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

 

2021 03 08 臺中市國中英語輔導團 英語領召會議及素養導向教學與評量示例分享

 

輔導團事務簡報：點我下載  點我下載

副領召校長：溪南國中 張倉漢 校長 點我下載簡報（外師聘僱經驗談）

專任輔導員：李國禎 輔導員 點我下載簡報 （雙語教學分享）

兼任輔導員：莊雅蘭 輔導員 點我下載簡報 （素養評量教學示例）

兼任輔導員：鄭維源 輔導員 點我下載Feedly OPML 匯入資料 滑鼠右鍵點我下載（多語多域）

講師簡報：清水國小 黃杏媚 主任 點我下載簡報 （雙語教學實務分享與示例）

臺中市國中英語輔導團合照

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2019 02 19 107學年度第二學期國中英語領召會議暨張碧珠教授閱讀分享

講義簡報1 : [點我下載]
講義簡報2 : [點我下載]
Another World文章 : [點我下載]
Another World文字 : [點我下載]
張碧珠博士 (Dr. Pearl Chang)
學歷

1. 2018 美國沃爾登大學教育博士 (Ed.D.Walden University,
2. Curriculum, Instruction, Assessment)
3. 2002 國立台灣師範大學英語研究所英語教學碩士
4. 1982 國立台灣師範大學英語系學士

經歷

1. 2019 台灣台中市國中英語教師和英語輔導團培訓講師
2. 2019 台灣北大附中英語 STEAM 教育教育計畫顧問及教師社團指導老師
3. 2018 MyGo Academy Education 重慶英語培訓學校顧問
4. 2017-2015 龍騰版普通高中英文教科書主編
5. 2017-2010 台灣教育部普通高級中學英文學科中心執行秘書
6. 2016 台灣國教院英語文素養命題/修審委員
7. 2015 美國國 務院交換 學者 : 國 中小學生 之有效英 語學習教 育課程
8. (Exchange Scholar: Effective English Teaching for Young
9. Learners)
10. 2012 台灣教育部國中合作學習講師與亮點老師
11. 2010 台灣國家教育研究院普通高級中學英文教科書審定委員
12. 2010-2006 台灣教育部左營英文學科中心教學研究推廣小組精英老師
13. 2004 台灣教育部高級中學 94 年新課程英文科課程綱要專案小組委員
14. 國立台灣師範大學英語實習輔導老師
15. 國立台灣大學英語實習輔導老師
16. 國立政治大學英語實習輔導老師
17. 1992-2010 高中英語教師
18. 1982-1991 國中英語教師

新一代雙語周報簡報 : [點我下載]

輔導團簡報 : [點我下載]

[2-1-3, 3-1-3] 1060321, 0516 專業夥伴協作計畫 (烏日國中)

Thanks to: 李國禎輔導員& 烏日國中英語領域教師群

Thanks to: 蘇渝雅輔導員& 烏日國中英語領域教師群

反思:
         本學期國中英語輔導小組兩度前進烏日國中進行夥伴協作計畫，第一次先由李國禎輔導員運用合作學習的方法與技巧，帶入英語閱讀教學，讓人驚艷，也讓我偷學了不少。
        其後再由我(蘇渝雅輔導員)分享如何將桌遊和小白板融入教學中。輔導團執行夥伴協作計畫和烏日國中的教師群面對面分享教學技巧，由輔導員擔任教學者角色，校內教師們化身成學習者，進行創新教學技巧分享、體驗及反思。很開心能讓烏日國中的老師學到一點點的小技巧，我很期待若下次還有機會到該校，能有更多來自他們的回饋。                                         (蘇渝雅 輔導員)


輔導員分享簡報如下:

[2-1-1]1060307, 0328 從會考閱讀試題，談定期評量試題品質的提昇工作坊 (一)(二)

                            

                       

[2-1-3]補救教學資源分享

補救教學現況pdf  補救教學分享pdf

[2-1-1] 國民中學學生學習成就標準本位評量

學習成就標準本位參照評量ppt

評量標準推廣與培訓_大道國中曾靜榕

檔案下載

受彰化縣輔導團邀請，就評量標準的發展、精神及實施的必要性做了一點分享，以期改變現職教師對評量有不一樣的看法。

國中英語補救教學示例教案_大道國中曾靜榕

教案全文下載

"由補救教學的「基本學習內容」可知, 補救教學並不是重複普通班上課的內容,再教他們一次, 因為對於這些學習有困難的孩子,事實就是上完四節課都無法學好的,怎麼有可能藉由短短的一兩節課祛除他們學習上的障礙,而達到學習目標? 因此在課程設計時「鎖定目標、減量、淺化」是很重要的原則, 否則不但對學生的能力提升有限,更可能造成另一重傷害。

語言的學習必須建立在大量的練習, 對補救教學的學生而言更是如此, 從個人以往的教學經驗中深深體會教學應聚焦在學習者身上,盡量「少解說、多練習」,藉由漸進反覆的練習而培養語感,尤其是適時提供學習鷹架而增加學習者成功的學習機會,逐步完成「基本學習內容」的學習。"

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?

Cooperative Learning: The 9th Teaching Demonstration

This is the 9th teaching demonstration outside of my school, with students I've never met before and all the English teachers there sitting in the back. Words are difficult to describe how I feel now. Well, let's just say I am completely blown away.

台日英語視訊交流

The purpose of learning a language is about not only how to get good grades on written tests but how to communicate with it in an authentic context. With the help of technology, now we can create such an environment for students to apply what they’ve learned from textbooks to communicating with their Japanese counterparts without leaving the country.

海外華裔青年英語服務營訪視

10天的浸潤式全英語課程是如何產生的？答案是需要學校領導層級的理念及全校行政與教師全方位的支援，包含食宿、接送、課程與教學、休閒及軟硬體等。沒有鐘點、沒有交通補助、犧牲假日及自行墊錢與自掏腰包補貼等等。問為什麼要這麼辛苦？答說因為孩子們可以受惠、可以自然的講英文。

全英語授課英語資優營

Getting students to give an oral report in English step by step:
Introduction to the text and task, contemplation of their thoughts, discussion with team members, content organization with mind mapping and presentation with Gallery Walk

全英語授課英語資優營: 閱讀理解、心智圖、英語發音及語調與讀者劇場。

The English Camp with English Only Policy: 

分組合作學習到校教學演示: 觀課與議課

分組合作學習到校教學演示: 觀課與議課

Teaching Demonstration at HKJH:
Receiving warm welcome and positive feedback from the teachers, this is exactly the driving force that keeps me going no matter what. On top of that, students were engaged and really using the language throughout the whole class. 

Cooperative Learning: Microteaching + Lesson Planning

 With participants engaged in a variety of activities that aiming at promoting reading strategies and other integrative skills, a class of microteaching was conducted to cover a complete reading passage in the hope that teachers can walk away with some nuggets to try out in their class. 

TumbleBook 閱讀策略教學與閱讀命題工作坊(20140826~27)

(Please click the photo for the ppt. and shared resources)

Day 1 What do teachers help students read for?

英語發音及語調教學策略研習

by 台大外文系副教授 史嘉琳 Karen Steffen Chung

活化教學分組合作學習教學觀摩暨輔導員示範教學

by 李國禎(Richard Li)輔導員

Speaking-->Listening-->Reading-->Quiz(Writing)

102學年度第2學期國中組巡迴輔導A區 北新國中