附件臺南市東區勝利國民中小學 106 學年度沉浸式英語教學特色...

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臺南市東區勝利國民中小學

106 學年度沉浸式英語教學特色學校試辦計畫

一、學校現況分析

東區勝利國小創立於民國 28 年 4 月，位在府

城文教首善之東區，目前國小班級數 48 班級幼兒園 1

班，教職員工 116 位，學生含幼兒園為 1293 人，為臺

南市東區第一所設立之小學。仳鄰臺南一中、長榮中學、

成功大學等知名學府、文風鼎盛，富藏豐沛的文化教育

資源。

本校多年來為教育部各項重點指標學校，100 年度以「當 MIT 遇上 ICT,

本土也要愛科技」榮獲教育部全國「教學卓越金質獎」，自 98 至 101 年獲得教育部「閱

讀磐石學校」、「閱讀推手團體獎」、「閱讀推手個人獎」等閱讀教育相關獎項；在

資訊教育部分，本校為全球微軟「未來學校」並分別於 99 至 101 年參加各項國際論壇

外，更於 99、100、102 三次獲選為教育部全國「資訊融入創新教學典範團隊」，103-106

學年度為教育部行動學習計畫學校，並發展創客Scratch電腦語言及運算思維課程，。

在英語教育部分，本校位處優勢文化教育學區，本校學生過半來自高經濟知識家

庭，家長普遍重視英語教育並具國際視野，學生自小接受校外英語課程者為眾，自 87

年本市實施國小二年級至六年級英語教學，本校即進行

辦理高年級班群內英文分組教學，因材施教適性教學，

歷年來在全市英語文各項競賽表現更是有目共睹，英

語讀者劇場近幾年皆為全市大型學校組特優第一，在

105-106 年度教育部國小英語學力測驗中表現更是

名列前茅。106 學年度起，本校實施語言及課程內

容整合課程並成為本市 CLIL 雙語教育試辦學校，以

超優質中外籍英語教師團隊結合領域教師專業資源，從小一起

步，小四翻轉，開啟勝利英語教學新篇章。

學校各項教學成果獎項豐碩，確為本校贏得名氣。惟獎牌的榮譽與得獎的愉悅當

如煙花，燦爛美好只有一時，檢視勝利目前的形勢，除面臨「學區限制」、「少子化」

殘酷現實之外，更有邁入第七十六年的學校硬體設備老舊、教師平均年齡老化、大半

教師滿足現況缺乏挑戰自我及精進研究發展動力，既有學區缺乏發展空間及無新住宅

建案或重要公共建設等不利因素。我們深知名氣只有表面，得獎只是一時，勝利的永

附件 1

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續發展最重要的是要回歸國民基礎教育本質，除落實勝利多元結構課程及有效教學之

外，勝利更必須以整合英語及學科知識的 CLIL 課程讓每一位從勝利畢業的勝利囝仔帶

著充足而豐富的英語能力、學科知能、獨立思考及解決問題的能力，在日後求學的道

路上續航，並成為府城國際化未來人才。

二、學校資源條件

(一)優質英語教師團隊

106 學年度本校共有專任英語教師 6 名，兼任行政職 1 名:

編號職稱姓名英語檢測認證B2以上資格/工作

1 英語科任王憶文 � 英語科任教師皆為英

語相關系所畢業，並

實際擔任英語課程及

英語融入領域課程教

學。

2 英語科任李佳容 �

3 英語科任魏晨珊 �

4 英語科任梁玉鈴 �

5 英語科任吳貞瑩 �

6 英語科任謝承翰 �

7 教務主任黃郁雯 �

(二)一般教師具英語專業背景

106 學年度本校級任導師及非英語領域科任教師中，英(外)語相關科系畢業者有 7 位，

另有取得英語文測驗中級以上資格者計有資訊組長蘇彥寧、305導師楊淑芝、504導師

尤怡人等 3 位。

(三) 臺南市語言及課程內容整合雙語教育試辦計畫學校

本校試辦雙語教育自 106 學年度逐年實施，於 108 學年度可達全校各年級英語融入二

至四領域；英語融入課程安排及實施方式以調整正式課程結構方式進行，以符合教育

公平之精神及全年級全面實施之原則。

(四) 緊密連結大專院校資源

本校因地緣之便，鄰近國立成功大學及國立台南大學。學校積極爭取大專院校資源

進入，定期邀請成功大學外文系所專家學者入班觀課，提供專業輔導及諮詢，提升

雙語教育及英語教學層面與內涵。

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(五) 學生優質英語能力

本校學生多數來自中產階層以上家庭，菁英家庭比例更不在少數，大多數家長重視英

語教育，過半比例以上學生入學前即接受長期英語課程，因此學生得以具備基礎以上

英語能力進行其他領域融入教學。

三、實施期程

自 107 年 2 月 21 日起至 108 年 7 月 30 日止。

四、英語融入生活及綜合領域課程理念浸潤式英語教學計畫第一階段，我們認為整合語言之其他領域學科必須是

1. 不會干擾主科的學習，如國語、數學、社會、自然。因為我們確實了解孩子的英

語能力及學習與認知能力中間有很大的落差!

