科目/領域別： 高中英文/語文領域
學習/教育階段：第五學習階段(高中) 教學年級：高一
單元名稱：Unit One: Starting Your High School Life
教材來源：三民書局英文第一冊 甲版 第一課
教學資源/設備需求:黑板､粉筆､學習單､投影機
總節數：二節共 100 分鐘
議題融入：無
與其他領域/科目的連結：無
Teaching Activities Evaluation Methods
The First Period (50 mins) 1. Warm-up: (3 mins)
(1) Form groups of Four: The teacher asks students to form groups of 4 randomly to promote their learning motivation.
(2) Deliver the worksheets: The teacher gives out both the target article (see Appendix B)
Listening:
The teacher conducts the whole class in English to see if students understand.
Speaking:
(1) The teacher asks students to
Reading Journal (see Appendix C).”
2. Prediction: (10 mins)
(1) The teacher asks one student to volunteer to read aloud the title first (and then if necessary the first sentences of the paragraphs) and asks the class to guess what this article may be about based on the title. (2 mins)
(2) The teacher asks students to write down their predictions in BLUE pen first on the worksheet. (3 mins)
(3) The teacher asks students to share and discuss their guess with their group members.
Students can pencil down answers they like from their members. (3 mins)
(4) The teacher asks students to volunteer to share their predictions orally with the whole class. (2 mins)
3. Clarification: (12 mins)
(1) The teacher tells students that it is natural to come across problems while reading. It is important to learn how to solve those problems to better comprehend the article. (1 min) (2) The teacher asks everyone to read aloud paragraphs 1 and 2 together and underline any confusing words or sentences in pencil in the
individually or together to check their fluency and pronunciation.
(2) Students need to discuss with group members and share their answers in English.
Reading:
Students will learn four strategies to promote their reading
comprehension. They need to understand the target articles first to complete the tasks in class such as writing summaries or asking questions.
Writing:
Students are required to fill in the worksheets in English. Their writing performance will be evaluated.
process. (3 min)
(3) Students copy those parts of the text they have problems with on their worksheet and try to solve problems on their own first. (3 min) (4) Students work in pairs to share and discuss the parts they didn’t understand with group members. Students can pencil down answers they like from their members. (3 min) (5) The teacher asks students to share their confusion and solutions orally with the whole class. (2 mins)
4. Summary: (10 mins)
(1) The teacher tells the students that a paragraph often contains three parts: the introduction,the body, and the conclusion by using the first paragraph as a demonstration on the blackboard. Then, the teacher asks students to circle any key words they find important in this paragraph. After gathering one or two students’ answers, the teacher writes those key words on the blackboard and asks students to make one or two sentences by using them. (3 mins)
(2) For the second paragraph, the teacher asks
and try to write one to two-sentence summaries. (3 mins)
(3) Students work in pairs to share and discuss their summaries with group members. Students can pencil down answers they like from their members. (2 mins)
(4) The teacher asks students to volunteer to share their summaries orally with the whole class. (2 mins)
5. Question: (10 mins)
(1) The teacher explains that the questions they ask here should be related to the content rather than unknown words or grammar in
Clarification. They can start their questions with words provided on the worksheet. If necessary, the teacher could demonstrate and guide students to generate some questions first.
(2 mins)
(2) The teacher asks students to write down their questions in BLUE pen first on the worksheet. (3 mins)
(3) Students work in pairs to share and discuss their questions with group members. Students can pencil down answers they like from their members. (3 mins)
(4) The teacher asks students to volunteer to share their questions orally and get the class to answer some of them. (2 mins)
6. Wrap- up: (5 mins)
The teacher makes sure that everyone finishes writing their worksheets for the day and collects them.
The Second Period (50 mins) 1. Warm-up: (3 mins)
(1) Form groups of Four: The teacher asks students to form groups of 4 randomly to promote their learning motivation.
(2) Deliver the worksheets: The teacher gives out both the target article (see Appendix B) and the half-done worksheet My Reciprocal Teaching Reading Journal (see Appendix C).
2. Prediction: (10 mins)
(1) The teacher reviews what students read in the previous class and asks the class to guess what the next paraphrases are about. (2 mins) (2) The teacher asks students to write down their predictions in BLUE pen first on the worksheet. (3 mins)
(3) The teacher asks students to share and
Listening:
The teacher conducts the whole class in English only and gives orders to see if students understand.
Speaking:
(1) The teacher asks students to read aloud the target article either individually or together to check their fluency and pronunciation.
(2) Students need to discuss with group members and share their answers in English.
