領域別 彈性領域-Fun 學趣
設計者 詹小玲(引用 108 學年度課程計畫) 教學節數 21 節
學期總目標(核心素養) 1.增進學生基本英語溝通能力 2.培養學習英語的興趣與方法 3.認識外國文化與習俗
九年一貫 相對應
能力指標 能力指標
1-1-11 能聽懂簡易兒童故事及兒童短劇的大致內容。
2-1-12 能進行簡易的角色扮演(role play)。
學習目標
1.能運用課堂中習得的簡單句子。
3-1-8 能藉圖畫、圖示等視覺輔助，閱讀並瞭解簡易 故事及兒童短劇中的大致內容。
6-1-3 對於老師的說明與演示，能集中注意。
6-1-6 樂於接觸課外英語學習素材。
6-1-12 樂於參與有助提升英語能力的活動。
6-1-16 會在生活中或媒體上注意到學過的英語。
2.能培養英語學習的興趣及方法。
7-1-1 能認識課堂中所介紹的國外主要節慶習俗。(聖 誕節)
7-1-4 能認識外國風土民情。
3.能瞭解西洋節慶相關的英語表達方 法及習俗。
議題融入 無
課程連結
1. 本課程與藝術與人文領域統整，讓學生能透過這個課程，與班級同學共同完成英語讀者劇場的表演；並經由認識電影動畫，
透過經典的電影動畫主題曲，促進英語學習。
2. 認識國外重要節慶-聖誕節。已於三年級初步認識，本學期預計加入寫信給聖誕老公公(writing ability)、報佳音 (sharing with others)等活動。
教學週次 單元主題 活動名稱
對應能力 指標/學習
表現
學習
目標 教學重點 或 教學脈絡
(含關鍵提問設計，畫線標示) 節
數 教學或學習
策略 評量方式 或證據
實 際 教學 與 修 正 第 1 週
8.31-9.4 Theater Reader
Get Ready
6-1-3 對於 老師的說明與 演示，能集中 注意。
2.能培養 英語學 習的興 趣及方 法。
*Check homework for summer vacation
*Introduce the syllabus.
*Classroom rules
*Review test for Book 4. (Placement Assessment)
1
Differentiate
d Instruction Placement Assessmen t
第 2 週 What’s 6-1-6 樂於接觸 2.能培養 * Teacher introduce RT to students. 1 整理兩件事物 Students
9.7-9.11 RT? 課 外 英 語 學 習 素材。
英 語 學 習 的 興 趣 及 方 法。
1. Tell students RT is Reader Theater. In Chinese, we say, “讀者劇 場.”2. Give students a worksheet. The worksheet helps students to know the difference between drama and RT.
3. Let students watch the film of drama.
Check the items of drama on the worksheet.
4. Let students watch the film of RT.
Check the items of RT on worksheet.
5. Check the comparison between drama and RT.
6. Define RT with students together.
Types Drama RT Vocal
sounds Physical movement Props Recite scripts?
music Others
的比較：表格 or 毛蟲圖
can use the table or 毛蟲圖 to
compare drama and RT.
第 3 週
9.14-9.18 Read Stories 3-1-8 能 藉 圖 畫 、 圖 示 等 視 覺 輔 助 ， 閱 讀 並 瞭 解 簡 易 故 事 及 兒 童 短 劇 中 的 大 致 內 容。
6-1-7 不 畏 犯 錯 ， 樂 於 溝 通 、 表 達 意 見。
2.能培養 英 語 學 習 的 興 趣 及 方 法。
Read Stories I.
* Tell students that we are going to read 2 stories about foods today.
* Before listening to the story, students use flow chart to keep note for the plots of the stories.
* Listen to the story, “I Know an Old Lady Who Swallowed a Fly.”
* Discuss the flow chart of the 1st story.
Write down the repeated part of the story.
* Listen to the story, “Gingerbread Man.”
* Discuss the flow chart of the 2nd story.
