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20230801bilingual teaching courses notebook 

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20230801bilingual teaching courses notebook 

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下午🌇

補充數位媒材：Twinkle、flippity、Quizlet、Pinterest、臺北市自編CLIL雙語補充教材、Clips 。

中低年級學生使用數位媒材進行分組或個人的形成性評量時，教師需事先製作教學材料的模板，像是標題、虛線、插入圖片的框框，使學生得以方便操作（只要只要認得單字、關鍵語詞，便懂得插入圖片）。

異質分組：

1.學童獨立閱讀教學材料2.進行分組討論，組內成員將重點寫在學習單3.再次整理學習單重點並且寫在小白板（鼓勵英文書寫，外師在旁協助）4.將原組別成員拆組，進行分享。

差異化教學：

閱讀文本：由一組閱讀一本讀物，調整為一組閱讀一頁內文。

透過朝會role playing 、小小播報員、每周一句、讀本錄音認證及不定時闖關活動，營造校園雙語情境，同時考量學生和教師日常生活用語或校園生活用語，讓所有人可以隨時在英語的環境下學習。

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下午🌇

How to arrange a CLIL class ?

暖身活動/語言(Eng. 10分鐘)➡️

學科知識input(more Ch. less Eng. 15分鐘)➡️

文本、關鍵提問皆為教科書之課程重點。

關鍵提問中、英文為主；其餘提問英文為主。

學科知識output(Bilingual. more Eng. 10分鐘)➡️

表現任務以關鍵詞句回答。

鼓勵學生多語言表達方式（英語➡️圖像➡️中文）

評量+學科知識(Eng. 5分鐘)

教師可以依據學生課程回顧的狀況，確認學生是否已習得學科知識。倘若學生的回應為課堂中所使用之英文語詞而非學科內容，則學生所認知的領域雙語課程為英語課程。

提供鷹架的方式：

1.textbook 教科書

2.PPT 簡報

3.video 影片

4.picture book 繪本

5.infographic 資訊圖表

6.hands on activity 實作

7.website 網站

網站推薦：epic、Lexile

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Just asking "Do you understand?" isn't really enough. You need to be sure.

Tips for asking questions
Here are some tips for asking questions to check that students have understood you.

Don't ask 'Do you understand?' They can easily answer 'yes' to avoid losing face.

Ask everyone. Vary who you ask, don't just pick on the keenest or the best. You will never know if they all understand if you go for the safe bet!

Encourage students to ask for clarification. Build in a checking exercise to your activities. Encourage verbal checking, not just looking at each other's answers.

They should not feel ashamed or embarrassed that they haven't understood.

Make a list of sentences with one word in bold in each sentence. Give pairs or groups the sentences.

Students take it in turns to ask what the word in bold means.

Practice first with the whole class and encourage them to give further examples, synonyms or opposites.
For example. We aren't going to the beach as it's too chilly today. What does chilly mean? Oh, that's describing the weather. It is cold, not freezing but quite cold.

Give out a reading text with words underlined which you wish to check. Students ask each other in pairs before checking with the whole class.

Discourage any mockery and encourage those who self-correct. Practise dialogues where 2 people mishear/misunderstand each other and clear up the misunderstanding verbally. Use these for intonation practice. A: Ok so that's sixty Euros B: No, it isn't sixty, it's seventy. A: seventy? B: Yes, that's right.

Avoid repetition parrot fashion. Questions which require little more than 'lifting' the answer from a text will not indicate if they understand the meaning.
For example: John gets up at six except for weekends when he has a long lie in.
Q "What time does John get up during the week?" "Does he have a long lie in at the weekend?"

Encourage interpretation. Use questions which involve thinking about the meaning. "Does John always get up early?" "When does he stay in bed late?"

Personalise. Use questions which involve the students personally in the topic. "Do you like having a lie in?" "Does John get up later than you?"

Encourage discussion on meaning. Use questions with more than one possible answer to encourage discussion. "What time might he get up on Sundays?"

Tips for promoting self checking
An important skill in communicating with others in a foreign language is the ability to clear up misunderstanding. You need to check if you have understood by yourself.

Play clarification games
This is a game called 'What does that mean?'

By Clare Lavery

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Just asking "Do you understand?" isn't really enough. You need to be sure.Tips for asking questionsHere are some tips for asking questions to check that students have understood you.

