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臺師大雙語教學資源研究中心

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臺師大雙語教學資源研究中心

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國立臺灣師範大學雙語教學研究中心

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教學資源分享 | 國立臺灣師範大學雙語教學研究中心

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Find federal education legislation, regulations, guidance, and other policy documents.

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Welcome to the Institute of Education Sciences (IES), the nation’s leading source for rigorous, independent education research, evaluation and statistics.

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以三種藝術教學策略去發展語言

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以三種藝術教學策略去發展語言

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Network for bilingual families & educators | Bee Bilingual

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Discover Bee Bilingual, the global network for bilingual families & educators. With great, free bilingualism and multilingualism support.

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CONTENT

1. General Background Information

2. Content Objectives

3. Methodology
3.1. Process objectives
3.2. Intelligences engaged/ skills needed
3.3. Special needs
3.4. Links to long-term planning

4. Goals and Learning Objectives
4.1. Artistic objectives
4.2. Cognitive objectives
4.3. Language objectives
4.4. Affective objectives

5. Lesson
5.1. Introduction of lesson
5.2. Exploration
5.3. Practical work
5.4. Closure
5.5. Assessment

6. Options
6.1. Focus on texture:
6.2. Focus on texture:
6.3. Focus on class community and interaction:
6.4. Focus on class community:
6.5. Focus on background:

7. References

8. Schedule

1. General Background Information

The following work is a theoretical conception of a bilingual art lesson (English/ German) for primary level to introduce a unit based on drawing techniques.

Topic: Fantasy Animals & Wild Things

Grade: 3 or 4, primary school

Subject: Art in English

Practical task: Inventing and drawing a fantasy animal

Technique/ Materials:

C 1st alternative: pencil/ black crayon/ felt pen/ wax crayons on white DIN A 3 paper

C 2nd alternative: quill & Indian ink on white DIN A 3 paper

C 3rd alternative: white crayons/ white wax crayons on black paper

C 4th alternative: scratched drawing into a layer of wax (bright wax crayons) and dark watercolours on paper.

Time required: a double lesson (2 x 45 minutes)

2. Content Objectives

Animals as well as fantasy creatures play a fairly important role in young children's lives. They grow up with them encountering them in several areas of their lives through pictures in books, television/ cinema ( Harry Potter, Lord of the Rings) and computer games, through descriptions in stories/ fairy tales and music. Many children can daily observe, smell and touch animals by keeping their own pets. A significant impact on children's emotions, imagination and memory have also single authentic experiences such as a (puppet) theatre play, or a trip to the zoo or circus. In the latter they often are fascinated particularly by the huge exotic animals, as for instance lions, tigers, alligators and others. The topic may therefore concern the children personally.

Applying their prior knowledge about animals and fantasy creatures from their daily experiential environments to the art lesson they scrutinise different animals features and peculiarities thus extending their current knowledge. They become acquainted with the English names of different animals as well as with an appropriate terminology to describe animals with regard to different body parts, texture, appearance etc.

The wide range of distinct characteristics in the animal kingdom provides a suitable starting point for a unit based on drawing techniques. In this context, various techniques may be used (see above).

3. Methodology

3.1. Process objectives

According to the German National Curriculum in Art, in grade 3 and 4 the children are supposed to extend and differentiate their current repertoire of drawing techniques. It is therefore important to promote their natural growing interest for graphic phenomena. They should learn to draw a single format-filling figure (human being, animal, plant) with all its distinct features and characteristics (different body parts, surfaces and textures, gestures, mimics...) using different drawing and writing tools on various undercoats and formats (compare the contemporary version the National Curriculum of the Ministry of Education, the Arts and Sports Baden-Württemberg).

The task to create an invented fantasy animal composed of parts and characteristics of several different animals stimulates the children's imagination and fosters their creativity to find knew features.

Working with different drawing tools and materials the children improve their abilities concerning the use of these materials. They are also encouraged to experiment with the techniques thus ascertaining new possibilities of how to work with drawing techniques.

3.2. Intelligences engaged/ skills needed

The children should know and recognise various animals by their appearance. They need to be able to thoroughly observe animals ascertaining their distinct features, and also to recognise and apply those parts of their current knowledge that are required in the lesson.