2. 學科內容多元而可多面向操作的。小一的生活課程是以建立概念及生活技巧為

主，小四的綜合活動及彈性學習包含多元議題及各式活動。因此我們選擇以「生活」

與「綜合」為實施浸潤式英語課程的融入領域。

五、預期效益

(一)課程發展 1. 透過正式課程、非正式課程或潛在課程，以及各項活動的舉辦，讓學生於學習過程

中涵養英語文學習興趣，進而提升英語文能力。

2. 引進外籍教師語言及文化刺激、提升教師專業素質，達成精進英語及非英語教師課

程教學專業成長目標。

3. 跨科多向營造英語文學習情境，建構英語文教學資源網絡，協助教師改善教學及學

生掌握自我學習英語文之能力。

4. 透過學生英語學習節數的增加，增進學生英語學習能力，強化英語閱讀教學活動之

推廣，活化學生英語學習興趣

(二)教學實務 1. 透過校園雙語環境、跨科內容與英語連結授課，營造優質的英語學習情境，增進學

生對非英語學科的英語使用能力，奠定學生未來邁向國際化及培養未來能力之基

礎。

2. 藉由引進大專院校資源，帶領課程教學層次提升，精進教師教學專業，提昇教師教

學素質。

3. 協同教學共備共學，以教師團隊激盪語言及學科整合學習最佳模式，幫助學生在"

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非英語課”的學習時間同時學習英語及學科知識。

4. 以英語專長搭配領域專業，共好展能並進行有效教學，提升學生英語力與學力。

5. 培養學生英語思考、發表能力，在國小畢業時能成為具創意活力及國際對話能力，

及嫻熟應用「資訊與英語」能力的府城未來人才。

六、實施方式

(一)課程規劃階段 1、試辦領域課程，以符合課綱現行規定為原則，調整領域節數分配。

(1) 一年級

A.增加英語授課節數：於彈性課程中實施，預調整為每週二節。

B.英語融入領域授課：於生活課程中實施二節，以主題式英語繪本教學設計。

(2)四年級

A.強化英語授課：每週二節英語課以全英語授課方式進行。

B.英語融入領域授課：

(二)課程設計階段 1.課程發展步驟: 分析領域課程�設定浸潤式主題�尋找合適繪本�發展教學延伸

分析既有教科書的主題，我們首先定位 CLIL 的目標及主題，以英語繪本為引，再層層

發展主題活動、延伸教學並回應學習。

一年級課程的主要核心目標:

(1).習慣英語，英語習慣

(2).建立概念

(3).培養技能

四年級課程主要核心目標為:

(1).學習英語，使用英語

(2).以英語為思考語言，建立英語思考迴路。

(3).培養英語發表 PREP 表達方式。 Point�Reason� Example �Point

分析領域課程內容

設定浸潤式課程主題

符合主題及語言能力的故事繪本

發展整合教學活動及延伸學

習

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(三)課程執行階段 1. 一年級

(1).增加英語授課節數：於彈性課程中實施，預調整為每週二節。

(2).英語融入領域授課：於生活課程中實施一節，以主題式英語繪本教學設計。

A. 以 TPR 教學、直接教學法、溝通式教學進行英語學習，以引起英語學習興趣、

建立英語音韻覺察與語感培養、奠定英語字音拼的基本能力。

B. 融入領域則以「內容及語言整合學習」方式授課。以「內容及語言整合學習」

方式授課。以課室英語為基礎，領域主題為內容，以熟練操作性語詞(動作、

操作性語言)及(專有名詞，術語、字彙、用語等)活化學習。

(3) 評量方式: 採多元評量方式進行

A.形成性多元評量:

a. 課間表現觀察

b. 課程活動參與

c. 學習單、作業、習作表現。

B.學期總結性評量:

a. 學科知識紙筆測驗

b.英語整合能力表現: 含紙筆評量 30% 課堂檢核 40% 闖關活動 30%

(a) key words and phrases

(b) key concepts

(c) portfolio

2. 四年級

(1). 強化英語授課：每週二節英語課以全英語授課方式進行。

(2). 英語融入領域授課：

於英語融入綜合領域:每週一節，以主題式英語繪本教學配合重大議題及

多元主題規劃進行。

A. 以直接教學、溝通式教學營造全英語學習情境，提升學生口語表達及聽辨能

力；強調字音拼讀技巧培養，擴增字彙量。

B. 融入領域則以「內容及語言整合學習」方式授課。以課室英語為基礎，領域

主題為內容，以熟練操作性語詞(動作、操作性語言)及(專有名詞，術語、字

彙、用語等)活化學習。

(3) 評量方式: 採多元評量方式進行

A.形成性多元評量:

a. 課間表現觀察

b. 課程活動參與

c. 學習單、作業、習作表現。

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B.學期總結性評量:

a. 學科知識紙筆測驗

b.英語整合能力表現: 含紙筆評量 30% 課堂檢核 40% 闖關活動 30%

(a) key words and phrases

(b) key concepts

(c) portfolio

七、師資及班級資料表

臺南市東區勝利國民中小學

校長：佘豐賜聯絡方式：06-2372982#801

課程執行者：黃郁雯聯絡方式： 06-234-7379

全校班數： 48 全校學生數: 1298

參加班數：

課程取向：

18

□主題/議題 ■跨領域 □方案

參加學生數:

580

班級名稱學校教師教師英語能力暨學歷是否通過英文檢定家長同意學生參與

本計畫

一、

一年 1~9 班

101 陳貴琴

102 林婉瑜

103 孫文娟

104 鄭兆君

105 劉麗莎

107 黃貞華

108 葉芳美

109 吳宜玲

聽：□初階，■中等，□流利

說：□初階，■中等，□流利

讀：□初階，■中等，□流利

寫：□初階，■中等，□流利

□是，初級

□是，中級

□是，中高級

□是，高級

□是，其他________

□否

■是

□否

學歷：□大專，■大學

□碩士，□博士

（2）呂子平

(英語教師)

聽：□初階，□中等，■流利

說：□初階，□中等，■流利

讀：□初階，□中等，■流利

寫：□初階，□中等，■流利

□是，初級

□是，中級

■是，中高級

□是，高級

□是，其他________

□否

■是

□否



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二、

四年 1~9 班

401 陳淑茗

402 黃怡婷

403 張錦花

404 高如芳

405 杜玥璘

406 林翎華

407 王素貞

408 吳千品

409 賴麗宜

聽：■初階，□中等，□流利

說：■初階，□中等，□流利

讀：□初階，■中等，□流利

寫：■初階，□中等，□流利

□是，初級

□是，中級

□是，中高級

□是，高級

□是，其他________

■否

■是

□否



（2）洪玉芬

(英語教師)

聽：□初階，□中等，■流利

說：□初階，□中等，■流利

讀：□初階，□中等，■流利

寫：□初階，□中等，■流利

□是，初級

□是，中級

■是，中高級

□是，高級

□是，其他________

□否

■是

□否



(本表若不敷使用，請自行加列)

■上述資料須如實填寫，表列人員均知悉本計畫內容並同意參加；倘有填寫不實情形，教育

部國民及學前教育署得撤銷參與本計畫之資格，並要求該校退回相關經費。

■另申請本項補助經費時，表列人員已瞭解以下事項：教育部國民及學前教育署得於教學目

的之範圍內，無償重製、使用及推廣依本計畫補助所產出之參考教材。

承辦人教務主任校長

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八、經費概算表（※請於備註欄詳細說明各申請項目經費編列之需求及合理性，並請檢附相關明

細）

經費概算表 530,000 單位：元

項次項目單價數量/單

位

總價備註

1 輔導費 1600 18時 28,800 3時*2次*3 學期=18時

2 協同教學教師授

課鐘點費

260 1080節 280,800 2 師*9節*60週

3 外聘講座鐘點費 1600 12時 19,200 2時*2次*3 學期=12時

內聘講座鐘點費 800 12時 9600 2時*2次*3 學期=12時

4 印刷費 30,900 1式 30,900 各項資料影印

5 教材教具費 30,000 2式 60,000 圖書，材料，情境布置等

6 設備費 50,000 1式 50,000 購置圖書櫃/教具櫃等

7 差旅費 10,000 1式 10,000 實報實銷

8 膳費 80 216 人次 17,280 12 人*6 場*3 學期=216

9 全民健康保險補

充保費

3,835 1式 3,835 280800*1.191%

10 雜支

19,585

1式 19,585

合計 530,000

承辦人主計校長

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附件 1 臺南市東區勝利國小 106/107 第一學期一年級 CLIL 生活課程進度表(Sample)

Week Date Topic and Theme Reader Learning Activities

W1 8/30-9/

2

1. Names & Numbers

Bears on Wheels - Stan Berenstain

- Intro #s, memory, book, select

and write names,

- game: letter/syllable/slap

circles

*Name card

*Classroom introduction

*Seat arrangement

W2 9/4-9/8

*Q: How many ____?

A: I spy ____ transportation.

*Name & Number activities

-musical name game

-survival island game(newspaper)

W3 9/11-9/

15

2. Classroom English + Friends

- Results of rules PPT, envelope under

the desk

activity

- Intro call & answer

fun (ex. ready set -

you bet!)

-

*Review the story

(Act the words and freeze!: T says the line

in the story, Ss have to act out the words.)

*Classroom rules

W4 9/18-9/

22

3. Friends

Yo? Yes! - Chris Raschke

- How do we make friends?

*Who’s my friend?

-Friend Hunting game(Students can ask

Q1: “What’s your name?” Q2:“Do you

want to be my friend?”

-handout with flower shape

-tell and show their firends

W5 9/25-9/

29

5. Responsibility & consequences

Little Red Hen - Paul Galdone

“Who can help?”

*Arts & Craft

-animal hood making: hen/ mouse/ cat/

dog

(animal hood handout/ color pens/

scissors)

W6 10/02-1

0/06

- role play (animal mask

or hood making)

*Teacher says

-whole class activity

-group activity

-individual (pitcure cards face down on the

floor, one group a time, student pick up

the card and say the action, the team wins

with the less time)

S1: I am the mouse. I can wash dishes.