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20230731 bilingual teaching courses notebook 

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20230731 bilingual teaching courses notebook 

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下午🌇

1.4Cs+ & 2++（task scaffolding ,translanguaging)

四個象限

Content （知識）             Communication （主要單字、句型）

Cognition （學習表現）   Culture/ Community (應用、發想)

2.learning for language

從每天都會用到的話語、重複的工作開始，例如，greetings, raise your hand，讓學童習慣雙語，再慢慢調整英語百分比。

3.跨語言實踐可以善用跨語言符號。

不一定都要使用英語符號，有時候非母語符號的設計也很棒！⭐️🖤🔺

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下午🌇

教師應事先規劃中英文的使用時機，倘若學生無法理解以英語講解的教學概念，則教師可以切換成母語，教學重點為引導學生思考並且幫助學生理解學科知識，而非學習英語。

教師可以尋求校內外資源，以便將英語作為講解學科專門知識之溝通工具。可用資源包含校內夥伴教師、Google translator 、Pinterest 、epic、khan Academy on YT、繪本。

若學習者接收較多的input（自然語言多），便會產出output。

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下午🌇

教學原則：

ㄧ、創造和維持自在的多語言使用環境。

允許學生利用彈性、多元的表達方式進行任務學習。例如，不刻意限制學生在自行觀看的因材網課程包和YT影片使用英文。再者，分組/同儕討論之結果呈現可以畫圖的方式傳達個人想法，如此可以減輕英語能力不足的學生其壓力，使學生安心，更藉此促使學生具有說英語的勇氣。

二、表現任務的目的不是玩，而是探索與操練。

雙語教學的活動設計著重於學生能夠學以致『用』，學生得以透過多樣化的方式呈現作品，反映自身的思考邏輯（例如，平面/立體圖形、手作、數位等）。教師應設計符合認知層次的多元活動，並且循序漸進地引導學生探索學科知識，從而達到心流經驗。

三、善用多模態。

經由大量的肢體語言與動作呈現，促使學生成功輸入和輸出學科知識（input➡️output）

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在為期九天的課程當中，我深刻體會到領域學科知識融入雙語教學的重要性。我了解到欲適宜地引導學生進入英語學習的環境，提高他們的語言理解和表達能力，便需要借助有效能的課程設計與多模態的輔助。
同時，多媒體教材的應用也能夠達到事半功倍的效果，不僅可以激發學生的學習興趣，亦能提高他們的學習成效。
我由衷感謝學分班老師們的課程介紹與分享，不但使我們對於雙語的理論構念穩穩紮根，而且也提供許多寶貴的教學經驗和小撇步讓我們得以參閱，我已迫不及待地期待著自己能夠在日後的教學現場，將這些所知所感付諸執行，並且實踐於個人的教學風格中。

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1.投影片僅呈現標題而無條列具體步驟，較不利於學習程度低落之學生。
2.建議降低英語文使用比例，可以透過圖示、中文說明輔助學生理解。
3.建議影片改以截圖方式呈現，並且製作對話框，輔佐學生理解情境脈絡。
4.節次之間所使用的英語語料、句型、圖片風格應考量一致性，方能展現課程連貫性與銜接性。
5.每頁簡報畫面僅呈現一重點，例如，1 pic + 1Q + 1 Ans，以降低學生認知負荷。
6.進行分組活動的指令相當清楚，例如，ABAB together ，學生得以迅速掌握為同儕兩兩一組。
7.圖示層次分明，例如，emoji icons ➡️real faces ➡️ real context.

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1.建議調整英文比例，以及該學習階段所用語料詞彙。

2.概念性/價值判斷的教學活動設計可以著重在學生的口頭分享與討論，邀請學生分享日常生活中的例子，例如，有無跌倒或絆倒的實例，則學生可以藉由眾多實例，歸納出哪些是危險的情境。

3.英文語料的線索提示可予以學生二擇一的方式進行分享與判斷，以降低學生認知負荷。

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1.建議課程設計應考量節次之間的邏輯性和連貫性，複習舊經驗有助於學生加強學科概念。

2.教師針對學生的表現任務予以高比例的正向回饋，有助於提升學生自信心。

3.節奏、吹奏練習可以考慮縮短時間，並且進行教師對學生的分段驗收，或者學生對學生的分段驗收。

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Hey! I’m Regine from Jhong Jheng elementary school in Kinmen.
I have taught social studies and natural science at school.

I think I’m a persistent person. If I set my mind on doing something, nothing will stop me. Look! I’ve even been road-running for 14 years! ^0^¥

I enjoy watching Korean dramas and playing with my dog named UZ.

