2 things you are wondering

1 action you will take in the future

Routine 例行性

Assessment of learning 評量即學習

preparation

scaffolding

How are you feeling today?

Cloze test

Fill in the blank

Discourse analysis

Reading comprehension

*Logical reasoning

2.語言適切性

3.多模態資源應用

4.教學有效性

2.範圍:

教師口語(↓)

媒材使用(↑)

師生/生生互動 (↑)

學生發表與回應(↑)

2.教學指示

3.回應學生問題

*Simplification

*Paraphrasing

2.設計兩個促進學生口說的相關活動

3.建立共同備課環境(討論與觀摩激發不同想法與學習單做法)

1.Watch and Listen (Listening into speaking)

1-1 Youtube 影片轉逐字稿

1-2 生成提問(四選一, 是非題, 開放式問題)

1-3 生成摘要 (listening comprehesion)

1-4 生成暖身提問討論

*三等級可差異化

*免費版只能五分鐘

2.Read and Understand a text

2-1 根據主題生成文本內容(故事/描述性文章/議論式文章/評論..)

2-2 根據文本生成提問(開放式,四選一,是非題, *對話,引導式活動,三選一標題,閱讀小活動:廣告,邀請函..)

*適用全英: 對話(根據文本+必用單字可生成對話)

*可加關鍵字彙

*可用大考/模考/廠商考卷題目再生成題目

*可參閱解答(有詳解)

3.Learn a practice new words

3-1 文章自己挖空(克漏字&文意選填&社會科知識性文本)

3-2 字彙配合題(單字&英英解釋)

3-3 單字造例句(可在同一個主題之下生成例句)

3-4 給主題生成可能字彙

3-5 詞類變化(給單字生成例句)

3-6 給單字生成兩句對話

3-7 搭配詞(給文章自己選單字)

*適用全英: 對話

4.Drill some grammar

4-1句子重組

4-2句子拆解

5.Make your students speak

*5-1根據主題生成討論問題

5-2根據主題生成十則有趣事實

*5-3根據主題生成優缺點

5-4根據主題生成名人名言

*5-5根據主題生成不同意見

5-6根據主題給關鍵字(3個)造句

*適用全英: 破冰遊戲, 四角辯論,事物優缺點

6.Ideas for homework

6-1 根據主題生成題目

6-2 指定字彙與創意寫作

*Don't Stop

2.選擇階段 (Presentation, Practice, Production) 設計口說活動(教師指導語、鷹架、步驟等)

3.選擇操作資源與工具

4.設計評量

5.同儕根據檢核點(問題)相互給回饋

2.文本:Birds are one of the most interesting things to study. Here are some facts about their eggs.

·       Some birds can lay about 15 eggs at once, while many others lay only one.

·       Ostrich eggs are quite large and heavy. It weighs about 1.4 kilograms and can be about 13 cm wide and 15 cm long.

·       Bee hummingbirds are known for their small eggs. Their eggs weighs about 0.62 grams and are about 1.5 cm long.

·       Birds living in cold places often lay brown eggs.

Some birds lay their eggs in the nests of other birds.

3.學生程度:七年進階學生

4.口說活動: (presentation, practice, production)口語練習

(1)教師指導語: introduce different birds eggs.

(2)步驟:

First, introduce a kind of bird egg.

Second, tell the characteristic of the bird egg.

(3)模擬學生回答/發表與互動(師生/生生)

student: Hi! Can you tell me about interesting bird eggs?
Teacher: Sure! Have you heard of emu eggs?
Student: No, what’s special about them?
Teacher: They’re large, 13–15 cm long, weighing 500 grams, and deep green like jade.
Student: Why green?
Teacher: The color camouflages them in grass, protecting them from predators.
Student: Any other features?
Teacher: Yes, their thick, glossy shell protects the chick and prevents drying in Australia’s heat.
Student: Amazing! I didn’t know bird eggs were so unique.
Teacher: They are! Each species has eggs adapted to its environment.

5.資源/工具: Pictures, PPT

6.評量: 必用以下的單字: shell, amazing, unique, species

2.文本:

3.學生程度:

4.口說活動: (presentation, practice, production)

(1)教師指導語:

(2)步驟:

(3)模擬學生回答/發表與互動(師生/生生)

5.資源/工具:

6.評量:

2.文本: Recycled Orchestra

3.學生程度: intermediate

4.口說活動: (presentation, practice, production)

(1)教師指導語: "Work with a partner. You will each have different information about Ada’s life. Your goal is to ask and answer questions to find out the missing details."

• "Student A has information about Ada’s life before joining the orchestra. Student B has information about her life after joining the orchestra."

• "Write down the answers you get from your partner and complete the worksheet."

(2)步驟: Pairing Students: Divide students into pairs (Student A and Student B).

• Distribute Worksheets:

  • Student A: Information about Ada’s life before joining the orchestra.

  • Student B: Information about Ada’s life after joining the orchestra.

• Speaking Task: Students ask each other questions to gather the missing information.

  • Encourage complete sentences in both questions and answers.

• Support as Needed: Circulate the classroom to monitor progress and assist students.

(3)模擬學生回答/發表與互動(師生/生生): A: Q: "Where did Ada live before she joined the orchestra?"

