全民英檢中高級實例教學

1. 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

2. 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

3. 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

4. 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

5. 中高級閱讀教學參考網站 • Reading Poetry: A checklist of things to be considered (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

6. 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

7. Strategies good learners use • Paying attention to the formal properties 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)

8. 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)

9. 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)

10. 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)

11. 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

12. 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

13. 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

14. 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

15. Gradual Release of Responsibility • First introduced by Pearson and Gallagher in 1983 • Model Instruction • Shared Instruction • Guided Instruction • Independence Stage

16. 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

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. Q & A Thank you very much.