Reading Activity 1 林淑媛 Chere Lin

閱讀教學活動設計

105.10.02 夢二桃園版 六和高中

林淑媛 Chere Lin 台北市興雅國中英語教師 http:// www.chere.idv.tw etchere@gmail.com

參考資料

英語閱讀指導學習單：我的網站 ＞ 教學逍遙遊 ＞ 閱讀與寫作

師德會訊：http://www.cet-taiwan.com ＞ 英語教學德博士 ＞ HelloET

我的會考系列文章：

第 93 期 《國中教育會考英語科考什麼？》105.01

第 94 期 《國中會考英語閱讀能力發展》105.03

第 95 期 《閱讀理解，首重問「好問題」！》105.05

第 96 期 《國中會考六大閱讀應用策略（一）》105.07

第 97 期 《國中會考六大閱讀應用策略（二）》105.09

第 98 期 《規劃國中三年的英語閱讀力》105.11.01 出刊，可先參閱我的部落格：《英

語小說報告之分享喜悅》：http://goo.gl/HI5DXI

《閱讀理解行不行？簡易五指檢測法！》http://goo.gl/IEzXkR

Reading Activity 2 林淑媛 Chere Lin

Exercise 1 狀況劇：英雄，別走！

角色：Spiderman, Shrek, Harry Potter, Snow White, Passerby A, Passerby B

地點：大馬路上

台詞：

Snow White： （在路上等人。）天氣真好，希望今天能玩得愉快。

Spiderman： 嘿！美女，交個朋友怎樣！

Snow White： 不了。

Spiderman： 別這樣嘛！你這麼美，我這麼帥，我們在一起，一定很棒的！

Snow White： 請你離我遠一點，不然我要叫警察了！

Passerby A： 你看，那個人是不是變態啊？

Passerby B： 好像喔！要不要叫警察啊？

Spiderman： 小姐，一起喝咖啡嘛！

Snow White： 滾開！變態，滾該啦！救命啊！

Passerby A： 救命啊！救命啊！有變態啊！

Passerby B： 別多事，快走啦！好可怕，快走啦。

Harry Potter：可惡！竟然有人欺負弱小，別走。

( Harry Potter 和 Spiderman 一陣扭打，Spiderman 輸了，被制伏。 )

Harry Potter：看你還敢不敢亂欺負人，變態。

Spiderman： 喔喔喔‧‧‧好痛！以後不敢了啦。

Harry Potter：走！跟我去警察局。

Sherk： 親愛的！我來了，你一定等很久了吧？

Snow White： 是沒等多久。但是剛剛我被人欺負。

Sherk： 喔？有沒有怎樣？我看看。

Snow White： 沒事。不過，剛剛那為男士好神勇啊！

Sherk： 有我強壯威武嗎？如果我早點到，我也可以保護妳。

Snow White： 喔？是嗎？我覺得他比較好。我決定跟隨他。‧‧‧英雄！等等我。

Sherk： 親愛的，別走，別留下我一人啊，別走‧‧‧

Reading Activity 3 林淑媛 Chere Lin

Exercise 2 Reading is a guessing game.

Who’s Best Foundations Reading Library--Level 5 Authors: Rob Waring, Maurice Jamall Publisher: Thomson Publication Date: July 4, 2006 24 pages, 1605 words Language: English ISBN: 1413028829 / ISBN-13: 9781413028829 臺灣地區由敦煌書局代理

Listen And Sing:

