Reflection on Sanmin Senior High Unit 8 Teaching

Lesson: Sanmin Senior High Unit 8: Mother's Hands


My peers had some good ideas of presenting the lesson. Next, I will share those good ideas.


1. Review the vocabulary by making a short story.


a. After teaching the vocabulary, the teacher can help students review the words.


b. Randomly give each group three to five words.


c. Ask them to make a short story about Mom by using those words. (The story should be related to Mom because the topic of the lesson is about Mom.)
 e.g.  Use "regretful, calm" and "childhood"
--> In my childhood, my mother used to calm me down by combing my hair with her gentle hands. Since I live in another country now, I seldom have time to go back to Taiwan. I am regretful that I did not show my gratitude to my mother before I left Taiwan; I miss her so much.




2. Start the class by using the clip about Mom


a. Since the topic is about Mom, the teacher starts the class by showing a clip about Mom.

* Sugesstion: The teacher can make good use of the video by asking some related questions such as "what did the Mom say in the video".




3. Comprehension check for teaching reading.


a. The teacher asks students some comprehension check questions after teaching each paragraph.


b. The teacher can ask more than one question. If students can answer the questions correctly, they may win some points.
 e.g. Why doesn't the author like her mother to touch her?

Reflection on Sanmin Senior High Unit 7 Teaching

Lesson: Sanmin Senior High Unit 7: A Human War for a Battle Among Goddesses


My peers did a great teaching demonstration on this lesson. Next, I'll put some parts of the content which I really like  a lot in this reflection.




1. Show pictures of each paragraph to concrete the reading.


a. The teacher presented related pictures of each paragraph to help students recall the content and also use this way to concrete the content.

2. Teach "Beyond the Text: In the Hands of Gods" through an activity


a. The teacher finds a few brief stories of the myth. After asking students to read them, the teacher asks them comprehension questions. If they can answer the questions quickly, they will win the points. If they can't, they need to yield the chance to the next group.

3. Teach "Word File" with related pictures.


a. The pictures which the teacher show to the students can represent the word. After presenting the picture, the teacher explained the meaning of the word. Some  examples are shown below.

* My suggestion: 
For this part, since all the words can be presented with pictures, the teacher can teach those words in another way. That is, the teacher can let students  "guess" what the word might be by showing the pictures. It's a chance for them to "talk" and let their  imagination run wild.

Reflection on Sanmin Senior High Unit 6 Teaching

Lesson: Sanmin Senior High Unit 6: A Rabbit's Foot and a Piece of Wood


My teammates and I were responsible for the lesson. And I will share some parts of our lesson plan.



1. Make good use of the warm-up


a. Use the six pictures to introduce the topic of the lesson . 


b. Talk about superstition of each picture.


c. Teach some related vocabulary.

2. Provide graphic organizer of the reading


a. After teaching the reading, the teacher can give of quick summary of each paragraph. 

b. Then, the teacher can teach students about the structure of the reading.

3. Use questions about superstition to link to grammar points


a. Before teaching grammar, the teacher can ask students some questions.

b. To ask these questions, the teacher can design a interesting "guessing" activity. The teacher can prepare four cards. Each card has one question about superstition and some points. If they give the correct answer, they would win the points. (Points can range from one to fifteen.)

遊戲中學習 學子受益多

作者： 林金池╱新北市報導 | 中時電子報 – 2011年9月6日 上午5:30

中國時報【林金池╱新北市報導】

新北市國小活化課程從一元變多元，又加入家長自由參加的選項，受到家長普遍支持，以五月份舉辦的六場公聽會與說明會為例，一千五百多位家長幾乎全數贊成，希望未來能加入更多元的課程，讓小孩更喜歡上學。

汐止白雲國小家長會長朱美玲表示，從英語活化課程，搭配英速魔法學院，到如今的多元活化課程選項，讓她對新北市教育更有信心，尤其學校鄰近中研院，吸引許多學者的小孩來就讀，就是看中新北市的多元活化課程。

蘆洲國小吳姓家長表示，小孩原本參加英語為主的活化課程，雖然今年加入其他體育、藝文與音樂課程選項，但基於學習國際語言，小孩繼續選擇英語課程，透過歌謠、故事等學習，小朋友更懂得從遊戲中學習。

新北市教育局國小教育科長湯瑞雪指出，今年五月針對多元活化課程，共舉辦一場說明會及五場公聽會，共約一千五百人參加，不少家長希望以英語為主的活化課程，但也有家長認為多元選項也不錯，但九成以上都是贊同。

國中小英語銜接 北市：增加學習時數補救

作者： 張益勤 | 國立教育廣播電台 – 2011年8月5日 下午6:58

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  國中小英語銜接　北市：增加學習時數補救

臺北市國小英語基本學力檢測有二成二的學童未達基礎，家長質疑，國小教材百花齊放，是否能銜接國中的一綱多本選一本。不過，教育局回應，教材與學習落差的關聯性並不顯著。

九年一貫一綱多本的教育政策實施近十年，然而，99年國小生英語基本學力檢測結果，卻有22.63％的學童沒有達到基礎，學生家長王鎮東擔心，國小單字量為320字，國中為1250字，但是國小教材百花齊放，國中卻是一綱多本選一本，質疑國中小課程銜接問題。

中華民國英語文教師學會理事長戴維揚說，臺北市一綱多本，除了每個年級十本左右的審定本，還有多達24本非審訂本在學校流通，因此建議透過各校和教育局合作，選出三本教材，限定教學範圍。

教育局主秘馮清皇則回應，英語基本學力檢測的抽測結果發現，教材的選用與學習落差並沒有關聯，反而是學習時間長短和家庭教育較為重要。因此，臺北市100學年度起除了多加一堂英語課，也讓學童自行選修週三與週五下午的課後卓越實驗課程，增加學習機會。

國語實小英語老師張孝慈也認為，一綱多本的英語教材是為配合學童學習程度，經由嘗試，自然會有淘汰，家長不必過於擔心。

小五生英語村遊學 8日啟動

作者： 吳政峰╱基隆報導 | 中時電子報 – 2011年9月3日 上午5:30

中國時報【吳政峰╱基隆報導】

為了激發小學生勇敢開口說英語，教育處在一百學年度上學期的八日起，為期一年，計二個學期，啟動全市四十二所公立小學五年級生「英語村遊學」計劃。透過小學生與外籍師資的一對一情境式互動教學，期望基市小學生，讀、寫、聽、說，樣樣行。

教育處解釋，全市小學三年級生、四年級生處在英語學習的基礎階段。至於小學五年級生，已具兩年的英語基礎。為了提升基市小學生的英語能力，不再停留「讀」、「寫」，也會「聽」與「說」，勇敢開口說英語，教育處在一百學年度的上學期，啟動「市屬國民小學五年級英語村遊學」計畫。

教育處表示，現已協調公車處，四十二所市立小學的五年級生從八日起為期計一年、二個學期，將分批以市公車載送前往東信國小英語村、長興國小英語村，進行情境式的英語遊學。

教育處說，小學生進入英語村，彷彿身歷其境國外的購物中心、巴士站、港口與機場海關、超級市場、烘焙教室、小劇場等模擬場景。外籍老師將安排趣味課程，一對一與小學生對話，讓小學生開口體驗說英語的樂趣。