S2: I am the dog…..

10

W7 10/09-1

0/13

7. After school

Tea with Grandpa -

Barney Saltzberg

-

*Activities at school:

Q:What time do you eat lunch/ go hom/ ?

A: I have PE at 10/ eat luch at 12:00.

*Activities after school:

Q: What time do go to cram school/ do

homework/ watch TV/ exercise..?

A: I do homework at 7:00.

W8 10/16-1

0/20

*activities we do with and

without electricty

*Tea time party discussion:

-Who do you want to invite to the tea

party?

-What tea/ food do you need for a tea

party?

(Students can discuss and draw a tea party

poster including food and tea.)

W9 10/23-1

0/27

9. Nature

When Sophie Gets Angry - Molly Bang

-

*natural anilmal:

-mouse/ bird/ owl/

-The animal sounds song (Kids TV123)

W10 10/30-1

1/03

*Emotion management

-What can you do when you are angry?

(T gives Ss some examples and try to elicit

what they can do.)

*4 emotions(angry/ happy/ tired/ hungry/

vs 4 actions(Ss can think and draw by

themselves in the handout)

W11 11/06-1

1/10

*color extension activity:

1. Ss in 4-5 groups, they have to think of 8

objects about the color (red / blue / green/

yellow)

2. T: Taxi is yellow. An apple is red. The

frog is green. The sky is blue.

3. Every student have 4 small color cards.

T: What color is taxi/ the sky ?

Ss choose and show the right color card.

4. Ss see a red balloon, they can say the

name of the color.

*color and emotional activity

-When you get angry what color comes to

your mind/ what color do you feel?

-color decoding handout

(Ss can draw four pictures to represent the

emotion they’ve learned.)

*use coloring story to teach Ss how to use

colors to express their emotions.

*identify the seven colors of rainbow. Let

Ss sit in a circle and one start with red,

next one say orange and go on and repeat.

but everytime when it’s purple(or any

color the T choose), Ss need to clap their

hand instead of saying pruple. The last one

surviver wins.

*association tempo

1.separate Ss in group A & B.

2.randomly choose 8 Ss from two groups

and line in A-B-A-B…

3.Ss need to clap hand in tempo and the

11

1st

S starts with a color, and the 2nd

S need

to associate with the correct empotion

word and than ask next S with another

color.

4.If the one who loses their tempo or says

the wrong word, he/she will be replaced

by their team.

5.the last survivor wins

W12 11/13-1

1/17

13. Sounds

Hand Hand Fingers

Thumb –Al Perkins

-

-

*Rhythm:

T demos a rhythm, Ss repeat that with the

item or body parts they can find.

*Musical insturments: hand/ fingers/

drum/ banjos/ fiddles

W13 11/20-1

1/24

W14 11/27-1

1/30

15. Music

Go Bananas - Learning Station

https://youtu.be/bfhzSNW0NmE

-Vocab, tpr, listen, perform… create new

lyrics in teams?

1. ppt � review action verbs

2. song review

3.

Help Ss to create their own music version.

(T gives some items � word bank)

W15 12/04-1

2/08

16. (Chinese

subject is the

Nutcracker)

The Snowman

–Raymond

Briggs

-Wordless book

brainstorm

-emotion or

facial

expression of

snowman

-Snowman Glyphs

1. review the story by asking questions like

what do you see in this pic, what’s that

about?

2. face body part.

separate in groups and each one in group

needs to throw the dice and choose which

face body part to draw and comple that

facial expression together. and later share

the idea in class. T can also ask the group

when do you have that face?

3. review the vocabulary of face body part

and faciel expression.

12

“smile, frown, blink, wink, blush, grind” &

“eyes, eyebrows, nose, teeth, mouth,

cheek, eyelash”

T also can ask questions like “When do you

do that facial expression or what body

parts do you use when you wink?”

W16 12/11-1

2/15

1. review the homework sheet and the

vocabularies.

2. make the christmas cracker.

3.

Ss

can make their own 4-square story if the

have spare

time.

(extra

extension for

snowman�

13

W17 12/18-1

2/22

12. Ocean

I'm the Biggest Thing

in the Ocean - Kevin

Sherry

*introduce sea creatures

What lives in our ocean?

-ppt:whale/

squid/ shrimp/

octopus/ jellyfish/

crab/ turtle/

clam/ shark)

-the way they

move

W18 12/25-1

2/29

*story

*activity with -er/-est

-sea animal coloring handout, Ss can color,

cut and put them in size order.

-measure with

ruler, chip or

other item they can

have in the

classroom.

-the real size of each animal

W19 01/01-0

1/05

- *food chain

-

W20 01/08-0

1/12

20. Activity (Finals week)

Heiroglyphics?

