不同的繪本有不同的教學方式,針對文字內容都較簡單的英語讀本,此時可以設計小書製作活動。讓學生模仿讀本的句型與風格,做出屬於自己的小書,並且發表。五年級上學期康軒第三單元是星期,可以結合的繪本很多,像是:Today is Monday適合中間程度的學生作學習,或是 Piggy book適合能力較優秀的學生,老師可以根據自己學生程度選擇英文結合。
這次選擇 Joy has a problem 是國內彩虹出版社2006年出的讀本,剛好可以結合五年級綜合課,做一個雙語綜合單元,成果展出是讓學生用小書做出 <人際互動表>,英語融入包含星期,情緒,事件動詞,跟英語格言等等。
課程設計(兩到三堂課)
第一堂課:介紹繪本
Before reading:cover walk
先請學生看封面,然後老師根據封面線索詢問學生問題。這邊可以小組競賽,回答問題。
Joy has a problem
Joy likes to go to school. She tells her mom about everything at school every day. However, one day, Joy becomes quiet. How will Mom help Joy solve her problem and make her like to go to school just like she did.
Rainbow Culture Editorial Group.** (2006). Joy has a problem (Zhang, Y., Illus.). Rainbow Culture. Read by Mr. Greg.
https://www.youtube.com/watch?v=VWhwd_cORpU
While reading:pause and ask questions
因為是讀本所以英文相對簡單,線索也很多,每一頁都很好設計問題。
After reading:每本書都會有一個moral meaning
這邊我會去找相對應的英語格言,請學生抄寫下來,最後用做小書的時候,可以當成結尾頁。
1."It's okay to mess up, but it's brave to try again.“
2. "Even a bad day can end with a good choice.“
3. "Every mistake is a chance to be better.“
4. "Anyone can change if they try.“
5. "Kindness makes us all better."
Guiede Reading
高年級開始可以讓他們小組共同閱讀,老師可以發下讀本,配合學習單,讓小組完成任務。
這邊看中合作學習,學生想要單一操作也可,但是學習興趣會下降很快
高年級盡量以完整句型呈現
結合 AI 生成繪圖,讓他們看句子猜猜圖片編號
第二堂課:小書製作
即使是高年級,再做小書時,還是要手把手提醒與教學;光摺紙可能就會花5分鐘
小書創作格式
老師介紹小書創作英語格式,這邊可以做差異化教學。 (介紹需要花5-10分鐘)
初階程度: 可以找尋繪本中符合情境的句子抄寫上去
中階程度: 必須根據讀本句型,然後填上符合自己想法的句子。
高階程度: 理論就是給他每一頁要做什麼,剩下就是讓他彈性發揮
小書創作英語格式
介紹完,學生大約還有20-25分鐘創作,提醒學生<這堂本質還是英語課程,英語寫完可以先拿給老師檢查,然後再放心畫圖>
第三堂課:小書發表/gallery walk
全班分成五組,小組組內發表,然後小組推選一位代表小組競爭。
五個小組代表上台說故事,台下學生投票,每人兩票。
老師格外行間巡視,看有沒有遺珠之憾,課程結尾時,口頭獎勵。
文本
Joy is a happy girl. She likes to tell her mom everything about school. After school on Monday, Joy told her mom, "I got a pencil today." After school on Tuesday, Joy told her mom, "I got a pencil case today."
On Wednesday, she had nothing to say. Then, after school on Thursday, Joy was quiet and sad. Joy's mom hugged her and said, "Tell me about your problem, and you will feel better." Joy cried loudly and told her mom, "I took Tom's ruler. Tom was very angry and asked everyone, 'Who took my ruler?'"
After telling her mom about the problem, Joy felt better. On Friday, Joy went to school with her mom and gave the ruler back to Tom. On the way home, Joy said, "I feel better because I gave the ruler back to Tom."
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