Torn Between Two Lovers 兩個情人難以取捨 Performed by Mary Macgregor / 1973

Written by Jacques Brel and Rod McKuen

Submitted by Siegfried Baboon

Teaching Plan & Worksheets 我的網站 ＞ 教學逍遙遊 ＞ 閱讀與寫作 ＞ 英語閱讀活動設計作 ＞ Who's Best

另見親子天下雜誌【翻轉下一波】文章發表《不斷猜測，用英文玩閱讀策略》104.09.10。

http://www.chere.idv.tw/share/essay/parenting1040910.htm

Reading Activity 4 林淑媛 Chere Lin

閱讀的基本能力

閱讀能力發展六階段 1. 指導閱讀

2. 熟悉閱讀 Learn to Read 語文教師打基礎

3. 技巧閱讀

4. 獨立閱讀

5. 擴展閱讀 Read to Learn 各科教師共投入

6. 自由閱讀

閱讀理解的發展層次

閱讀理解

1. 影響閱讀理解的因素

識字解碼

文章屬性

閱讀技巧

背景知識

閱讀目標

2. 閱讀理解的階層

3. 從 PISA 看閱讀理解內容

PISA 要測驗的三大素養：思考、判斷、自學

PISA 要考的閱讀能力層次：檢索、解讀、省思評鑑

4. PIRLS？ePIRLS！

學生能夠理解並運用書寫語言的能力

能夠從各式各樣的文章中建構出意義

能從閱讀中學習

參與學校及生活中閱讀社群的活動

由閱讀獲得樂趣

Reading Activity 5 林淑媛 Chere Lin

5. 促進閱讀理解的教學

閱讀策略

閱讀教學策略

多元、符合學生能力的閱讀素材

閱讀速度 1. 提升字彙量

2. 擷取資訊能力閱讀策略

綜合能力的培養

閱讀策略

閱讀策略：每個階段採取不同的閱讀策略

閱讀前 閱讀中 閱讀後

1. 預測 predicting

2. 預覽 previewing

3. 略讀 skimming （跳讀）

4. 掃瞄 scanning

5. 提問 questioning：

6 Ws—who, what, when,

where, why, how

6. 掌握關鍵字 key words

7. 經驗連結

contextualization

1. 提問

2. 掌握關鍵字

3. 經驗連結

4. 標示 signaling

5. 推論 inferring

6. 猜字意

guessing from context

7. 做筆記 note taking

1. 分析和綜合

analyzing & synthesizing

2. 經驗連結

3. 重讀、提問

re-reading & questioning

4. 視覺化 visualizing

5. 評估與修正預測

evaluating & revising the

prediction

6. 討論、反思文本

discussing & reflecting

7. 推論

8. 比較／對比

comparing / contrasting

9. 因／果、結論、主旨

concluding

10. 作筆記、概述、整合

paraphrasing /

summarizing /

re-organizing

Reading Activity 6 林淑媛 Chere Lin

Exercise 3 提問層次

師德文教《迷你閱讀練習本 1 》http://www.cet-taiwan.com

Asking a question:

請先讀下列文章，再思考後面兩題問題，何者是 local / global

A man was fixing a street lamp when he saw a beautiful, young woman and three children get into a car, which was in the garden of a house near him. He saw that the car had a flat (扁的) tire and tried to tell it to the woman, but it was too late. She was already driving the car out of the garden and into the busy street. When she got there, she stopped the car at the side of the street, got out and looked at the flat tire. The children stayed in the car. Very soon, another car stopped, and the driver said to her, “I’ll help you.” The young woman accepted gladly, and the man changed the tire for her. After she thanked him and saw him drive away, she got into the car and drove it back into the garden, where she got out with the children, and went back to her work in the house again--with clean hands.

1. How many children did the woman go out with? (A) 2. (B) 3. (C) 4. (D) 5.

2. What was the woman’s purpose ? (A) To keep her children quiet. (B) To ask someone to take care of her children. (C) To change the flat tire without efforts . (D) To fix the lamp free of charge.

Reading Activity 7 林淑媛 Chere Lin

以下是翰林佳音版英語課本 Book 3 Unit 4的一篇對話，請你試著問三個問題：

Lora: Oh, no! My ring!

Mark: What happened, honey?

Lora: I can’t find my wedding ring.

Mark: When did you last see it?

Lora: I don’t know. At about a quarter to five, I was playing the piano. I was wearing

it at that time.

Mark: And then?

Lora: I was mopping the living room floor at about 5:30.

Mark: Were you wearing your ring at that time?

Lora: Yes. It was still on my finger.