- translate names and common words from

English into hieroglyphics/ decoding

(things like

“Crack the

code”

shown

below)

https://www.pi

nterest.com/pin/367395282081654876/

W21 01/15-0

1/19

14

附件 2 臺南市東區勝利國小 106/107 第一學期四年級 CLIL 綜合活動課程進度表

(Sample)

Week Date

1 8/30-9/2

Topic: Black out. / Phases of the moon

- Introduce the book

- Video link:

https://www.youtube.com/watch?v=_aERzx

brjr8

*Get to know the students

*Classroom introduction

*Seat arrangement

Preview (Q&A)

1. Have you ever had the same

experience?

2. What did you do?

3. What will you do?

2 9/4-9/8

- Classroom rules

- Video clip for moon phases

- Card game of Moon phases

Moon phases

- Matching worksheet

- Make a poster

3 9/11-9/15

- Moon Festival

Eastern vs. Western custom

Moon festival

- Create your own moon cakes.

Ex. To different person

4 9/18-9/22

Topic: The pigeon wants a puppy.

-Video Link:

https://www.youtube.com/watch?v=cxu_38b9Zys

- Introduce the book (Voc./ Sen. )

- Reactions of the book (Q&A)

Ex. What do you think of the story? Do you like

it?

Preview (Q&A)

1. Teaching ppt : What animals

can be pets?

2. Do a class survey about the

pet ech student keep at home

on the board.

5

9/25-9/29

※ 9/30 (Sat.)

Make up class

for 10/9 (Mon.)

Teaching ppt (How to take care of pets?)

1. Using mini whiteboard

2. What do you need to do if you have a pet?

Watch the video as review.

Activity: Act & Guess

6

10/02-10/06

※ 10/4 (Wed.)

No class!

Pet related concept (video clip or ppt)

1. Can they(cats and dogs) be friends?

Watch the video as review.

Retell the story

Using the comic templet

7 10/09-10/13 Topic: Anansi the spider Teaching ppt: Introduce the

Author/ Africa.

15

-Video link:

https://www.google.com.tw/search?q=Anansi+the+s

pider&ie=&oe=

- Introduce the first half of the book. (… More

trouble)

- Simplify the book

8 10/16-10/20

1. Introduce the second half of the book. (After

More trouble….)

Review the first part (video)

Activities:

1. Matching pictures with the

names.

2. Group discussion: What

ability would you like to have?

Why?

9 10/23-10/27

1. Using worksheet…Facts about the spiders.

(True or false)

*Arts & Craft

Make a spider

10 10/30-11/03

Topic: Piggybook

-Video link

https://www.youtube.com/watch?v=Bnl5DLzoNgU

- Start with the cover.

- Introduce the book and pause to explain when

necessary

Activities:

1. Students list chors they do at

home.

2. Who does it?

11

11/06-11/10

(Mid-term

exam)

- Review the vocabulary of chors

- Back to the board. (Students write the chors and

then guess)

Watch the video as review

12 11/13-11/17

13 11/20-11/24 Topic: Princess Smarty

14 11/27-11/30

Sports Week

16

15 12/04-12/08

-Video link:

https://www.youtube.com/watch?v=f8ygAW6Qs3o

https://www.youtube.com/watch?v=Hl6jIUz0e4o

16 12/11-12/15 Topic: I just forgot.

-Video link:

https://www.youtube.com/watch?v=bD2zFpY-IWI

17 12/18-12/22

18 12/25-12/29

19 01/01-01/05 Topic: No mail for Mitchell

-Video link:

https://www.youtube.com/watch?v=5UrHJqNOX

-E

20 01/08-01/12

(Final Exam)

21 01/15-01/19

附件 3 教案設計 Sample 一年級 CLIL 生活課程

臺南市東區勝利國小單元教案設計

Tainan Municipal East District Shengli Elementary School

CLIL (Content and Language Integrated Learning) Lesson Plan

主題/單元名稱

Topic & Context

Unit 8

Sounds

設計者

Designer

Emily, Kevin, Ariel, Ann, Juliet

17

適用年級

Grade

1 教學者

Teacher

Emily, Kevin, Ariel, Ann, Juliet

學習領域

Subject

Learn about story, activities and vocabularies of sounds

教學時間

Length of Lesson

40mins/period

4 classes

(class 1 to class4)

Number of

Learners 26

學生背景

Class Profile

First-year English learners

單字&句型

Target Language

Vocabulary: hand, finger, thumb, high, low

Sentence:Is it high? Is it low?

基本能力指標

Basic Competency

Indicators

1-1-3 Can understand the pharses in the story.

1-1-7 Can listen and understand classroom pharses and daily life pharses.

6-1-1 Willing to attend activities in the classroom.

具體教學目標

Learning Objectives

1. to listen attentively

2. to be more aware of their bodies and to improve their physical co-ordination,

3. to echo simple rhythmic patterns (in body percussion or when playing

percussion instruments),

5. to move expressively to sound and music, using a growing range of movements,

6. to use their singing voice

7. to play along with group singing.

教材來源

Textbook Materials

*Hand, Hand, Fingers, Thumb—Al Perkins

教學資源/教具

Teaching Aid(s)

PPT, flashcards, student-handout (bingo & coloring)

Class 1

具體目標

Specific Objective Pre-task ( __10_ minutes) 教具

Classroom Language (視情況填入)

Procedural language Functional language

Learn new vocab to

understand storybook

Ppt: Intro vocab and play

short game.

ppt What’s this? It’s ...

