Tell me and I forget, Teach me and I remember, Involve me and I learn. Confucius (551-479? BC)

1. Tellme and I forget, Teach me and I remember, Involve me and I learn. Confucius (551-479? BC)

2. “A child learning language is developing on all fronts, not just the linguistic one, and is trying to make sense of his social environment and the world of objects around him as well as of his linguistic input.” ~Elliot, A.J. (1992) 一個學習語言的孩子是全領域的發展，並非只有語言這一項。而且是試著對他的社會環境與環繞著他事物的世界有所了解；尤如語言輸入一般--全方位發展。

3. Enable to 賦予孩子的軟實力， Not difficult 讓英語學習簡單化 ， Gift alike 正視孩子擁有的天賦， Learn to learn 學習如何學會英語， Internalized learning 內化的學習法， Strategies building 學習策略的建構， Harvest man 讓孩子成為英語學習的豐收者！

4. 簡化教學時過於複雜的解說 英語教學的四個新概念 By Dorene Chiu

5. 附加→移位→代換→不重複 Saussure’s Semiotics 符號主義 (+)→()→(=)→(≠) S

6. 結構教學的自然法則— 疊疊樂 The Two-word Method

7. 樞紐文法裡探究疊字學 • 1) 樞紐文法與英語初期學習階段 • 的關係 2) 架構字形的認知 3) 結合音與字形的認知 4) 字詞與語法的邏輯關係

8. Morpheme: the smallest grammatical unit Noun s a an the Noun

9. 代換與形容原則 noun = noun 代換 John = a student N. + be + N. John is a student. S + V + SC

10. 代換與形容原則 N.+be + Adj. 形容與移位 Adj. noun

11. 附加與移位 () →+not → (not/) 肯定到否定 ↓ (?) 直述到疑問 S It is a book. → It is not a book. Is it a book?

12. 進階1 + 1 = 1 原理 代換與不重複 I am a student. (1) + (, and) You are a student. (1) = I am a student, and you are a student. , too.

13. Analyzing

14. Three Period Lesson 三階段教學法 -- 是法國教育學家塞根 (Sequin) 著名的教學方法，後來被蒙特梭 利採用。 -- 這是幫助孩子在結合東西與名稱時所用的教學方法。 -- 每一段學習時間所需的時間，視個別孩子而異。 -- 第一個階段是介紹名稱， 並明確的表明所要學習的範圍。 -- 第二個階段是給認知的階段。這階段要給孩子時間主動的將新 知納入自己的經驗當中。 -- 第三個階段是確認的階段。是要幫助孩子確認以前不知道的事 物。 This is ________________. This is ___________. 2. Show me ______________. Show me _________. 3. What is this? What is this? **Now you know _____, ______, and _____.

15. T: It is a book. 介紹名稱 T: Is it a book? 認知的階段 S: No, it is not. T: What is it? 確認的階段 S: It is a ruler.

16. Simple → compound → complex S.S. 附加 → 不重複 → 順序 → 移位

17. 描述一件事情 (簡單式) a fact /an event 同時 持續動作 vs. 瞬間動作 2 Vs 重疊 強調動作 When vs. While 順序 動作之順序 條件句

18. Reading Brings Mental Exercises 閱讀與心智練習

19. --Read for the main idea --Read for the details --Read for the inference (deductive & inductive) --Read for the organization

20. The Two-word Method 尋找Key words noun 延展 to extend 連結 to link

21. 樞紐文法裡探究學習智慧與策略 1) 語言思維合理化的形成 2) 強調學習思考 3) 提供並要求學習策略 4) 明確有效的語法教學強化後設認知

22. Tim Can Read Tim is a good reader. He uses clues to help him read. First, he looks at the picture. That helps him know what the story is about. Next, he reads the title of the story. Now he knows a little more. As he reads the story, the words make pictures in his mind. 56 words

23. read er Tom can = reader = he look at read picture story book

24. listen + er→ listener speak + er→ speaker read + er→ reader write + er→ writer Verb er

25. There are many symbols that stand for the United States. One symbol is the Liberty Bell. It stands for a free country. The U.S. Flag has 50 stars. Each star stands for a state. What are the colors of the U.S. flag? The bald eagle is another U.S. symbol. The eagle shows America is strong. It is on the U.S. quarter. The Statue of Liberty stands for freedom. Many years ago people came by ship to the United States. They were happy to see the Statue of Liberty. It showed that they had come to their new home.

26. The teaching skill for reading Coherence and cohesion

27. Learner achievement of purposes through using language (listening/ speaking/ reading/ writing) Development in learner’s language system and strategies for using system results in enables further

28. General information about text Information from text Pleasure or interest REASONS Skimming Scanning STYLES Involuntary Rapid Intensive Extensive reading By Eddie Williams

29. Modeling :modeling a text is to transfer it from where it is latent, in the teacher’s mind, on the pages of a textbook, to the students’ ears or eyes Teaching meaning: expression, message orientation Highlighting: frequently draw students’ attention to grammatical, spelling, phonological feature Checking: questioning skills Fixing: memory input by repetition

30. 我並未發明一種教育方法，我只是讓一些兒童有機會活下去。我並未發明一種教育方法，我只是讓一些兒童有機會活下去。 1914 by Maria Montessori

31. 如果你能幫助孩子培養閱讀的喜好，他們不僅有能力閱讀，也會終身選擇閱讀。如果你能幫助孩子培養閱讀的喜好，他們不僅有能力閱讀，也會終身選擇閱讀。

32. Print Letter recognition Word recognition Letter “decode” for reading aloud with and without comprehension Whole word reading without meaning Semantics Output phonology Response buffer Speech

33. Attention ~Disengage 抽離 ~Shift 轉移 (tasks and mental sets shifting) 認知與策略 ~Engage 投入 閱讀有困難的孩子，聲感能力較差。

34. Attention and Reading Focused attention集中性注意力 Sustained attention持續性注意力 Selective attention選擇性注意力 Alternative attention交替性注意力 Divided attention分散性注意力

35. Parallel Distributed Processing PDP: based on the notion that information is processed simultaneously at several levels of attention. attention in the intellectual center, the emotional center, and the physical center.

36. Mental process as perception, introspection, memory, creativity, imagination, conception, belief, reasoning, volition, and emotion—in other words, all the different things that we can do with our minds.

37. I have a banana. You have an apple. He has a pear. She has an orange. Teach inductively to deductively

38. Listening Skills Hearing: listening enough to catch what the speaker is saying. Understanding: comprehension =coherence + cohesion Judging: make sense +

39. Imaginative writing will tap episodic and unconscious memories as part of process of creating an imaginary world. Discursive writing will tend to call upon semantic memory in which logically interconnected ideas will be important. White, R. &Arndt, V.

40. Think of experiences Use imagination Deliberate logically Observe Perceive Search information

41. WritingSensesfor Teachers Develop kids’ writing skill as an initial step Designthe writing sheets variously Help kids usetheconnectors Find more attractive topics Construct kids’ thinking ways

42. You are going to take a 7-day trip. What do you need? You are going to take a 7-day trip. What do you need? I am going to bring….

43. Find the topic from kids’ lives *Newspaper and magazine articles * Short stories and novels * Television programs or movies * A painting * Conversation * Memories * An interesting experience * A fascinating person * A lecture or class * An funny friend * Holidays * A great meal (or a terrible meal) * A beautiful landscape * An ugly building

44. Learners’ needs 1) The elements of a language: ~ Vocabulary ~ Grammar ~ Pronunciation 2) Four well-developed skills 3) A good mental process building 4) A well-organized input Mind Maps + Strategies +Metacognition