Concerning the English language as a means of communication a basic lexical knowledge of nouns and adjectives regarding animals, body parts, types of texture and general descriptions of appearance is needed, as well as phrases for description such as It's..., It has..., It looks...

A further demand is to understand and to react to the teacher's statements, questions and instructions as well as the classmates' utterances.

When faced with difficulties the children should be able to autonomously ask their classmates or the teacher for assistance and support.

In terms of artistic skills a relatively skilled mastery of drawing tools and materials is expected. The children should have a basic repertoire of different drawing techniques that they have practised in former lessons and grades.

Another requirement is the ability to draw format-filling figure with its peculiar characteristics involving fairly differentiated fine motor skills.

Eventually creativity and imagination are needed to invent and create an imaginative fantasy animal composed of features of different animals.
[...]
Ende der Leseprobe aus 12 Seiten

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A bilingual art lesson: Drawing techniques (3rd or 4th grade)

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1. General Background Information 2. Content Objectives 3. Methodology 3.1. Process objectives 3.2. Intelligences engaged/ skills needed 3.3. Special needs 3.4. Links to long-term planning 4. Goals and Learning Objectives 4.1. Artistic objectives 4.2. Cognitive objectives 4.3. Language objectives 4.4. Affective objectives 5. Lesson 5.1. Introduction of lesson 5.2. Exploration 5.3.

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Carger, C. (2004). Art and literacy with bilingual children. Language Arts, 81(4), 283-292.

Abstract:

The teacher-researcher designed the action research study to ascertain how the inclusion of visual arts in reading circles can enhance language and literacy learning for young bilingual students. The teacher-researcher worked with small groups of six to seven kindergarten through fifth grade elementary school students in a pull-out group format for 30-40 minute periods twice per week from mid-January to mid-May. The teacher-researcher introduced visual art as a way for students to react to multicultural stories and demonstrate their knowledge about the stories. The teacher-researcher found through qualitative analysis of recorded class discussions that English language learning (ELL) students seemed to grasp literature at a deeper level when art was integrated into to the reading block. The findings suggest that the inclusion of visual arts in reading aids ELL students in the development of English language Arts skills.

Key Findings:

Visual arts activities linked to reading encouraged connections to prior experiences and other content areas, and promoted the use of problem-solving strategies in art-making with real-world application (e.g. making bowls large enough to hold food for a child).

The researcher found the children consistently engaged, focused, and stayed on task when given the opportunity to use art to respond to a story. The students were engaged in authentic and on-task conversations during the art making activities.

Incorporating media and arts and crafts traditions such as papel picado (a Mexican folk art of paper cutting), or mural projects established a connection between literature and students' home cultures.

Lastly, encouraging discussion about the illustrations in books prompted genuine conversation critical to ELL students' developing literacy skills. When engaged in these types of discussions about the book illustrations or the art-making project, students began to develop an arts-related vocabulary and learned to critique and make observations about art.

Significance of the Findings:

There is an achievement gap between English learners and native English speakers particularly in language arts. The visual arts are a means for teachers to scaffold instruction in literacy, and can also promote English learners' language production.

Methodology:

The teacher-researcher conducted this four-month action research study in a K-5 public elementary school in Chicago. Most of the students (95%) involved in the reading group were of Latino descent. The sample (n=20) consisted of small groups of six to seven bilingual second and third graders, most of whom were English language learners (ELL). The teacher-researcher facilitated literacy circles and encouraged aesthetic responses to picture books. The teacher-researcher collected data comprised of students' responses during oral discussions, dialogue journals, and students' drawings, paintings, and clay sculptures. The teacher-researcher audio-taped and analyzed transcriptions of the students' book discussions for 17 read-aloud sessions during the literature circles and coded the data and categorized salient themes.

Limitations of the Research:

The teacher-researcher did not provide alternative hypotheses to her findings and based on the action-research design of the study and lack of a control group for comparison, visual arts participation cannot be identified as the only independent variable affecting the results. The students selected were mostly students who had scored at or above proficient on the Illinois State Achievement Test. Student's history for high academic achievement could be an alternative explanation for why they were more likely to make perceptive observations and demonstrated the use of higher order thinking skills.

Questions to Guide New Research:

Do the visual arts increase literacy skills for other groups of English language learners (e.g. Korean, Hmong, Russian, etc.)?