B: "She lived in a slum near the Cateura landfill."

5.資源/工具: Paper+Markers

6.評量: Recored their asking and answering

2.文本:B1 L7

3.學生程度:intermediate

4.口說活動: (presentation, practice, production)

(1)教師指導語:1. "Okay, everyone, we just read the story of the Recycled Orchestra. Now, I want you to retell the story to your partner in your own words. Focus on the main events: what happened to Ada and her friends?" 2. "Remember to use simple past tense."

(2)步驟:圖片排序 (Picture Sequencing): 老師可以將故事分成幾個重要的情節，並製作成圖片卡。首先，老師將圖片卡的順序打亂，讓學生根據故事內容，將圖片卡重新排序。這個步驟可以幫助學生掌握故事發展的脈絡。

• 老師指令: "Now, I have some picture cards about the story. They are not in order. Work with your partner and put them in the correct order."

• 學生回應: (學生會討論圖片的順序，例如："This picture shows Ada playing the violin, so it should come after the picture of the orchestra.")

• 資源: 故事圖片卡

• 關鍵字提示 (Keyword Prompts): 老師可以提供一些與故事相關的關鍵字，例如：landfill, music, instruments, orchestra, famous。接著，請學生利用這些關鍵字，一句話一句話地複述故事。

  • 老師指令: "Here are some keywords from the story. Use these words to help you retell the story to your partner. Try to make a sentence with each word."

  • 學生回應: "Ada lived near a landfill. She loved music. They made instruments from trash. They formed an orchestra and became famous."

  • 資源: 關鍵字卡

• 簡答練習 (Short Answer Practice): 老師可以針對故事內容，提出一些簡單的問題，讓學生練習以簡短的句子回答。例如：Where did Ada live? What did she love? What did they make instruments from? What did they form? How did they become?

  • 老師指令: "Now I'm going to ask you some questions about the story. Answer the questions in short sentences." "Where did Ada live?"

  • 學生回應: "She lived near a landfill."

  • 資源: 無

• 合作複述 (Collaborative Retelling): 將學生分成小組，讓他們合作完成故事複述。可以指定每位組員負責複述故事的不同部分，最後再將各部分組合成完整的故事。

  • 老師指令: "Now, work in groups of four. Each person will retell one part of the story. Then, put all the parts together to make a complete story."

  • 學生回應: (學生會分工合作，輪流複述故事的不同部分。)

  • 資源: 無

• 表演複述 (Performance Retelling): 鼓勵學生以表演的方式複述故事，例如：可以讓學生扮演故事中的不同角色，並加上簡單的道具和動作。

  • 老師指令: "Now, let's act out the story! Choose a character and act out their part."

  • 學生回應: (學生會扮演故事中的角色，並用肢體語言和簡單的對話來表演故事。)

  • 資源: 簡單道具 (可選)

(3)模擬學生回答/發表與互動(師生/生生)"Ada lived near a landfill. She loved music. Mr. Chavez gave music lessons. They made instruments from trash. They formed an orchestra and became famous."

5.資源/工具: flashcard

6.評量: The story-retelling session should use oral assessment/ sentence pattern.

2.文本:

3.學生程度:

4.口說活動: (presentation, practice, production)

(1)教師指導語:

(2)步驟:

(3)模擬學生回答/發表與互動(師生/生生)

5.資源/工具:

6.評量:

2.文本: History Repeats (B3-L7)

3.學生程度: 2nd in senior high

4.口說活動: (presentation, practice, production)

(1)教師指導語: Analyzing, debating & presenting

(2)步驟: a. How to create a sense of fear and uncertainty

b. Decide on self-freedom& public pandemic

c. Topic-related selections

(3)模擬學生回答/發表與互動(師生/生生)

5.資源/工具: learning software & researching mind-map

6.評量:presentation and participation

2.文本: History Repeats: Lessons from Pandemics

3.學生程度: 中高

4.口說活動: (presentation, practice, production)

Expert Panel Discussion

(1)教師指導語:Now, all of you are the expert. 4 people in a group, and we will have an expert panel discussion on the impact of the Covid-19. Each group will research a specific aspect and present their findings to the class.

(2)步驟:

1. https://www.youtube.com/watch?v=0cGLrSpaf4o

(3)模擬學生回答/發表與互動(師生/生生)

1. Ss: What happened in the pandemic era?

   Ss: Many restrictions.

   Ss: out of business

   T: so, "The economic impact of the Covid-19 was devastating. Trade collapsed, and many businesses failed. This led to widespread poverty and social unrest."

2. Something good?

   Ss: foodpanda/ uber eats.

3. 
   

5.資源/工具:

6.評量:

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2.語言適切性:課室英語,教學指示,回應學生

3.多模態資源應用:多媒體,肢體語言

4.教學有效性:學生理解老師表達, 完成課堂活動,運用課堂所學

13:10-13:35 黃金圈 & 全英授課目標

13:35-14:00 全英活動實作-1

14:00-14:10 同儕回饋

14:10-14:25 休息

14:25-14:45 全英活動實作-2

14:45-14:55 同儕回饋

14:55-15:00 Check out

15:00-15:10 休息

15:10-16:00 AI 融入教學