Write down the repeated part of the story.
1
思考與整理工 具：flow chart
Students can use flow chart to keep notes of the story.
第 4 週 Read 3-1-8 能 藉 圖 2.能培養 Read Stories II. 1 思考與整理工 Students
9.21-9.25
* Tell students that we are going to read 2 stories about foods today.
* Before listening to the story, students use flow chart to keep note for the plots of the stories.
* Listen to the story, “Handa’s Surprise”
* Discuss the flow chart of the 1st story.
Write down the repeated part of the story.
* Listen to the story, “The Little Red Hen”
* Discuss the flow chart of the 2nd story.
Write down the repeated part of the story.
~ 3rd class finished ~
具：flow
chart can use flow chart to keep notes of the story.
第 5 週 9.28-10.2 10.1 中秋節
* Tell students that we are going to read 2 stories about foods today.
* Before listening to the story, students use flow chart to keep note for the plots of the stories.
* Listen to the story, “Peter the Pumpkin Eater”
* Discuss the flow chart of the 1st story.
Write down the repeated part of the story.
* Listen to the story, “Pies for Simple Simon”
* Discuss the flow chart of the 2nd story.
Write down the repeated part of the story.
* Choose the 3 most favorite stories students want to play.
1
思考與整理工 具：flow chart
Students can use flow chart to keep notes of the story.
第 6 週 10.5-10.9 10.9 國慶日
RT – Stories into Script
*Make sure the chosen story of each class.
* Teacher introduces the roles and read the script.
* Students choose the roles according to their willing and English ability.
* Students mark their own lines with markers.
* Students meet their group members as the same role. Students select the group leader.
1
Social strategies:
Facilitating learning by working with others.
第 7 週
10.12-10.16 Read the Script
2-1-12 能進
RT- Read the script
*Techer reads the script to students;
students repeat after teacher.
* Group practice
* Class practice
* Discuss the advantage and disadvantage of ourselves.
1
Cognitive Strategies:
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Social strategies:
Facilitating learning by working with others.
Students can read the script.
第 8 週
10.19-10.23 Read the Script
2-1-12 能進
RT- Read the script
*Techer reads the script to students;
students repeat after teacher.
* Group practice
* Class practice
* Discuss the advantage and disadvantage of ourselves.
1
Cognitive Strategies:
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Social strategies:
Facilitating learning by working with others.
Students can read the script.
第 9 週
* Read the show together. 1 Cognitive Strategies: Students can read
Show 扮 演 (role play)。
6-1-7 不 畏 犯 錯 ， 樂 於 溝 通 、 表 達 意 見。
6-1-12 樂 於 參 與有助提升英 語 能 力 的 活 動 。
習 得 的 簡 單 句 子。
2.能培養 英 語 學 習 的 興 趣 及 方 法。
* Watch the film of RT. Ask students to pay attention on the action of the shows.
* Discuss that what action can be added in RT. * Group discuss and practice the script with action.
* Class practice
* Discuss the advantage and disadvantage of ourselves.
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Social strategies:
Facilitating learning by working with others.
the script with action.
第 10 週
11.2--11.6 Music for the
show 6-1-12 樂於參 與有助提升英 語能力的活
動 。
2.能培養 英語學 習的興 趣及方 法。
RT- Music for the Show
* Read the script with action.
*Techer guides to improve the action and pronunciation.
* Watch the film of RT. Discuss what background music we need.
* Group discussion
* Class practice and materials finding
1
Social strategies:
Facilitating learning by working with others.
第 11 週
11.9-11.13 Props for the show
6-1-12 樂 於 參 與 有 助 提 升 英 語 能 力 的 活 動 。
2.能培養 英 語 學 習 的 興 趣 及 方 法。
RT- Props of My Show
* Read the script with action.
* Watch the film of RT. Discuss what props and background we need for our show.