How can these findings be applied at the middle school and high school levels? Would students be as willing to convey their points of view, or would they be more reticent?

How might these findings be tested using quantitative measures, such as test scores?

Could the visual arts promote increased literacy skills in English language learners who demonstrate a record of low academic performance?

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Art and literacy with bilingual children - ArtsEdSearch

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The teacher-researcher designed the action research study to ascertain how the inclusion of visual arts in reading circles can enhance language and literacy learning for young bilingual students.

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Skip to content

K-5 Dual Language

At Participate Learning we partner with school organizations to build dual language education programs in Spanish or Mandarin Chinese that create an authentic, immersive, and equitable learning experience for students.

Why Dual Language?

The Research Behind Dual Language Programs
Dual Language research suggests that students in dual language immersion programs not only achieve academically, but can also outperform their peers in monolingual programs. This is true for all student populations, including English-language learners.

Research also shows that bilingual people have an easier time with these key brain functions:

Understanding math concepts and problems

Developing strong thinking skills

Increasing reading comprehension

Cultivating greater cultural awareness

Using logic

Focusing, remembering and making decisions

Benefits for Students

Grade Level Academic Achievement
Dual language students show great gains and increased performance on standardized tests in reading and math.
Biliteracy
Reading and writing in both languages
Bilingualism
Listening and speaking in both languages
Socio-Cultural Competence
Dual language students demonstrate positive multicultural attitudes and behaviors and have a deep appreciation and understanding of their own culture.

Enhanced Cognitive Skills
Dual language students typically develop greater cognitive flexibility, showing increased memory, superior problem-solving skills, and better attention control as well as an enhanced understanding of their primary language.
Improved Self-Esteem
Being able to communicate and excel academically in two languages gives dual language students greater self-esteem and a sense of accomplishment.
Preparation for a Global Society and Marketplace
Dual language students are better prepared to be leaders in a global community and to succeed in the 21st-century marketplace.

Our Dual Language Models

Our Dual Language Programs feature rigorous implementation, as well as quality programming and instructional support. At the elementary level, language learning through dual language immersion can take either of the following two forms:

Full immersion model

In the full immersion model, 90 percent of instruction is delivered in Spanish, the target language.

50/50 model

In the 50/50 immersion model, instruction is balanced between the target language, Spanish, and English in equal parts.

Our dual language model, which has been successfully implemented since the 2007-2008 school year, mirrors the seven strands from Guiding Principles for Dual Language Education by the Center for Applied Linguistics (CAL).

Dual Language Program Support Services

Our model is aligned with the Center for Applied Linguistics' (CAL) seven strands for successful dual language programs and includes the following services:

Dual language teacher recruitment

School and district strategic planning support

Professional development that supports in-person, blended or online learning

Curriculum maps and exemplar lessons

Assessment and data analysis

Summer language support

Success Stories

When we provide opportunities to our students, their achievements and passion for the world know no limits.

"

This is a terrific program and a wonderful opportunity for the children. The biggest benefit is not simply the acquisition of a second language, but the use of higher-order thinking skills."

Parent at Elon Elementary

"

It's an outstanding program that has afforded my children the opportunity to learn a second language at young ages. They are learning more than the Spanish language, they are learning about different cultures around the world."

Parent at Weddington Elementary

"

Traditionally we have seen that our dual language students have outperformed, and when I say outperform, not by 5 or 10 percent proficiency, I'm talking about a 20 percent gap between their test results and our traditional test results."

Principal, William H. Owen Elementary

After reading, ¿Cuándo un planeta no es un planeta? My students did some research about planet classification requirements and had a debate about if Pluto should be considered a planet again. Good job, Brielle, on carrying out a wonderful debate @ParticipateLrng #UnitingOurWorld pic.twitter.com/v3Z6pMS3IP
- Anayansi Young (@AnayansiYoung1) May 1, 2024

Ready to experience the benefits of a dual language program in your school?

Fill out the form below and we will be in touch to answer your questions.

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K-5 Dual Language - Participate Learning

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Prepare your students for the future with language immersion and access to international educators. Partner with us to build your program.

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Arts integration can help lower kids' affective filters and boost their confidence.

During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face. Beyond struggles with language and communication, many are grappling with their own identities as they learn to navigate two cultures.