Reading:
Students will learn four strategies to promote their reading
Students can pencil down answers they like from their members. (3 mins)
(4) The teacher asks students to volunteer to share their predictions orally with the whole class. (2 mins)
3. Clarification: (12 mins)
(1) The teacher asks everyone to read aloud paragraphs 3 and 4 together and underline any confusing words or sentences in pencil in the process. (3 min)
(2) Students copy those parts of the text they have problems with on their worksheet and try to solve problems on their own first. (3 min) (3) Students work in pairs to share and discuss their confusions with group members. Students can pencil down answers they like from their group members. (3 min)
(4) The teacher asks students to volunteer to share their confusion and solutions orally with the whole class. (3 mins)
4. Summary: (10 mins)
(1) The teacher shows some summary
examples written by students for the first two paragraphs through the projector and explains why they are good examples. (3 mins)
understand the target articles first to complete the tasks in class such as writing summaries or asking questions.
Writing:
Students are required to fill in the worksheets in English.
Their writing performance will be evaluated.
(2) For the third and fourth paragraphs, the teacher asks students to circle key words on their own first and try to write one to two-sentence summaries for each. (3 mins) (3) Students work in pairs to share and discuss their summaries with group members. Students can pencil down answers they like from their members. (2 mins)
(4) The teacher asks students to share their summaries orally with the whole class. (2 mins)
5. Question: (10 mins)
(1) The teacher asks students to write down their questions in BLUE pen first on the worksheet. (4 mins)
(2) Students work in pairs to share and discuss their questions with group members. Students can pencil down answers they like from their members. (3 mins)
(3) The teacher asks students to volunteer to share their questions orally and get the class to answer some of them. (3 mins)
6. Wrap- up: (5 mins)
The teacher makes sure that everyone finishes
them.
Appendix B: Reading Materials Article A
Unit 5 The Light of Halloween
(1) On Halloween, houses and yards in the U.S.A. are often lit up by jack-o’-lanterns. The custom began in Ireland.
(2) Long ago, a man named Jack wandered the green hills of Ireland. He loved drinking with his friends and playing tricks on them. Soon, no one wanted to be Jack’s friend.
One evening, while Jack was drinking, he thought about playing a trick on someone. However, no one fell for his tricks again.
(3) Suddenly, the Devil turned up. Jack looked at the purse that he had stolen earlier that day. It had a silver cross inside that would make the Devil lose all his power. Jack quickly thought up a trick and said to the Devil, “Turn yourself into a silver coin, so I can pay for the drinks. After that, I will give you anything you want from me.” The Devil fell for Jack’s trick and turned himself into a silver coin, so that he could ask for Jack’s soul later.
Jack quickly put the coin in the purse. Soon after, the Devil screamed angrily as he found that he had lost all his power, since he was next to the cross and couldn’t get out of the purse. After a while, Jack yelled, “Devil, I’ll let you go if you promise never to take my soul!” The Devil quickly gave his promise. Jack laughed as he opened the purse, and the Devil flew out in a flash.
(4) Years later, Jack died alone. His soul went up to Heaven, but of course, he was not welcome there. Jack then went down to Hell, but the Devil wouldn’t let him
in either.
“You tricked me into promising never to take your soul,” yelled the Devil. “Go! I will have nothing to do with you!”
“But where will I go?” cried Jack.
“You will wander in the darkness between Heaven and Hell forever,” said the Devil.
Then, before he shut the gate, he threw a burning piece of coal at Jack. Jack felt sad and miserable, and he picked up the coal with a turnip. As he walked away, he carved some holes in the turnip and made a lantern out of it, so that he could have something to light his way. With the lantern, Jack wandered in the darkness forever.
(5) In the past, these lanterns were carved from turnips by the Irish and were called “jack-o’-lanterns.” They symbolized Jack’s miserable soul and were used to scare wandering ghosts away. Later, when Irish immigrants arrived in the U.S.A., they found pumpkins and used them to replace the turnips they had used for their jack-o’-lanterns.
—Adapted from “The Light on Halloween Night” by Carol Lauderdale Article B
Unit 6 What Is Written in the Stars?
(1) Astrology is everywhere. Open a newspaper or talk to a friend, and you will surely see it or hear about it.
The Chaldeans are said to have been the first to have practiced Western astrology.
They looked at the sky and recorded what they saw. In 1930, when Britain’s Princess Margaret was born, a newspaper published the astrological predictions for her life. It led to a surprising wave of public interest in astrology. Soon after, reading and learning about astrology became popular.
two people are born under signs in the same category, they might share similar personality traits.
(2) For example, fire-sign people are often enthusiastic and energetic. With these personality traits, they usually make great leaders. Some famous examples are Napoleon Bonaparte and Winston Churchill.
(3) People born under earth signs tend to make plans before they take action.
They follow their plans and are often successful in reaching their goals. These personality traits are illustrated in the lives of Martin Luther King, Jr., Mother Teresa, and Kobe Bryant.