* Group practice
* Class practice
* Discuss the advantage and disadvantage
of ourselves. 1
Cognitive Strategies:
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Social strategies:
Facilitating
Students can read the script.
learning by working with others.
第 12 週 11.16-11.20
Merry Christmas!
Christ
* Listen to the story: Dear Santa.
*Explain the story: Which word or sentence don’t you know? Discuss with your partner.
*Listen again, and take notes of the story, include the gifts and the features of the gift.
Write to Santa…
*Tell students that we’re going to write letters to Santa.
*Read others’ letters to Santa.
*Introduce the form for a letter.
1
Social strategies:
Facilitating learning by working with others.
Apply English in authentic situation.
Meaningful Learning
Students can take note of the story.
第 13 週
11.23-11.27 Letters for Santa
*Ask students, What do you want to say or ask to Santa? Which Santa do you want to write to?
* Complete the postcards to Santa:
Teacher provide word list and some pads for students can look up the word they don’t know. Teacher walks around and help students.
*Decorate the postcards.
*Send the postcards to Santa.
1
Apply English in authentic situation.
Meaningful Learning
Students can finish a postcard to Santa in English.
第 14 週 11.30-12.4
Reader Theater
Practic
RT- Class Rehearsal Time
*Practice RT script of each class.
*T Leads Ss to act out to the homeroom teacher.
*Ts an Ss discuss about the play and
improve the result. 1
Cognitive Strategies:
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Students can act out the story.
動 。
第 15 週
12.7-12.11 Practice the show
RT- Class Rehearsal Time
*Practice RT script of each class.
*T Leads Ss to act out to the homeroom teacher.
*Ts an Ss discuss about the play and improve the result.
1
Cognitive Strategies:
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Students can act out the story.
第 16 週
12.14-12.18 Practice the show
RT- Class Rehearsal Time
*Practice RT script of each class.
*T Leads Ss to act out to the homeroom teacher.
*Ts an Ss discuss about the play and improve the result. 1
Cognitive Strategies:
Practice Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Students can act out
*Watch the film of RT competition.
*Write down a worksheet for reflection of the show
1. Which RT show do you like best? Why?
2. Please evaluate the performance of yourself. Why?
3. Discuss and write 新發現 for RT 1
Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
思考工具：
Start stop continue retrospective
Students can complete the worksheet for reflection.
Keep
template
第 18 週 12.28-1.1 1.1 元旦放
假
Anlmated Movies theme songs Final Review
Knowin g Animat ed Movies
6-1-3 對於 老師的說明與 演示，能集中 注意。
6-1-16 會在 生活中或媒體 上注意到學過 的英語。
2.能培養 英語學 習的興 趣及方 法。
Knowing Animated movies
*T introduces famous animated movies
*T plays some movies clips for Ss
*Ask students opinions about the movies 1
第 19 週
1.4-1.8 Animated Movies theme songs
6-1-3 對於 老師的說明與 演示，能集中 注意。
6-1-16 會在 生活中或媒體 上注意到學過 的英語。
2.能培養 英語學 習的興 趣及方 法。
Theme Songs
*Make Ss to 2-3 in a group.
*Ask Ss to do a little study about a theme song.
Which theme song is the best?
What does the song say? Find out the Chinese translation.
Look up at least five words to learn.
Practice to sing the song.
*Present the song to the class.
*Review what students have learned this semester.
3
Social strategies:
Facilitating learning by working with others.
Meta-cognitive strategy:
Evaluating and Monitoring self-learning status.
Students can learn English from songs through Internet resource and peer group.