Mark: What did you do after half past five?

Lora: I did many things. I was preparing our dinner at about 5:40. And then...

Mark: Did you take off the ring and put it somewhere?

Lora: I can’t remember. I was drying my hands, and I didn’t see it. Where can it be?

Mark: Honey, take it easy. Let’s eat dinner first. We can look for it later.

Lora: All right.

Question 1：

__________________________________________________________________

Question 2:

__________________________________________________________________

Question 3:

__________________________________________________________________

和同學交換看看，哪些問題屬於 local? 哪些問題屬於 global? 再從幾個方向來思考：

1. Local的問題一定是低層次的問題嗎？

2. Global的問題一定都是好問題嗎？

3. 6W裡，你發現最常用的Wh疑問詞是哪些？

Reading Activity 8 林淑媛 Chere Lin

認知能力測驗的層次

Bloom‘s Taxonomy (revised version) 請上網輸入關鍵字 “Bloom's Taxonomy Revised Key Words, Model Questions, &

Instructional Strategies” 下載文件。(http://goo.gl/AvQQ2y)

以下分類採用李坤崇教授「修訂 Bloom 認知目標分類」 1. 記憶

• 從記憶中提取相關知識。

• 包括：再認與回憶。

2. 了解

• 從課堂、書本或電腦螢幕的口語、書面與圖形等教學訊息中建構意義；建立所學新知

識與舊經驗的連結。

• 包括：總結、詮釋、解釋、舉例、推論、分類、比較。

3. 應用 • 善用程序（步驟）來執行作業或解決問題。與程序知識緊密連結。

• 包括：執行（任務是作業、實現）、實行（任務是問題、運用）。

4. 分析

• 將材料分解成局部，指出局部之間與對整體結構或目的的關聯。與評鑑、創作連結。

• 包括：區辨、組織、歸因。

5. 評鑑

• 根據規準(criteria)與標準(standards)作判斷(judgement)。

• 包括：檢查、批判。

6. 創作

Reading Activity 9 林淑媛 Chere Lin

Exercise 4 Jigsaw Reading

Title: _________________________

1. __________________________ A

Christmas is the date set aside for the celebration of the birth of Jesus Christ.

Christians celebrate it on December 25th all over the world. Jesus was not born on

December 25th exactly but this date was the same with the Roman celebrations honoring

Saturnus (Harvest God) and Mithras (Ancient God of Light). The day of this celebrations

came just after the winter solstice, that is the shortest day of the year in the the northern

half of the Earth. The celebrations were to make known that winter is not forever. It was a

form of worshiping the sun.

2. __________________________ B

Jesus was born nearly 2000 years ago. To the Christians, Jesus is the Son of God and

the Savior of the world. The Christians believe that He came to die for our sins so that we

may go to heaven.

3. __________________________ B

Christmas actually comes from "Mass of Christ". It was however shortened to "Christ

Mass". Sometimes the shorter version "Xmas" is also used.

4. __________________________ B

Boxing Day is the day right after Christmas. This December 26 holiday is in England,

Australia, Canada and New Zealand. It is called Boxing Day because, in the past,

shopkeepers collected their Christmas boxes (gifts) during those days in return for their

good service throughout the year.

Today, Boxing Day is celebrated with family and friends with lots of fun, food and

friendship.

Reading Activity 10 林淑媛 Chere Lin

5. __________________________ C

Santa Claus is also known as St. Nickolas, Father Christmas, Grandfather Frost and

Kris Kringle.

Santa Claus was born in 270 AD. According to legend, Santa Claus lives at the north

pole with Mrs. Claus and his elves.

It is believed that Santa’s elves work all year long in Santa’s workshop making toys for

children all over the world.

Santa Claus is believed to bring gifts to all the good boys and girls while they are

sleeping on Christmas Eve (December 24th).