A fantastic way to support English language learners both academically and emotionally is to integrate creativity and arts-based projects into your teaching. Art projects can help lower kids' affective filters, giving them more confidence to break out of their shells and get talking. From the classic arts such as painting and dance to newer forms like remix and digital storytelling, every classroom across the content areas should make room for creative expression. Here are three reasons why arts integration is essential for English language learners:

1. Art is a universal language.

Because we develop receptive language more quickly than expressive language, students often understand more than we realize. Project options that require less language production give English learners opportunities to show what they know. Provide students with limited English a chance to be successful and demonstrate learning through visual media projects -- drawing, animation, video, photography, collage, and more.

2. Art expresses culture.

Immigrant students can often feel pressured to assimilate into the dominant culture. Whether it's food, clothing, music, or language, kids sometimes get the message that their family's traditions are something to be ashamed of. Celebrate the diversity of your students' backgrounds, and give them opportunities to share their family's culture through arts-based projects.

3. Art experiments with identity.

Music, acting, visual arts, dance, and other art forms are terrific avenues for reflection and experimentation. Tweens and teens are hungry to try on different personas and often step in and out of various communities. Remember that your English language learners are figuring out how to become both bilingual and bicultural. Create a safe space for students to figure out who they are by encouraging creative expression in your classroom.

The Top Picks lists below can help you find the right tools for integrating the arts into your classroom today.

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3 Reasons Why Your ELLs Need Arts Integration | Common Sense Education

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During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face.

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Participate Learning: Building skills for life, career, and community. Partner with us for global education programs at your K-12 school.

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Why Arts Education Is Vital in Supporting Multilingual Learners - Participate Learning

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Integrating arts education in your classroom is a beneficial way to engage multilingual learners.

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撰文：Elaine Tao

在EMI 全英語教學到底在紅什麼？這篇文章中，我們簡介了全英語教學 EMI (English as a Medium of Instruction)，並介紹目前 EMI 在臺灣高等教育的推動情況及現實考量因素。這篇文章希望透過介紹幾項在課室中常見的 EMI 教學手法，讓對 EMI 陌生的讀者們了解全英語教學究竟如何實踐。

Mutimodality 多模態教學法，指的是在課堂中提供多樣模態的學習資源給學生。所謂的模態，指的是課堂上呈現資訊給學生的方式，其中包含了視覺、聽覺、動覺等不同模式。在操作上至少要同時使用 兩種 模態輸入或輸出知識，才能稱作多模態教學法。舉例而言，教師使用簡報呈現學習內容（視覺），並一邊搭配口說講解。

在此需強調課程中輸入（input）與輸出（output）的概念。在 EMI 的課室中，由於學生的母語非英語，且教師是使用英語作為主要授課語言，因此學生在學習時，大腦免不了還是需要經歷語言轉換的歷程，方能習得課堂上的專業內容。因此教師在進行 EMI 教學時，建議將學習內容分段切割，採用分段教學、分段討論等方式進行。輸入（input）完一個段落的知識內容後，可以搭配各式教學活動讓學生輸出（output）學到的成果，例如分組討論、畫心智圖、說故事、舉手發言等，都是常見的輸出方式。

CLN 也將 Multimodality 稱作五感教學法，老師可由「眼、耳、鼻、舌、身」五感出發，來發想不同的教學模態，以下給各位讀者一些靈感及方向：

視覺（眼）：在課程中呈現照片、圖片、圖表、影片，幫助視覺型的學生視覺化學習內容。

聽覺（耳）：以音樂、影片、Podcast 作為資訊傳遞媒介，聽覺模態也時常與寫作搭配使用，可讓學生透過聽寫學習。另外，也可在暖身活動中播放暖場音樂，讓學生靜下心來，進入學習氛圍。

嗅覺（鼻）：舒服的味道，能夠讓學生放鬆，因此許多企業講師會在課堂中點香氛蠟燭，讓學生更加融入課堂。

味覺（舌）：認真上課、肚子會餓，學生滿足基本生理需求方能學習。教師可適時開放學生飲食，或以食物作為教學模態之一，轉換與以往不同的學習模式。

動覺（身）：所謂的「身」，就是包含「肢體反應」，透過手勢、肢體動作來加深學習印象。遊戲教學法、表演教學法等都屬於這類教學法。

Paraphrase 換句話說，指教師在傳遞課程內容時，將較難的單字抽換成簡單的同義字，或是透過換句話說，在不影響原意的情況下以較簡單的英語呈現。

舉例而言，在說明數學的直角坐標系時，會使用到 quadrant（象限）這個字，但這個字屬於較難的學術語言，學生第一次聽可能推敲不出意思。教師在教學時應該有意識地評估學生先備知識程度為何，並針對學生可能會有學習困難的內容調整教學策略，而 Paraphase 就是很好的方式。以 quardant（象限）這個例子而言，課室語言可能會這樣呈現：