第 20 週
1.11-1.15 Animated Movies theme songs
第 21 週
1.18-1.20 Final Review
補充教材/教學資源 參考故事：I Know an Old Lady Who Swallowed a Fly. / Handa’s Surprise. / Peter, the Pumpkin Eater The Little Red Hen / Pie for Simple Simon / Gingerbread Man
Dear Santa: www.youtube.com/watch?v=2TjxgKl111c
AnimationTheme songs: https://www.youtube.com/playlist?list=PLiI7biq1C5ba0R4fqz6O3mE-l3o_tIX85
基隆市深美國小 109 學年度第 1 學期 五年級 部定課程計畫
領域別 彈性-閱讀(國語文)
設計者 顧翠琴 教學節數 21
學期總目標(核心素養)
1、認識深美高年級圖書館並常運用圖書館資源。
2、從閱讀與台灣歷史文化自然生態相關書籍激發探索台灣在地生態與文化的樂趣。
3、能從閱讀活動中認識深美五年級學生與作家有約的作家。
4、樂意分享閱讀歷程的感受與心得。
九年一貫 課綱對應
能力指 標
5-3-2 能調整讀書方法，提升閱讀 的速度和效能。
5-3-2-1 能養成主動閱讀課外讀物 的習慣。
5-3-4-3 能主動閱讀不同題材的文 學作品。
5-3-6-2 學習資料剪輯、摘要和整 理的能力。
5-3-8-1 能理解作品中對周遭人、
事、物的尊重與關懷。
學習目 標 (預期 成果/
評量項 目)
1、訂定一學期閱讀進度，確實執行每日閱讀二十分鐘，主動閱 讀各種文學作品。
2、獨立閱讀不同作家的作品，摘要整理內容，記下感想及心 得。
3、從李潼的作品中了解對周遭人事物的尊重與關懷，能摘要並 回應網路討論。
4、閱讀水滸傳、孤雛淚兩個文本，了解作者創造角色的寫作手 法。
5、從深美高年級圖書館圖書配置摘要整理如何運用圖書館資料 學習。
6、閱讀食物相關書籍，摘要內容回應飲食歷史、文化與調理等 相關提問。
議題融入
課程連結
本學期仍和中年級一樣，雙週上課一次，每次兩節連排方式處理，希望以完整的 80 分鐘提供學生動手做的機會，從閱 讀、提問、思考、找資料、討論、分享等活動中培養運用圖書及網路資源的能力，進而擁有自學能力。因為是科任任 課，閱讀素材是文字多份量足的文學作品。課堂時間無法提供充足閱讀文本的時間，需要導師協助推動每日閱讀二十分 鐘的活動，可以安排在學校晨間或午間時間，也可以是每日回家作業的一部份。希望配合在家庭連絡本記錄每日閱讀的 進度。隔週上課時讓任課老師檢核，紀錄書名、出版社及頁數。
教學 週次/日期
單 元 主 題
活動 名稱
對應能力 指標/學習
表現
學習 目標
教學重點 或 教學脈絡 (含關鍵提問設計，畫線標示)
節 數
教學或學習 策略
評量方 式 或證據
實際 教學與 修正
1 8.31-9.4 (google classroom)，教育生活家認證活 動。
9.28-10.2 10.1 中秋節放假
10.5-10.9 10.9 國慶日補假 10.10 國慶日放假
1
7 10.12-10.16
三、透過 google classroom 閱讀網站資料 認識本土作家李潼。
google classroo
13 11.23-11.27
17 12.21-12.25
讀 者 椅 活 動
分享研 究作家 的一本 書
5-3-2-1 能 養 成 主 動 閱 讀 課 外 讀 物 的 習 慣。
5-3-4-3 能 主 動 閱 讀 不 同 題 材 的 文 學 作 品。
1、訂定一學 期 閱 讀 進 度 ， 確 實 執 行 每 日 閱 讀 二 十 分 鐘 ， 主 動 閱 讀 各 種 文 學 作 品。
2、獨立閱讀 不 同 作 家 的 作 品 ， 摘 要 整 理 內 容 ， 記 下 感 想 及 心得。
一、介紹自己研究作家的一本作品 二、每人先練習自己介紹一次，由老師統
一、介紹自己研究作家的一本作品 二、每人先練習自己介紹一次，由老師統