6. __________________________ C

Christmas is also a time where homes and malls are decorated with all kinds of

decorations. Most of the decorations are symbols of Christmas. Without them, it would

seem something is missing.

http://www.kiddyhouse.com/Christmas/ http://www.kidsplayandcreate.com/cute-santa-claus-facts-just-for-kids/

Reading Activity 11 林淑媛 Chere Lin

Graphic Organizers 圖表組織

Paivio「雙碼理論」（Dual-coding Theory, 1974）

1. 人類的圖像系統比語文系統有較好的處理能力。

2. 透過這兩種系統同時呈現一個觀念，會比只利用其中一種呈現方式來得好。

3. 看到一個圖片時，我們會自動的將圖片轉換成語文的方式來處理。

4. 但當我們看到文字時，卻不會把它轉換成影像的方式。

5. 語文系統 ＋ 參照連結 ＋ 圖像系統

不僅是「圖」，更是「組織」

使用「圖像組織」的教育理由 1. 符合多元智慧與感官刺激

2. 促進學科概念知識的理解

3. 提昇認知思考組織與創作

圖表組織的概念與形式 1. 概念上：

呈現知識概念的視覺化策略與認知工具。

呈現重要資訊、概念與觀點。

2. 形式上：

概念構圖：網狀圖、階層圖、序列圖、循環圖、交集圖、魚骨圖、複合圖…

心智圖

框架表

Reading Activity 12 林淑媛 Chere Lin

圖表組織的種類 Bromley, Irwin-DeVitis & Modlo,1995

類別 特性 可用的圖示

1. 階層 等級之分 故事圖

2. 概念 有中心概念、次概念、類別歸屬的事實或例子

概念圖

魚骨圖

范式圖

3. 序列 以時間次序排列

時間軸

流程圖

魚骨圖

4. 循環 以循環排列一系列事件，沒有開頭與結尾 循環圖

視覺化整理 1. 做筆記、標示

2. 文章訊息繁雜時，要先「整理訊息」

3. 文圖、表

4. 外在聯結舉一反三、結論、推論

對內容的評論及反應

使文章和現存的知識產生關連：

包括用文章中的觀點舉出相關例子，達到外在聯結的效用。

建構式學習 1. 王政忠 MAPS

提問 Asking

繪圖 Mapping

鷹架 Scaffolding

呈現 Presenting

2. 我的建構式英語學習

解構歷程

建構歷程

鷹架歷程

發表寫作

Reading Activity 13 林淑媛 Chere Lin

Exercise 5 Graphic Organiozation-- Comparison

Step 0 Read the short reading below and follow the indications to do the comparison.

Tony knows two Erics. One lives in Tainan and the other lives in Los Angeles.

They go to different schools, so they have different school lives. Eric in Tainan

usually stays in the same classroom. Sometimes he brings his own lunch box to

school. He goes to school by city bus.

Eric in Los Angles does not stay in the same room because he has to go to different

classrooms for different subjects. He does not bring a lunch box to school, so he has

to eat in the cafeteria. He takes the school bus to school. Which do you like: the

school in Los Angles or the school in Tainan?

Adopted from Which School Life Do You Like, Book 3 Lesson 3, Nanyi.

Step 1 Compare both characters by items according to the reading above.

Items Eric in ___________ Eric in ____________

classroom

Reading Activity 14 林淑媛 Chere Lin

Step 2 Choose two characters, things or events. List their differences between them.

3-5 items are enough.

Items A:_______________ B:_______________

Step 3 Write a short passage according to your comparison. Try to use proper

conjunctions. 150 words are limited.

Topic:_________________________________

Reading Activity 15 林淑媛 Chere Lin

閱讀教學策略

由下而上 由上而下 閱讀模式 (model) 互動策略 圖表組織 鷹架理論

閱讀教學活動

愛閱 LET—學 + 思 + 達（learn, think, express）

拼圖法

BYOD—Bring Your Own Device

轉述發表—Pecha Kucha

閱讀評量

閱讀評量：檢核表 Rubrics

1. 闡述閱讀活動學習目標

2. 擬定閱讀能力評量指標

3. 說明各項指標的能力表現

4. 標註能力表現強弱

5. 附註