Teacher: You can see that there are 4 quadrants in this graph. What's a " quadrant"? You can see that this SWOT analysis picture is put into 4 equal parts, and each part is a quadrant.

你們可以看到圖表中有四個象限。什麼是象限呢？你可以看見這張 SWOT 分析的圖表被分成四等分，每一等分都是一個象限。

在這個例子中，老師以易懂的「4 equal parts」來代換「quadrant」這個難字，如此一來學生便可能將「quardant」這個字彙跟中文的「象限」連結在一起，進而習得這個單字及其包含的數學概念。

值得注意的是，在 EMI 的課室中，教師所使用的英語難度，應該要符合學生的英語程度，否則會造成「鴨子聽雷」的反效果。教師在教學時應時刻 有意識地說英語 ，並且留意到任何自己說的英語對學生而言都是一種輸入（input），都可能會影響學生建構自己的知識體系。若要介紹的是新概念或是較困難的內容，便可使用 Paraphrase 的教學技巧。

Simplify 簡化概念，指的是透過譬喻或是類推，將複雜的概念簡化。同樣以 quadrant（象限）的例子而言，在課室語言的操作可能是：

Teacher: What is a quadrant? Imagine there is a farmer. He has 4 sons. He wants to divide his farm into 4 parts equally like this. So each part means a quadrant.

什麼是「象限」？可以想像成一位農夫有四個兒子，他想將農場土地劃分成四個像這樣的區域，一個區域就是一個象限。

在這個例子中，老師透過農夫分田地的例子將「象限」的概念簡化，以利學生理解。若同時搭配板書畫出直角坐標系，或使用 PPT 將直角坐標系視覺化，更是同時符合我們介紹的第一個教學手法--Multimodality 多模態教學法喔！

如何精進全英語教學？2大方式逐步擴充你的 EMI 教學知能！

這篇文章透過介紹三個在 EMI 課室中可以使用的教學方式，希望給正在摸索認識 EMI 教學的讀著們一些方向與輪廓。對於 EMI 新手而言，要執行全英語教學真的不是件容易的事，全英語教學之路若獨學而無友，便會孤陋寡聞啊！因此 CLN 想推薦你兩個精進全英語教學力的好方法！

1. EMI 教學書籍推薦：廖柏森《大學全英語授課 900 句課堂情境句型與應用》

這本書可說是 EMI 必讀寶典，書中以常見的 50 種課堂情境，歸納出各情境中教師可能會用的的英語課室語言。教師可以熟讀書中句型，並嘗試使用在自己的課堂中。

如果覺得課室語言用讀的比較沒有效果，用聽 / 說的練習方式比較有效，可以參考這份多媒體教材。CLN 與英語學習 app WORD UP 合作，開發了市面上第一個以「開放式錄音」訓練教師課室語言口說的教材。這份教材搜羅了雙語教學、全英語教學皆適用的課室語言金句，透過老師真人朗讀教你課室必備金句，再讓你透過開放式錄音訓練口說，還會有老師幫你矯正！

若你想全面地了解雙語教學及全英語教學，也可以參考這門線上課程。這堂課將會透過深入淺出的方式帶你認識雙語及全英語教學的定義、內容及教學方法，此外也涵蓋課室語言的訓練，並與你分享老師 20 年來英語師資培訓的經驗及心法！

