臺中市國中英語輔導團

我們的團隊 The Advisory English Team of Taichung City

109學年度-臺中市語文領域國中英語輔導團團員
召集人	向上國中林翠茹校長	兼任輔導員	大德國中鄭維源老師
副召集人	溪南國中張倉漢校長	兼任輔導員	大墩國中簡慧琳老師
副召集人	北勢國中張清欽校長	兼任輔導員	梧棲國中張世賢老師
副召集人	豐陽國中蔡瑞昌校長	兼任輔導員	大甲國中莊雅蘭老師
專任輔導員	光明國中李國禎老師	兼任輔導員	漢口國中陳敬容老師
兼任輔導員	大道國中曾靜榕老師	兼任輔導員	大雅國中羅峻豐老師
歷任輔導團輔導員

2021/11/23

李旻珊主任

講師簡介：

臺中市英語教學資源中心主任

臺中市西區大同國民小學英語專任教師

臺中市國民教育輔導團語文- 英語學習領域國小組專任輔導員

今天非常高興邀請到臺中市英資中心的李旻珊主任為我們介紹CLIL教學設計與實務，希望透過此次研習讓老師未來可以將此教學法實際應用於雙語教學。

CLIL(Content and Language Integrated Learning）就是以英語為工具來學習其他科目，老師依據學生的英語程度與學科能力來設計課程，幫助學生創造一種「使用英語」的教學環境；而英語教師與其他領域教師之間，更可共同建立合作教學的機制與平臺。

因為CLIL 強調學科及語言並重，因此課程有許多種呈現方式，一般而言區分為 (1) Hard CLIL：重學科、以學科內容為主的完全沉浸或部分沉浸式教學；(2) Soft CLIL：以語言課程為主，以學科內容融入語言教學，或語言課程來教學科內容，但以習得語言、語法為主。

CLIL 教學法

4Cs Model by Coyle

Coyle 於 2005 年提出 4Cs 課程設計，意即以學科內容 (Content) 為主、提升認知發展 (Cognition)、增進語言的溝通能力 (Communication)、以及提升文化內涵 (Culture)。

素養導向教學的四大原則：

（1）關照知識、能力與態度的整合；

（2）情境脈絡化的學習；

（3）強調學習歷程、學習方法及策略（學會學習）；

（4）在生活及情境中整合活用、實踐力行。也與CLIL 4Cs原則對應。

希望透過此次的研習，讓與會的英語教師，未來可以在實施教學時能多一項工具，也讓自己的英語教學能更加豐富且多元。

2021/10/05

The Workshop on Competency-based Reading Instruction

About the instructor:

1. Master of Foreign Languages and Literature, National Chung Chang University

2. In-service English teacher at Focus Junior High School

It is our honor to invite Leo Peng, an in-service English teacher at Focus Junior High School, sharing his ideas on teaching text types through textbooks. The workshop was fantastic due to the following two reasons:

Firstly, the instructor is good at incorporating technology in the process of the workshop, which made the workshop smooth and successful. The software he used for the workshop is called Nearpod, an award-winning software that engages students with interactive learning experiences. Because of it, we English teachers wouldn't feel bored since we were busying answering questions, brainstorming, and sharing our own viewpoints on reading teaching. As far as I am concerned, Nearpod is so powerful that I am considering using it in my English classes.

Secondly, Leo kept telling us English teachers the concept that we need to teach our students how to read or they may be overwhelmed by the overloaded information provided by CAP (Comprehensive Assessment Program for Junior High School Students). There are a lot of reading strategies for us to teach, including (1) recognizing the text structures, (2) identifying the topic sentences, (3) finding main ideas, (4) understanding the tone of the author, (5) making inference...and so forth. Leo's focus was on text types. Narratives and Persuasive essays were the main dish of the workshop today. His examples were all from English textbooks for junior high school students. That is to say, if we want to teach our students reading strategies, it is no need for us to look for other reading materials. That is because the textbooks are our best friends. What we English teachers have to do is to design reading teaching activities by the help of the textbooks in hand. In this way, the students can improve their reading fluency by our guidance.

I am thrilled to know that there are more and more partners in TESOL veering their attentions on discourse instructions nowadays. Traditionally, we put an emphasis on Grammar Translation Method (GTM), which make our students get lost when they decode the reading. Let's make some changes and try to teach reading strategies. I believe that our students will appreciate what we taught them and become active learners in English.

2021/09/15

2021. 09. 14 ( The Seminar on Theory and Practice of Language Testing)

About the instructor:

1. Department of English, NCUE

2. Master of Arts in English Teaching (ETMA), NCCU

3. Retired from Xing Ya Junior High School Located in Taipei City in 2021

4. Currently, Chere Lin becomes the freelancer in the field of TESOL

*****Here comes the PowerPoint slides from the instructor, which are well-organized and informative.

We were honored to invite Chere Lin, an expert in language testing and reading strategies, talking about the theory and practice of teaching and testing on September 14, 2021. Miss Lin started by giving us English teachers a notion that we should teach our students reading structures and strategies. That is to say, we need to divert our attention on vocabulary and grammar to reading itself, which serves a wake-up call for us since the textbook in the past put an emphasis on grammatical rules and vocabulary memorization.

Also, the theoretical underpinnings of reading comprehension were ushered in her lecture. In this way, we got to know what was going on regarding second language (L2) reading comprehension. Personally speaking, I prefer Schema Theory, which stresses the importance of background knowledge on L2 learners’ reading comprehension skills.

What’s more, in the process of her lecture, Chere shared a lot of useful websites and resources for us to use when we want to try writing reading comprehension questions on our own. I think that it is quite practical because Corpus plays an important role in TESOL nowadays.

At last, she mentioned that it takes time to make good reading comprehension questions. Therefore, only by practicing frequently can we make wonderful questions in accordance with the 108 Curriculum Guidelines.

*****If you want to download the handouts for Chere Lin's lecture, please click the following link:

https://cherelin.cc/node/624