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

 

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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）

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臺中市國中英語輔導團合照

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2020 06 09 中平國中 新社高中國中部 到校輔導

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2019 03 15 誰是最高麋鹿雕像？ 加拿大麥克 PK挪威大麋鹿 : 本則新聞由《新一代雙語週報》提供

讀新聞學英語

（本則新聞由《新一代雙語週報》提供）

誰是最高麋鹿雕像？

加拿大麥克 PK挪威大麋鹿

英文撰稿╱Dale Albanese

英文新聞

For thirty years, Mac the Moose from the city of Moose Jaw in Canada was the world’s largest moose statue. Mac is 10 meters tall, but in 2015 Norway made Storelgen (“Big Elk”), who is 30 centimeters taller. Now, Moose Jaw plans to add 31 centimeters to Mac to make it the tallest again. They even have a GoFundMe page. But the city of Stor-Elvdal says they would make Storelgen bigger to keep competing with Moose Jaw.

中文翻譯

長達30 年期間，位在加拿大糜鹿顎市（Moose Jaw）的「麥克糜鹿」是世界上最大的糜鹿雕像，高10 公尺。但在2015 年，挪威建造「大糜鹿」雕像，比麥克糜鹿高30 公分。現在糜鹿顎市打算把麥克加高31 公分，企圖拿回「世界第一高」的頭銜，為此還開設「贊助我」募款專頁。對此，大糜鹿所在的大埃夫爾達爾市則說會讓大糜鹿加大，跟加拿大糜鹿顎市一拚高下。

閱讀測驗

Which of the following statements is true?

(A) The biggest moose lives in Canada.

(B) The tallest moose lives in Norway.

(C) Canada and Norway both have big moose statues.

(D) Canada sells moose statues to Norway.

What does the word ‘compete’ mean?

(A) To fight and win

(B) To quit and lose

(C) To add and count

(D) To agree and follow

解答：C A

2018 04 13 公開課 : 花博主題跨領域核心素養教學設計 研習 居仁國中洪于媗老師

2018 04 13 公開課 : 花博主題跨領域核心素養教學設計 研習  居仁國中洪于媗老師

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臺中市國教輔導團與教育部國教署共同推動「臺中酷英語—國中學生英語閱讀素養認證計畫」

因應12年國教新課綱，台中市國教輔導團與教育部國教署線上英語文學習平台(Cool English)共同推動「台中酷英語─國中學生英語閱讀素養認證計畫」，今(10)日正式啟動，鼓勵教師以適合國中生閱讀的繪本進行素養導向教學，同時協助學生熟悉教育會考英語考科題型，三階段認證依繪本字彙量規劃，學生完成後可獲證書及獎勵。

106學年度 英語文素養導向教案設計教案 (共5節)

106學年度 2017 08 08 課程與教學創新發展共備

[2-1-2]1060418 從會考聽力試題，談提昇學生聽力能力的策略

[3-1-3] 105/12/20 有效教學研習- 玩翻教科書

(For all your referrence, please go to: https://goo.gl/cJXMtg)

         As an English teacher in Pingtung, just like some of us, Mr. Huang(黃文安老師) as well has some students who deeply need to be guided and to be motivated from school teachers in learning. Therefore, he has designed a bunch of worksheets and activities for students with different learning abilities. Through differentiated instruction and keeping students busy in class, he successfully involves students into listening, speaking, reading and writing English. Besides, with multiple assessment, he monitors students' learning process and builds up a learning-friendly environment for them.   

[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

[2-1-2] 105/12/06 提升英語口說能力教學策略工作坊

(For your referrence)

~Fun with English: 提升學生英語口說能力的教學活動~
介紹十種好用的英語口說活動及三種螢幕錄製軟體於教與學的應用

[2-2-1]Be Confident and Speak English!

A gorgeous Russian TV presenter and radio host visited KMJH and shared her secret to success. I got to experience a bit of what it's like to be an interpreter. Of course, the students once again learned to appreciate cultural differences through English.

Most people have learned English in schools for at lease about ten years from elementary school all the way to college, but very few can achieve a level to speak confidently and fluently. Well, you don't wait until your English is perfect and then begin opening your mouth to speak because that day will NEVER come.

A valuable lesson worth sharing with students today: Be confident to express yourselves in English even it is far from being perfect.

[3-1-2] 105/09/06 繪本融入國中英語教學研習

Picture books not only offer students to learn English in authentic context but develop students’ sense of beauty through dedicated photos. Besides, extensive reading may motivate students’ learning interest. But how can we use picture books as teaching material in our class? Ms. Lee designed different activities according to students’ English level.

Cooperative Learning Workshop at Chung Lun

Sharing what I have learned about Cooperative Learning

Gorgeous campus of Chung Lun

Being invited to share my teaching practices with regard to Cooperative Learning many times, I got to sit through all the presentations of participants’ collaborative lesson planning for the very first time today. I picked up many brilliant ideas and definitely will give it a try in my class, and they are listed as follows.

1. Making sentences with a deck of cards + Team Game Tournament

With the given PPT slide shown, students working in groups have to put together a correct sentence from a deck of cards comprised of subjects, verbs, objects, time and so on. To make sure students of all the three levels can be engaged equally, we can call on one of each group to compete with each other.  

2. Story Elements + Jigsaw

This can be served as a framework for students to analyze any dialogues or readings in the textbooks. Also, involved in Jigsaw activity, students work in groups to elaborate on one of the elements by creating a poster and doing a little oral report with it.

3. Jigsaw Reading + Literature Circle

Based on the number of students in each group, divide the text into parts so that each group takes one part and accordingly elaborate on it with tasks like discussion, vocabulary, grammar, summary, translation and so on.

Obviously, Jigsaw and Literature are quite popular among the participants after my introduction to how to implement them in an authentic setting. This workshop gave me the opportunity not only to demonstrate how some teaching strategies are quite useful but “steal” many good ideas from the presenters. 

104學年度第1學期英語學習領域分區到校輔導E組育英國中

for your reference

分組合作學習到校教學演示

Lesson Plan

(This article was originally posted on 李國禎的英語教學.)

Doing a teaching demonstration at a school located in a relatively remote area in Changhwa County, I devised some tasks targeting strategies like making predictions, wording meaning in context, making inferences and so on. All in all, the activities worked well to serve their purpose, which is to help students be a more active reader and comprehend a given text in group work.

教學演示教案:合作學習與閱讀活動

Lesson Plan for a Teaching Demonstration at TCJH

Teaching Demonstration with TBL and Cooperative Learning at TCJH

(B3L3 A Hard Lesson for Jason, Nan-I)

臺中市立光明國中李國禎

(This article was originally posted on 李國禎的英語教學.)
This class is aimed to demonstrate how incorporating reading tasks with Tasked Based Leaning and some Cooperative Learning techniques can help motivate and engage most of the students in terms of reading comprehension strategies.

I. Pre-Task

Objective 1: With some silly questions about Richard, students are willing to take a wild guess on the mini whiteboard by discussing with each other.

Activity 1: True or False

Assessment 1: Observation

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Board Game Workshop at Houli Junior High School

I love board games. I designed some board games which I used in my class, and which my students had fun with. I also played them with other teachers from Houli Junior High School this Tuesday afternoon. I felt happy to be invited and was pleased to share the board game ideas with these friendly, active, kind, and hardworking teachers. I was glad they thought my board games were useful and practical to use in classes. Please click this ppt file link to get some ideas of what I shared that day.

后里國中『桌遊融入英語教學』簡報

Something I did for tests

• Listening Comprehension