本文透過簡介全英語課室中常見的教學手法，期待能滿足讀者對於全英語教學的想像。文章中也提供了幾種能增進教師全英語教學專業的學習資源，希望能對教師精進自身專業有所助益。
延伸閱讀： EMI 教學是什麼？EMI 全英語授課適用於臺灣高等教育嗎？ 如何擁有雙語師資？3 個免費 & 超值的雙語教育資源與線上課程 TESL、TEFL、TESOL、CELTA、TKT，一次搞懂 5 種英文師資認證！
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CLN 創辦於 2014 年，位於國際地標台北 101 辦公大樓第 37 樓，擁有教學經驗豐富的顧問團隊，旨在提供高品質的企業英語培訓課程、翻譯、駐點諮詢、英文師資訓練、一對一顧問與商用英文家教等服務。歷年來合作客戶涵蓋各大產業，包含 Google、Yahoo、聯發科、Shopee、IKEA、賓士、GSK、Deloitte 等知名企業。

Founded in 2014, CLN is committed to providing a life-changing learning experience where companies are able to pave the way into the international market as well as communicate with fluency in foreign languages. CLN provides first-class English services including corporate training programs, business English courses, translation, teacher training, and one-on-one tutoring. Over the years, CLN has worked together with Google, Yahoo, Asus, Shopee, Mercedes-Benz, and several other global brands.

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EMI 教學新手攻略：3 種適用於全英語課室中的教學法

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撰文：Elaine Tao 在EMI 全英語教學到底在紅什麼？這篇文章中，我們簡介了全英語教學 EMI (English as a Medium of Instruction)，並介紹目前 EMI 在臺灣高等教育的推動情況及現實考量因素。這篇文章希望透過介紹幾項在課室中常見的 EMI 教學手法，讓對 EMI 陌生的讀者們了解全英語教學究竟如何實踐。 Mutimodality 多模態教學法，指的是在課堂中提供多樣模態的學習資源給學生。所謂的模態，指的是課堂上呈現資訊給學生的方式，其中包含了視覺、聽覺、動覺等不同模式。在操作上至少要同時使用 兩種 模態輸入或輸出知識，才能稱作多模態教學法。舉例而言，教師使用簡報呈現學習內容（視覺），並一邊搭配口說講解。 在此需強調課程中輸入（input）與輸出（output）的概念。在 EMI 的課室中，由於學生的母語非英語，且教師是使用英語作為主要授課語言，因此學生在學習時，大腦免不了還是需要經歷語言轉換的歷程，方能習得課堂上的專業內容。因此教師在進行 EMI 教學時，建議將學習內容分段切割，採用分段教學、分段討論等方式進行。輸入（input）完一個段落的知識內容後，可以搭配各式教學活動讓學生輸出（output）學到的成果，例如分組討論、畫心智圖、說故事、舉手發言等，都是常見的輸出方式。 CLN 也將 Multimodality 稱作五感教學法，老師可由「眼、耳、鼻、舌、身」五感出發，來發想不同的教學模態，以下給各位讀者一些靈感及方向： 視覺（眼）：在課程中呈現照片、圖片、圖表、影片，幫助視覺型的學生視覺化學習內容。 聽覺（耳）：以音樂、影片、Podcast 作為資訊傳遞媒介，聽覺模態也時常與寫作搭配使用，可讓學生透過聽寫學習。另外，也可在暖身活動中播放暖場音樂，讓學生靜下心來，進入學習氛圍。 嗅覺（鼻）：舒服的味道，能夠讓學生放鬆，因此許多企業講師會在課堂中點香氛蠟燭，讓學生更加融入課堂。 味覺（舌）：認真上課、肚子會餓，學生滿足基本生理需求方能學習。教師可適時開放學生飲食，或以食物作為教學模態之一，轉換與以往不同的學習模式。 動覺（身）：所謂的「身」，就是包含「肢體反應」，透過手勢、肢體動作來加深學習印象。遊戲教學法、表演教學法等都屬於這類教學法。 Paraphrase 換句話說，指教師在傳遞課程內容時，將較難的單字抽換成簡單的同義字，或是透過換句話說，在不影響原意的情況下以較簡單的英語呈現。 舉例而言，在說明數學的直角坐標系時，會使用到 quadrant（象限）這個字，但這個字屬於較難的學術語言，學生第一次聽可能推敲不出意思。教師在教學時應該有意識地評估學生先備知識程度為何，並針對學生可能會有學習困難的內容調整教學策略，而 Paraphase 就是很好的方式。以 quardant（象限）這個例子而言，課室語言可能會這樣呈現： Teacher: You can see that there are 4 quadrants in this graph.

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Explore thousands of high-quality resources for lesson planning and curriculum design. All optional, adaptable and free.

