全民英檢中高級實例教學

Advanced English Teaching

主講人：程小芳國立聯合大學應用外語學系暨語文中心主任

中高級教學資源參考網站

全民英檢參考字表：http://www.lttc.ntu.edu.tw/academics/wordlist.htm

中高級聽力教學參考網站 News: BBC, CNN, National Public Radio…etc. Historychannel.com: (speeches)

http://www.history.com/video.do?name=speeches Hollywood.com: http://www.hollywood.com/ Multimedia Educational Resource for Learning and

Online Teaching:http://www.merlot.org/merlot/index.htm

Randall’s ESL Cyber Listening Lab: http://www.esl-lab.com/

Using English for Academic Purposes:http://www.uefap.com/listen/listfram.htm

中高級口說教學參考網站 English Pronunciation Tips of the Day:

http://www.phon.ucl.ac.uk/home/johnm/eptotd/tiphome.htm

Eva Easton: Authentic American Pronunciation:http://evaeaston.com/pr/home.html

American English Pronunciation Practice:http://www.manythings.org/pp/

Pronunciation Web Resources:http://www.sunburstmedia.com/PronWeb.html

中高級閱讀教學參考網站 Reading Poetry: A checklist of things to be considere

d (from the writing center of George Mason University in Fair fax, Virginia)http://writingcenter.gmu.edu/resources/handouts/readingpoetry.pdf

Cobuild Condordance: 加強對詞語搭配 (collocation)的認識http://www.collins.co.uk/Corpus/CorpusSearch.aspx

The Longman Defining Vocabulary:http://www.cs.utexas.edu/users/kbarker/working_notes/ldoce-vocab.html

中高級寫作教學參考網站 Guide to Grammar and Writing:

http://webster.commnet.edu/grammar/index.htm

Common Errors in English:http://www.wsu.edu/~brians/errors/errors.html

The Purdue Online Writing Lab: http://owl.english.purdue.edu/

Cambridge Dictionaries Online:http://dictionary.cambridge.org/define.asp?key=am*3+0

Strategies good learners use Paying attention to the formal properti

es of the target language (Ellis, 1994) Attending to form and monitoring one’

s own and others’ speech (Reiss, 1985)

Paying attention to how the target language is used (Stevick, 1989)

Discourse Grammar

There are several solutions to the problem of sick-building syndrome, among them cleansing the building. First, or course, experts must determine the specific cause in any one building. Then workers probably need to take out carpets, wallpaper, and ceiling tiles in order to remove mold and bacteria. Also, they need to clean out the air conditioning system and completely rebuild the system of ventilation. They should remove synthetic products and bring in natural products, instead, if they are available.

(Kirn & Hartman, 2002:30)

Discourse Grammar

These days, urban lifestyles seem to change very fast. It is more than just clothing and hairstyles that are in style one year and out of date the nest; it’s a whole way of living. Once year people wear sunglasses on top of their heads and wear jeans and boots; they drink white wine and eat sushi at Japanese restaurants; for exercise they jog several miles a day. However, the next year everything has changed. Women wear long skirts; people drink expensive water from France and eat pasta at Italian restaurants; everyone seems to be exercising at health clubs. Then, suddenly, it has changed again. Men shave their heads and wear earrings; people wear only natural fabrics (safe for the environment); they drink gourmet coffee and eat Thai food; for both leisure and exercise, they go inline-skating.

(Kirn & Hartman, 2002:85)

Discourse Grammar

Vitamins are powerful substances, as seen when people consume too little or too many. A deficiency of vitamin A can lead to blindness. A lack of the B-vitamin niacin can cause symptoms of mental illness, and an absence of the B-vitamin thiamin can eventually produce nerve, heart, and brain abnormalities. Doing without vitamin C can lead to scurvy, and failing to take in vitamin D can retard bone growth. The consequences of deficiencies are so dire, and the effects of restoring vitamins so dramatic, that people spend billions of dollars every year on vitamin pills. They are advised to remember that many vitamins hold the potential for toxicity if taken in amounts that far exceed recommended dietary allowances.

(Langan, 2004:237)

Categories of Connectors

Additive: and in other words and so in addition furthermore nor or else besides alternatively by the way for instance or likewise similarly in the same

way first…second/then

Categories of Connectors

Adversative: yet though but however nevertheless despite

this in fact actually on the other

hand instead rather on the contrary in any case

Categories of Connectors

Temporal: First next after that just then finally Previously before that at once at last in the end meanwhile soon

an hour later up to now until then at this moment

at the same time from now on now then when

Categories of Connectors

Causal: Because for hence therefore consequently so for this reason as a result then Thus on this basis with this in mind under the circumstances otherwise in that case

Gradual Release of Responsibility

First introduced by Pearson and Gallagher in 1983

Model Instruction Shared Instruction Guided Instruction Independence Stage

Student Success Criteria

the title and author (T&A) the main ideas (MI) important supporting details (D) the moral of the story (M)a brief synopsis of the story that

is not longer than 10 sentences

Model Instruction (Teacher does ALL) The teacher introduces to the students that their next

writing task is to learn how to properly write brief summaries.

The class creates a Student Success Criteria like the one above under the guidance of the teacher.

The teacher reads the short story book Stone Soup written by Jon J. Muth to the students.

On the board, the teacher writes a brief summary of the story, often referring back to the Student Success Criteria. After writing the brief summary, the teacher checks her own work against the Student Success Criteria through think aloud to see if each criteria on the checklist is included in her work. She explains the strategies used as she reviews her work.

Shared Instruction (Teacher does, students help) Review the Student Success Criteria on brief summary

writing. The teacher chooses another short story book to read

aloud to the students. On the board, the teacher writes a brief summary with

the help of the students, often referring back to the Student Success Criteria for verification.

After writing the brief summary, the teacher and students look at each criteria on the Student Success Criteria and makes sure that each criteria is included in their work.

Guided Instruction (Students do, teacher helps) Review the Student Success Criteria on brief summary

writing. The teacher chooses another short story book to read

aloud to the students. The students write a brief summary using the Student

Success Criteria as a guide. This may be done with a partner.

The teacher walks around and checks the students' work, giving feedback when necessary.

Students hand in their work and the teacher checks for quality of work, making sure that each point on the Student Success Criteria is included.

Teacher gives constructive feedback to students. No mark is given.

Independent Instruction (Students do ALL) Review the Student Success Criteria on

brief summary writing. The teacher chooses another short story

book to read aloud to the students. The students write a brief summary using

the Student Success Criteria as a guide. No further reminders are given by the teacher.

The teacher collects students' work and gives a mark.

Conclusion

Each step of the Gradual Release of Responsibility model may take more than a day and the teacher may backtrack when necessary. It is up to the teacher’s judgment to determine how long each stage is needed. This may be seen as an obstacle. But it is really a good way to improve learning outcome.

Q & A

Thank you very much.