具體目標

Specific Objective

Main ( __20__ minutes)

Storybook

comprehension

Ppt: Present and read Hand

Hand Fingers Thumb,

integrating rhyming chants

ppt Chant like this!

Repeat.

(book content)

具體目標

Specific Objective

Post-task ( __10__ minutes)

Understand the

concept of syllables

Intro the idea of syllables

using example words and

clapping. Demo listing the

words in a chart via ppt, then

students complete wkst

individually.

Ppt,

wkst

Clap your hands.

How many syllables

are there in …?

Clap!

There are … syllables

in …

教學評量方式

Assessment

Class performance / worksheet / read out loud /

18

Class 2

具體目標

Specific Objective Pre-task ( __10__ minutes) 教具



*Be able to say the

names of different

items in ppt

1. First, Ss get the page with all

the pictures of different items.

“timpani, double bass, lion

roar, bear growl, tuba, flute,

trangle, tiger roar, whistle,

witch, chick, eagles”

ppt

flashc

ards

*What is this?

具體目標

Specific Objective


*Be able to

recognize the high

and low sound

2.T plays short music clips of

each of these sounds for

students to hear.

3. As we went along, students

colored the squares with

orange up arrow if they

sounded HIGH and purple

with purple down arrow if

they sounded LOW.

4. Ss cut out their squares

and glue them into the correct

places on their "Is it High? Or

is it Low?" worksheet.

http://brittsteachsmusic.blog

spot.tw/2015/06/high-and-l

ow-worksheet-activity.html

*ppt

with

differ

ent

soun

d

items

*wor

kshe

et

*What do you hear?

*Is it high?

*Is it low?

*Show me up arrow.

*Show me down

arrow.

*Color the squares

with orange up arrow.

*Color the squares

with purple down

arrow.

*Cut and glue the

squares into the right

places.

具體目標

Specific Objective


Be able to present

what they found.

5. Ss in pairs share what they

found in the handout.

hand

outs

*Who’s your partner?

*Who goes first?

教學評量方式 Assessment Pair-work / class performance / show and tell

附件 4 教案設計 Sample 四年級 CLIL 綜合活動課程

臺南市東區勝利國小單元教案設計

Tainan Municipal East District Shengli Elementary School CLIL (Content and Language Integrated Learning) Lesson Plan

主題/單元名稱

Topic & Context Pets

設計者

Designer Emily, Sophia, Lynn, Eleen

19

適用年級

Grade 4

教學者

Teacher Emily, Sophia, Lynn, Eleen

學習領域

Subject Integrated Activity

教學時間

Length of Lesson 40 mins/ 8 periods

Number of Learners

28

學生背景

Class Profile

Students have 2 years regular English learning (2 classes per week) in the elementary school.

單字&句型

Target Language

1. A/ An ______ goes_________. 2. I keep a/an _________. 3. I like a/an _____. 4. The (animal) needs _____. 5. A/an (animal) can _____.

基本能力指標

Basic Competency Indicators

2-1-9 Be able to ask, answer and narrate. 3-1-5 Be able to understand simple sentences. 3-1-7 Be able to read the text in the story. 6-1-1 Be able to participate in the activities in class.

具體教學目標

Learning Objectives Differentiating sounds of pets, doing a survey, discussing how to keep a pet

教材來源

Textbook Materials Pigeon Wants a Puppy – Mo Willems

教學資源/教具

Teaching Aid(s)

Teaching PPT / vocabulary flash cards / mini whiteboards / markers comic templates / activity printouts / projector

教學流程

Class 1

具體目標

Specific Objective Pre-task ( 10 minutes) 教具


Procedural language

Functional language

� Students can differentiate sounds of pets. ble to get to know the teacher.

� Listen and Guess Play the video, pause and ask students to listen carefully https://www.youtube.com/watch?v=oKzgUaHuJIQ (cat, dog, hamster, rabbit, horse, gecko, guinea pig, duck, ferret, chinchilla, turtle, parrot, canary, hermit crab, rat, iguana, betta, goldfish)

*computer *projector

- Listen carefully! - Who knows? - You’re right. / Bingo.

- Try again.

- Who makes this sound? - What (kind of) pet/animal makes this sound? - A/An __pet/animal___ goes______.

具體目標

Specific Objective

Main ( 20 minutes)

� Students can learn new vocabulary � Students can learn how to make a poll themselves.

� Vocabulary Introduction Introduce the pets above to the students � Survey

*ppt

- Look at this. - Listen to me. - Repeat after me. -Let’s make a poll. -Raise your hand. - Let’s count. -

-Do you have a pet? -Yes. I have a pet. / No. I don’t have a pet. -What pet do you

keep? - I keep a/an ____. - What pet do you like?

20

- I like a /an ____.

具體目標

Specific Objective

Post-task ( 10 minutes)

� Students can learn to predict a story by cover-reading n, prediction, and reaction.

� Story prediction -Preview (Q&A)

1. Have you ever had

the same

experience?