I’m really excited about the bilingual teaching skills l will gain here.

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上午🌄
透過Gallery walk的課室經營，使學生得以欣賞他人的學習成果，並且進行同儕質化或量化評量。
教師可以發放多色便利貼給各個組別，邀請學生針對海報內容予以回饋並且進行票選（每組組別代表一種顏色），再由各組組長檢查數量是否無誤，最後由教師收回海報進行平時成績評量。

『快思 慢想』(『system 1 system 2』)
教師的教學設計應試著使學生的系統二得以順利運作。
⚠️避免過度翻譯，試著將中文對照置底/角落。

『Let SS  have a say』：藉由積木法句型的設計，讓學童多說一點。若對象為slower learner ，可以試著將書寫的句子調整為書寫單字、填充字詞或圈選方式進行。

目標設定原則：教師設定教學目標之時，應考量學生認知發展程度、表現任務可否評量、學習任務具備挑戰性與否。
⚠️避免教學假動作而進行無效評量。

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上午🌄
教學設計應當考量所欲發展的表現任務，以cognitive discourse functions （CDF）進行分析，包含：describe、classify、define、explain、explore、evaluate、report。

教學設計可運用backward process。
1.事先設定所欲達到的結果。（～goals）
What did the students learn?
2.證明學生已學會教學內容的評量方法。（～output）
What did the students perform to show the goal was reached?
3.幫助學生表現出所欲結果的策略。（～input/～scaffolding ）
Do you think the tasks successfully help the students reach the goal?

教學設計-Jigsaw reading
分組閱讀（四人為一組）：將一篇文章拆成四段，每一組員負責閱讀其中一段內容，而後每一組員均需向組內成員進行分享。當學生向他人分享所讀內容的次數越多，則該生會不斷地修正、調整所欲分享的內容。
A↔️B       A     B        A     B
↕️  ↕️       ↖️↙️
C↔️D       C     D       C     D

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Classroom English: 300+ Classroom Phrases For English Teachers

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上午🌄
The role of language in CLIL.
ENGLISH SUBJECT GLOCALIZATION
學生能夠透過英文了解世界各地的文化，亦能夠藉由英文分享/發揚在地文化。
mother tongue multimodality
教師使用多模態提供鷹架，讓學生得以輸出。
ELF translanguaging
學生得以使用母語作為中介語，以達到溝通目的。

Language of, for, through learning
1.classroom English: routine and rules
2.instructional English: 路標語signposts、EGP、學術用語EAP、特定目的用語ESP
3.interactional English: display and referential question
T➡️Ss
T↔️Ss
Ss↔️Ss
S↔️Ss
S↔️S
https://www.usingenglish.com/files/pdf/classroom-language-elementary-students.pdf

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Learn an extensive list of 300+ classroom English phrases for English teachers with ESL printable infographics.

THE BEGINNING OF THE LESSON | Classroom English

Hello, everyone.

Good morning, everybody.

Good afternoon, class.

Hello there, Tom.

Good afternoon, everybody.

How are you today?

How are you getting on?

How's life?

How are things with you?

Are you feeling better today, David?

What a lovely day!

What a rainy day!

Today is very cold, isn't it?

My name is Mr/Mrs/Ms Smith. I'll be teaching you English this year.

I'm your new English teacher.

I've got five lessons with you each week.

Time to begin

Let's begin today's lesson.

Let's begin our lesson now.

I hope you are all ready for your English lesson.

I think we can start now.

Is everybody ready to start?

Now we can get down to work.

It's time to begin, please stop talking.

I'm waiting for you to be quiet.

Settle down now so we can start.

We won't start until everyone is quiet.

Stop talking and be quiet.

Put your things away

Pack your things away.

Close your books.

Put your books away.

Register

Late

DURING THE LESSON | Classroom English

Instructions can be used at the beginning of a session

Comprehension language

Do you get it?

Are you with me?

Are you OK?

Do you follow me?

OK so far?

Do you understand?

What did you say?

One more time, please.

Say it again, please.

Like this?

Is this OK?

Other common instructions

Come in.

Go out.

Stand by your desks.

Stand up.

Sit down.

Come to the front of the class.

Put your hands up.

Put your hands down.

Hold your books/pens up.

Show me your pencil.

Classroom English | Classroom management

Giving instructions

Sequencing

Supervision

Questions

Responding to questions

Reference

As I said earlier, ...

While we're on the subject, ...

In the background you can see ...

The church was started in the last century.

This is a picture of a typically English castle.