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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Twinkl-學齡前到高中的教學好幫手

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立即擁有Powerpoint、學習單、課堂活動、課程規劃等教學素材，從學科到時事一手掌握．所有教材皆由教師編寫！Twinkl激發孩子的學習動力，讓學英文更好玩！

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Open Author helps you build and publish Open Educational Resources for you and for the benefit of educators and learners everywhere.

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OER Commons is a dynamic digital library and network. Explore open education resources and join our network of educators dedicated to curriculum improvement.

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臺北市自編CLIL雙語教材及聽說評量工具

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臺北市自編CLIL雙語教材及聽說評量工具

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臺北市自編CLIL雙語教材及聽說評量工具

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臺北市自編CLIL雙語教材及聽說評量工具

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臺南市雙語暨英語教育資源中心--Tainan Bilingual and English Education Resource Center

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臺南市雙語暨英語教育資源中心 Tainan Bilingual and English Education Resource Center

主辦單位：臺南市政府教育局 地址：臺南市安平區永華路二段6號7樓
承辦單位：臺南市安平區西門實驗小學 地址：臺南市安平區安北路180號
電話：(06)3914141 傳真：(06)3915889 管理員信箱：tnalison@hmps.tn.edu.tw
請用 Chrome、 FireFox或 IE10.0瀏覽器以上獲得最佳瀏覽效果，謝謝！

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臺南市雙語暨英語教育資源中心

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臺南市雙語暨英語教育資源中心--Tainan Bilingual and English Education Resource Center - 歡迎光臨

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Tainan Bilingual and English Education Resource Center -- 臺南市雙語暨英語教育資源中心

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臺南市雙語暨英語教育資源中心--Tainan Bilingual and English Education Resource Center

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用雙語學品德 至善教育基金會贈南市國小三千套繪本

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用雙語學品德 至善教育基金會贈南市國小三千套繪本

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臺南市雙語暨英語教育資源中心--Tainan Bilingual and English Education Resource Center - 網路硬碟

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Tainan Bilingual and English Education Resource Center -- 臺南市雙語暨英語教育資源中心

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什麼是Language Triptych？ CLIL所強調的「雙重學習目標」就是希望教師和學生能兼顧學科知識及語言能力上的學習成果，而成功的CLIL課程取決於課堂中所使用的語言，畢竟教學以外語進行可能讓學生無所適從，甚至感到焦慮。因此，課前將語言的使用作事先規劃就顯得格外重要。在此介紹Coyle等人1 提出之「語言三角」（Language ...

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How do you feel now?
A:Although I feel sooooo relieved, I think I can do it better，because my lovely colleague gave me a lot of glow and grow!

What worked well for you?
A:Warming up! Though the web connection is very weak:(

What will you adapt next time?
More detailed script and self confidence!

What will you explore more?
Exploring how to switch each activities to make the process smoother.

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https://padlet.com/TheQueenslandInstitute/NTNU0821MicroTeaching

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Drawing on  Elsa's micro-teaching

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Pattern Shout Out Sing-along, Read-along, Learn-along song 

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Pattern Shout Out Sing-along, Read-along, Learn-along song 

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https://www.youtube.com/watch?v=CFFMD8KnqxM

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Pattern Shout Out Sing-along, Read-along, Learn-along song by MMMKids -

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https://jamboard.google.com/d/1VQq_qx21Q62-Jiojx52MUM4QXi5hGlj8tzkNXTRm0ps/viewer?f=0

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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https://voca.ro/1ktxMgihPAW2

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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I think I can get 3 points at collaborating effectively with peers and tutors,3 points at completes all tasks.
As for language skills for teaching, I can total get 6 points at this item.

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The 21st century learning skills are often called the 4 C's: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond.

Critical Thinking

Critical thinking is focused, careful analysis of something to better understand it. When people speak of "left brain" activity, they are usually referring to critical thinking. Here are some of the main critical-thinking abilities:

Creative Thinking

Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of "right brain" activity, they most often mean creative thinking. Here are some of the more common creative thinking abilities:

Communicating

Collaborating

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The 21st century learning skills are often called the 4 C's: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond. Critical Thinking Critical thinking is focused, careful analysis of something to better understand it.