2. What did you do?

3. What will you do?

*ppt - Look at the cover. - Look at the book title.

- What do you see? - I see a ____. -Can you read the book title? -Say with me. -What does ___ mean? -It means_____.

教學評量方式

Assessment Class Performance / worksheet / peer assessment

Class 2

具體目標

Specific Objective Pre-task ( __15__ minutes) 教具



Learn vocab to

understand storybook

Present new vocab, play

short ppt game

ppt What’s this? It’s...

具體目標

Specific Objective


Storybook

comprehension

Present and read Pigeon

Wants a Puppy. Ask

comprehension questions

and prompt predictions as

you read.

ppt What’s this?

What’s wrong?

Why is he…?

What happens next?

It’s…

Because…

Next…

具體目標

Specific Objective


Deeper understanding

of the main theme,

brainstorming in

English

What if the pigeon really got a

puppy? What should the

pigeon do? Students

brainstorm in groups and list

on mini WB’s. Then present to

the class, list on board, and

analyze for any missing ideas.

mini

WB’s

What should the

pigeon do?

What does a puppy

need/want?

The pigeon should…

The puppy

needs/wants…

… water and food (x

times a day).

… go for a walk.

… play.

… a house.

教學評量方式

Assessment

Class Performance / worksheet / peer assessment

教學流程

Class 3

具體目標

Specific Objective

Pre-task ( 10 minutes) 教具

Classroom Language (視情況

填入)

Procedural Functional

21

language language

� Students can recall the story by means of 5W1H questions er key vocab.

� Survey Review the story

*ppt *projector

-Volunteers? - Look at the clip.

-Who are the characters in the story? - The characters in the story are _____. -Why did the pigeon change his mind? -Because___. -In the end, what happened? -He wants a walrus.

具體目標

Specific Objective

Main ( 20 minutes)

� Students can learn how to do an on-line quiz.

What kind of pet should you get?

*projector

-Let’s do a quiz. -Next question is___.

-What___ do you like(the most)? - I like___. -Where do you like to sleep? -What ___ do you have? -I have___. -What do you like to do on your spare time? -I like to__. -What kind of noise would not bother you?

具體目標

Specific Objective


� Students can learn characteristic of pets

� Act and Guess Ask volunteers to act out the pet; the one shouting out the right answer will get a point

*flashcards

-Look at this. -It’s your turn. -Guess, what is it?

It’s a/ an____.

教學評量方

式


22

Assessment

Class 4

具體目標

Specific Objective

Pre-task ( __10__

minutes) 教具



Review last class and

apply it to new

animal

Review on board: What

does a puppy need?

Move on: How about a

cat? Why are they

different?

What does a puppy

need?

What does a cat

need?

It needs…

具體目標

Specific Objective


Learn about pet

care, compare

pets, and apply

info to animals

they might not be

familiar with

Ppt: Foods other pets

need due to eating

habits (carnivore,

herbivore, omnivore),

environment (cage, tank,

house), special care (hot

rock, exercise wheel,

chew toy). Next, each

team gets a pet

worksheet and follows

ppt suggestions to list

what their pet needs as

teacher circulates. Teams

present answers to class.

(Animals given: rabbit,

goldfish, iguana, horse,

canary. Backup animals if

extra time: betta, rat,

parrot, gecko, ferret.)

Ppt,

worksheet

s

What does a … eat?

(carnivore,

herbivore, omnivore)

Where does a … live?

What does a …

need? Why?

A … eats …

It lives in a …

It needs a … because…

具體目標

Specific Objective

Post-task ( __10__

minutes)

Further

understanding of the

differences between

pets

Teams get paired up and

answer: Can these two

pets live together? Why or

why not?

Can they live

together? Why?

Yes/No, because…

教學評量方式

Assessment

Class Performance / worksheet / peer assessment / group work

教學流程

Class 5

具體目標



Procedural language

Functional language

� Students can retell the story by

� Review the story Ask students to look at

*ppt *projector

-Attention. -Look at the video

-The story is about____.

23

using their own words view previous material.

the video again and retell the story.

again. - At first,____. -Then,_____. -In the end, ____.

具體目標

Specific Objective Main ( 15 minutes)

� Students like to share their thinking instructions in English. Use learned material independently.

� Brainstorming Ask students to think what will happen if the pigeon keeps a walrus.

*ppt *projector

-Let’s brainstorm. -What will happen? -Who wants to share?

-I think the pigeon may say____. -I think the walrus may say____.

具體目標

Specific Objective


� Students can make their own comic strips view material again.

� Comic strips Asks students to finish the comic strip template related to their brainstorming.

*comic strip

template

-Get a template and finish it.

- It says______.

教學評量方式

Assessment


教學流程

Class 6

具體目標

Specific Objective


Classroom Language

(視情況填入)

Procedural

language

Functional language

Review vocab and intro basic comparatives and superlatives

Ppt: Review animals using basic comparatives and superlatives.

Ppt What’s this? The hamster is big. The cat is bigger. The dog is biggest. What’s smaller/smallest?

It’s aN The hamster is big. The cat is bigger. The dog is biggest. The Nis smaller/smallest.