Let me sum up.

Encouragement

That's interesting!

That really is very kind of you.

Don't worry about it.

Don't worry, I'm sure you'll do better next time.

I'm really impressed. I knew you could do it!

Have a go! Have another try!

Practise makes perfect.

Good! Excellent! Well done! That's great!

That' much better! You're really improving.

Your marks will get better if you practise more.

Stop making excuses.

Don't pretend you can't speak English, I know you can.

Your marks are getting better all the time.

Giving feedback to students

It depends.

That's much better.

In a way, perhaps.

You've improved a lot.

Sort of, yes.

That's more like it.

It might be, I suppose.

That's a lot better.

Happy birthday!

Merry Christmas!

I hope you all have a good Christmas.

Happy New Year!

All the best for the New Year.

Happy Easter.

Tom has his 11th birthday today.

Anna is eleven today. Let's sing "Happy Birthday".

Cheerio now.

God bless!

Have a nice weekend.

Thanks for your help.

Hard lines!

Never mind.

Better luck next time.

Do you feel better today?

Are you better now?

Have you been ill?

What was the matter?

I'll be back in a moment.

Carry on with the exercise while I'm away.

I've got to go next door for a moment.

I'm afraid I can't speak any louder.

I seem to be losing my voice.

I have a headache.

I'm feeling under the weather.

Do you mind if I sit down?

I have a sore throat.

THE END OF THE LESSON | Classroom English

Time to stop

Not time to stop

The bell hasn't gone yet.

The lesson doesn't finish till ten past.

Hang on a moment.

We seem to have finished early.

Just a moment, please.

Just a sec/ Just a second/ Wait for it!

There are still three minutes to go.

Just hold on a moment.

One more thing before you go.

We still have a couple of minutes left.

Your watch must be fast.

We have an extra five minutes.

Sit quietly until the bell goes.

Tom, you have to stay five extra minutes (as I told you earlier/ because you...)

Back to your places.

Stay where you are for a moment.

Homework

Next time

The next class starts at 7 o'clock.

We'll do the rest of this chapter next time.

We've run out of time, so we'll continue next lesson.

We'll continue this chapter next Monday.

We'll do some more practice of this in the next class.

We'll finish this exercise next lesson.

We're going to continue with this tomorrow, so please sit together again.

Goodbye

Goodbye, everyone.

See you again next Thursday/ next week/ tomorrow/ on Monday

Have a good holiday.

Enjoy your vacation.

See you tomorrow afternoon.

Stand up and say goodbye to the class, please

See you in room 8 after the break.

Leaving the room

Classroom Language For English Teachers | Images

Pin

Pin

Pin

Classroom English Video

https://youtu.be/7GsoNpej0Jg

Last Updated on August 17, 2022

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Classroom English: 300+ Classroom Phrases For English Teachers

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Learn an extensive list of 300+ classroom English phrases for English teachers with ESL printable infographics. THE BEGINNING OF THE LESSON | Classroom English

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20230801bilingual teaching courses notebook 

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上午🌄
linguistic diversity 包含abbreviation（like PM me, BM) 、social media literacy skills。即便都是英文，我們可能會因為發言者的文化脈絡、慣用語，而表現出無法理解對方欲表達的內容。

Scaffolding strategies:
Use first language 第一語言的使用
Read aloud
Modeling/ gestures 演戲
Intentional small group/ partner work
Sentence structures
Knowledge starters
Connect to background 連結學生生活情境導致學習遷移
Graphic organizers 小組、個人的統整式圖表
Visuals and reaia
教師應善用多模態資源，藉著整合語言和非語言訊息來表意，並且適時給予學生鷹架支持，以促進學生對於學科內容的理解。

『有輸出就學得會！』
教師應針對學生心智年齡、認知發展程度、先備知識和生活情境來選擇適合學生的多模態，從而學生可以練習解讀多模態，並且呈現所學（output➡️evaluation )

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上午🌄
1.沒有所謂的標準英語（ENL)！
如果學童嘲笑他人的腔調，那就趁此機會教育吧😉
2.“sink or swim”
沉浸式雙語教育雖然為雙語教學的開端，但無法因地制宜，也沒有考慮文化脈絡，如果學童英語程度高，或許成效顯著；反之亦然。
3.1+跨語言實踐，有目的的選擇英語或母語進行講解，切記母語使用原則！
經過教師的教學設計，教師應清楚知道『何時』、『如何』使用中文或英文，使用雙語的比例也要依學童程度、學習情況有別。