning sheet 1 (students’ work 5) • Question 2

  30. Learning sheet 1 (students’ work 6) • Question 3

  31. Learning sheet 1 (students’ work 7) • Question 3

  32. Teaching Procedure 4 • Homework (learning sheet 2) 1. Explain the content of the homework. Steps: Read the story and then answer the questions.

  33. Notions: 1. further study 2. reading practice 3. integrate notion of sea environment 4. open-ended questions Learning sheet 2 design

  34. Teaching Procedure 5 Sum up 1. Review the content of the class. 2. Briefly explain the assignment again.

  35. Learning sheet 2 (students’ work 1)

  36. Learning sheet 2 (students’ work 2) • Question 1

  37. Learning sheet 2 (students’ work 3) • Question 1

  38. Learning sheet 2 (students’ work 4) • Question 2

  39. Learning sheet 2 (students’ work 5) • Question 2

  40. Learning sheet 2 (students’ work 6) • Question 3

  41. Learning sheet 2 (students’ work 7) • Question 3

  42. Introspection 1 • Advantage 1. 利用電腦教室上課及動畫為素材，能高度引起學生的學習動機。 2. 利用設計簡單的學習單，有效地將海洋教育與英文做結合。 3. 課程與電腦結合，考量到使用電腦可能發生的突發情形，因此設計課程內容不會太多，讓老師有彈性的緩衝時間。

  43. Introspection 2 • Advantage 4. 學習成就低落的學生，藉由學習單畫圖部分，可以有所表現。同時，由於電腦教室座位關係，學習低落學生可以及時得到同學們的協助，形成合作學習。

  44. Introspection 3 • Shortcoming 1 Flash動畫教材利用太少。 • Solution 1.增加comprehension check題數。 2.可將部份Flash動畫的畫面做成PPT檔案， 讓學生做句型或口頭等等更多元的練習。

  45. Introspection 4 • Shortcoming 2 學生對海洋方面詞彙的先備知識較少，造成在造句或回答問題時的限制。 • Solution 上課前可以先補充一些海洋方面相關詞彙讓 課程進行更順利。

  46. Introspection 5 • Shortcoming 3 comprehension check採口頭回答，未能 check 班上所有學生情形。 • Solution 除了請學生口頭回答外，亦可請學生將答案寫下，不但可知道每個學生認知是否正確，同時可訓練學生寫的能力。

  47. Introspection 6 • Shortcoming 4 學習單設計有畫畫部份，但部份學生僅僅 直接用原子筆或鉛筆畫圖，造成圖畫部份 單調草率。 • Solution 可以上課前提醒學生帶色筆，或請學生先在腦中構圖，回家後再上色。

  48. Introspection 7 • Shortcoming 5 學習單造句設計，句型方面有所限制。 • Solution 给例句時，多給幾種句型，或是讓學生自 由發揮。

  49. Suggestion • Suggestion 1 學習單完成後，可以在課堂上，將學生 易犯的錯誤做觀念澄清。而學習單表現好 的學生則加以讚揚。 • Suggestion 2 教室管理方面，為維持上課秩序，應給予學生一些誘因，有利於課程的完成。

  50. Further study • In this class, students have noticed some pollution and overfishing issues of sea environment. • The main idea of the following class could be “how to protect the sea environment.”

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