具體目標

Specific Objective

Main ( 20 minutes)

Solve a word puzzle using English skills

Animal puzzle: First demonstrate the puzzle style via ppt as a game, then student pairs solve the puzzle worksheet.

Ppt,

work

shee

t

Is it true

or false?

Follow the

line.

What does

it spell?

It’s

true/false.

It spells…

24

具體目標

Specific Objective


Understanding animal abilities in English

Can the animal do it?

Teacher presents a sentence (ex.: The dog can surf.) with

photos supporting any unknown vocab. Groups vote, then a

short video is shown to confirm.

Ppt,

vide

os

Can the

animal do

it?

Let’s

check!

Did you

guess

correctly?

Yes, it can.

No, it

can’t.

教學評量

方式

Assessment

Class Performance / worksheet / peer assessment / group work

教學流程

Class 7

具體目標

Specific Objective


Classroom Language

(視情況填入)

Procedural

language

Functional language

Students can differentiate sounds of animals

� Look and listen https://www.youtube.com/watch?v=El0tKhfNOvs Halloween animal sound song � Listen and guess Ask volunteers to imitate the sounds of animals and make students to guess

*projector

-Look at the video. -Listen carefully. Any volunteers? -You’re right. -Try again,

-A/An____ goes___. A/An ___ goes____.

具體目標

Specific Objective

Main ( 20 minutes)

Be able to make their own spiders

- Start to make their own spiders - Listen to the song at the same time https://www.youtube.com/watch?v=AqAPBY7OnFQ&list=PLeWl7TQviR6c7G8wP_x9oU7mBz2bwqgM6

Glue ,

scissors

Raise your

hand if

you have

any

question.

Is it OK?

Can I use

this?

具體目標

Specific Objective


Talk about their

design

Students show their spiders to everyone. ( Hang the

spiders in the classroom as decoration.)

Worksh

eet

Please

take turn

to come

up to the

stage.

This is

my

spider

and ……

25

教學評量

方式

Assessment


教學流程

Class 8

具體目標



Procedural language

Functional language

Overview of an important holiday and why we celebrate it

Ppt intro to Halloween, prompting info from students.

ppt What day is coming? What is this? Why is it scary?

Halloween is coming. It’s N It’s scary becauseN

具體目標

Specific Objective Main ( 20 minutes)

Use English to invent a fictional creature

Intro and demo creature creators. Each pair gets a creature creator to invent their own scary creature. They draw a picture and label its characteristics.

Creature

creators

What does the

creature have?

It has a (animal)’s

(body part).

具體目標

Specific Objective Post-task ( 10 minutes)

Describe a fictional creature in English

Present the creatures to

the class.

What’s this?

What does it look

like?

This is our creature,

(name).

It has a (animal)’s

(body part).

教學評量方式

Assessment


附件 5 一年級 CLIL 生活領域質性化評量表(Sample)

Tainan Municipal East District Shengli Elementary School G1 2017 1st

CLIL Evaluation Class:

My name is .

26

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a b c d e f g h i j k l m n o p q r s t u v w x y z

a b c d e f g h i j k l m n o p q r s t u v w x y z

Name Number Color Sea Creatures

Housework Facial Parts

� excellent

☺ good

� excellent

☺ good

� excellent

☺ good

� excellent

☺ good

� excellent

☺ good

Sample Test

Task and Questions Students are expected to perform / answer / do…

1. T: What is your name? S. would be able to answer. S1: (Tom). I’m (Tom). My name is (Tom.)

My name is (Tom Lee).

2. T: Please circle capital (K). Ss would be able to circle the right capital letter(s).

3. T: Please circle (p) Ss would be able to circle the named small letter(s).

4. T asks 2-5 students’ names. 5. T: Go shake hand with (David). 6. T would ask Ss to interact with

classmates.

Ss would be able to identify different students. S1 would be able to shake hand with (David).

Ss would be able to interact with classmates.

7. T asks Ss to identify or say numbers in English.

Ss would be able to identify and say numbers from 1-10(20) in English.

8. T asks Ss to identify or say colors in English.

Ss would be able to identify and say basic colors like red/ blue/black/white/brown/green /yellow /orange….and link color with correct subjects.

9. T asks Ss to compare sizes of sea creatures.

10. T asks Ss to demonstrate house chores. Eg. What do you do after you read? Eg. Henry, would you put the toy away?

Ss would be able to compare sizes of sea creatures. “A whale is bigger than a jelly fish”. Ss would be able to do what the teacher requests. S1: Put the book away. S.(Henry) would be able to put the toy away.

11. T asks Ss to identify and say the facial parts in English.

Ss would be able to identify and say the facial parts in English.

Grading Scale

Marks 5� 4�1☺ 3�2☺ 2�3☺ 1�4☺ 5☺

27

Score 100 95 90 85 80 75

Grade A++/優 A+/優 A/甲 B+/甲 B/甲 B-/乙

附件 臺南市東區勝利 國民中小學 106 學年度 沉浸式英語教學特色...

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附件臺南市東區勝利國民中小學 106 學年度沉浸式英語教學特色...