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PRACTICE  TASK 2(SIMPLER, SHORTER, CLEARER)

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PRACTICE  TASK 2(SIMPLER, SHORTER, CLEARER)

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1. “If you have a look at the picture, maybe one of you can tell me what the boy on the far right of the picture is doing with the guitar?”
->Look at the picture, what is the boy on the far right of the picture doing?

2. “So, what I’m going to do is play the YouTube clip and you’re going to answer some questions about what you hear and then we’re all going to check the answers together to see how many we got correct. Do you understand?”
->Watch the clip and check the answers.

3. “OK, just listen to the way I say it and then after that you can repeat it and it’ll help your pronunciation because you really need it.”
->Listen to me and repeat .

4. “Right, we’re going to work in pairs in breakout rooms, but you can’t work with someone who you worked with earlier today. So that means Tina, you and Betty will work with Martin, and Paul you work with Bob, and...”
->I need you to work in pairs with someone else.

5. Just jot down a few notes as you listen and work out the answers afterwards.
->Listen, note and work out the answers.

6. “Well, I think you’ve had long enough on that task so why don’t we all finish up there.”
->Let's take a break!

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What happen to my fingers?They look like sausages!

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How is setting up an activity like telling a story?
Ans: Like telling a GOOD story, there are 3 steps to do in each one of your activities.

What are the stages of setting up an activity?
They are "Beginning->Middle->End"

Beginning means getting attention, setting the scene, and giving instruction.
Middle means interaction, monitoring, and checking.
End means correction, reflection, and connecting.

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Abstract

In this interactive webinar, we discuss the notion of what 'activities' are, why we use them in the English-language classroom and some common challenges teachers face when setting up activities. Participants will have an opportunity to consider their current approach, review the stages of giving effective instructions and evaluate a variety of approaches to monitoring learner progress during and after activities. The presenters will reference TESOL principles, share personal experiences and key resources that have proven to be useful when leading activities in their own classroom contexts.

Facilitated by

Fiona Wiebusch and Rufus James with special guest, Vicki Bos.

Citation

Wiebusch, F., James, R. & Bos, V. (2019). What starts well, ends well: Giving effective instructions in English. English Australia Early Career Webinar Series. Sydney.

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Classroom Instructions - The Queensland Institute Pty Ltd

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Abstract In this interactive webinar, we discuss the notion of what 'activities' are, why we use them in the English-language classroom and some common challenges teachers face when setting up activities. Participants will have an opportunity to consider their current approach, review the stages of giving effective instructions and evaluate a variety of approaches to monitoring learner progress during and after activities.

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The video I watch is "Establishing classroom expectations."

The teacher in this video develop a set of classroom expectation. Through providing students a respectful  environment, they will engage the lesson naturally.
For example, allow students work without interruption, and don't make them distract others.
If they do whatever you want them to do, just give them praises! That's kind of reinforcement of good behavior.

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Create Stunning Word Clouds in Seconds | WordArt.com

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WordArt.com is an online word cloud generator that enables you to create amazing and unique word clouds with ease

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How to count syllables. Syllable rules explained by our team of experts.

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Awards + Department of Education

From Emmy's to Parent's Choice Awards, WordWorld has been recognized for it's excellence in children's educational programming.

Free Activities

Coloring sheets, activities, games, and more!

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From Emmy's to Parent's Choice Awards, WordWorld has been recognized for it's excellence in children's educational programming. Coloring sheets, activities, games, and more! Party supplies, T-Shirts, Wall decals, DVDs ...

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Task 6 - Choose your Content

Download and save the lesson outline template

Add your learner profile

Add your chosen text

Upload to your personal Padlet

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ATHENA LIU INFOGRAPHIC - Poster by Athena劉小薇 Liu

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1. How did you FEEL about this sharing session?

At first I was so nervous to do this sharing. But my colleagues are very nice, and it's great to listen to everyone's advice!

1. Describe at least one aspect of your sharing you are proud of. Tell us why.
I am so happy and proud  that I tried and did it!

2. Describe any aspect of your sharing you might change or adapt for the next micro-teaching.
MORE questions,LESS talk.

3. What is one goal you have for future sharing sessions.
I hope I can express my thoughts more clearly for the next sharing session.

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Which two are true  about me?
1.I am afraid of cats.
2.Actually I often spaek Taiwanese.
3.If I could choose, I would like to live in the woods.