(4) Air-sign people are often friendly and communicative. They are eager to gain knowledge and always find things to learn in new experiences. These people are often surrounded by friends. Oscar Wilde, Abraham Lincoln, and Oprah Winfrey are in this category.
(5) Usually, people born under water signs tend to be sensitive to the needs of others. They like to follow their hearts instead of their minds. They are highly imaginative and often find great pleasure in art and writing. These personality traits are easy to discover when you read a novel by Ernest Hemingway or Amy Tan, or when you take some time to enjoy Claude Monet’s or Pablo Picasso’s paintings.
(6) So, next time you are not quite sure of yourself, why not look at the sky on a starry night? The stars may open your eyes to new ways of looking at yourself.
—By Jules Crowell Article C
Unit 7 Inviting a Better World
(1) As the saying goes, “Necessity is the mother of invention.” Many times, people invent things to meet their own needs. Later, the solutions to their problems turn out to be great inventions and change our way of life. Two examples will
illustrate this point.
(2)When Teng Hung-chi was a vocational school student, he worked as a mechanic in a factory. One day, he was using the bathroom in the factory. His hands were dirty because of work, so he did not want to touch the faucet. He thought, “If I could wash my hands without touching the faucet, it would be great.” Teng then worked hard to put this idea into practice. Soon, he invented a faucet controlled by a built-in sensing device. At that time, he was only seventeen. This young inventor later sold the rights to his invention for NT$1.5 million.
Since then, Teng has invented many other things. He represented Taiwan at the IENA exhibition, which is an international exhibition for invention in Germany. He won first prize there many times. Because of his many great inventions, Teng has become known as “Taiwan’s Edison.”
(3) The other great modern invention that came from a simple need is the Post-it note. Do you know where its inventors Art Fry and Spencer Silver got the idea for this from? At first, Silver had been trying to invent a strong glue. As he experimented with different chemicals, he found that he had made a very weak one. He wasn’t disappointed, though. Instead, he began to think about how useful a weak glue could be. He tried to convince others in his company of how important his invention might be, but they did not listen.
However, Silver’s weak glue became a great success in 1980—it glued itself to a piece of paper. When Silver’s fellow worker Art Fry sang hymns during the church service, he was frustrated that his bookmarks kept falling out of his hymn book.
Suddenly, he remembered Silver’s invention. Weak glue on a piece of paper would help him mark the right page without damaging the book. Later, he returned to the
(4) As you can see, great inventors get ideas from their own experience. Next time you have a problem, try to think of a way to solve it. Perhaps you may become a great inventor, too.
—By Paul Geraghty Article D
Unit 9 The Magic of Science
(1) Things often have more uses than you could ever imagine. Some common things found around your house can almost perform magic when you know how to use them. Take warm water, for example. You can use it to wash your face, or you can add some salt to warm water and then gargle with it to soothe your sore throat.
(2) However, most people don’t know that there’s another thing warm water can do—make a tangerine taste less sour! It is very easy to impress your friends with this little trick. Just prepare some warm water that is around 40 degrees Celsius, and put a sour tangerine into it for a few minutes. The tangerine will soon become much sweeter, as if by magic.
How easy it is to improve the taste! If your friends are surprised, show them how it works. The tangerine tastes better than it did before because the warmth of the water makes it seem less sour. The fruit becomes sweeter not because it produces more sugar; it tastes sweeter because it contains a lower level of sourness.
(3) If your friends are still not impressed by the little tip on making a tangerine more delicious, try this one: use a banana peel to polish your leather shoes. Just imagine that you are busy getting dressed for an important party but find that your shoes look dirty. What’s worse, you don’t have any shoe polish on hand. What can you do in such a situation? Get a banana!
What an easy solution! However, you are not going to get a pair of bright, shiny leather shoes simply by eating a banana. Well, if you are hungry, go ahead and eat it.
Just remember to keep the peel, so you can use it to shine your shoes. Rub the inside of the peel all over the shoes before using a piece of dry cloth to polish them. The secret is the high level of tannin in the banana peel. Tannin is a special chemical usually used to tan animal hides into leather. When it is rubbed on your shoes, you’ll discover that your shoes will shine more brightly than ever before.
(4) Although these tricks may seem like magic, they are really just examples of the use of science in our everyday lives. Science can look like magic when you don’t understand it. However, when you do understand it, you will realize that science is something not just for the laboratory, but for life.
—By Paul Geraghty Article E
Unit 11 Dancing to Nobody’s Tune
(1) “Where there is a will, there is a way.” Those who believe in this saying usually have a better chance to succeed than others. One such person is Lin Hwai-min, the founder of Cloud Gate Dance Theatre of Taiwan, a dance company that has played an important role in the development of modern dance in Taiwan. Without a doubt, Lin’s determination to pursue his dream has greatly inspired many people.
(2) For Lin Hwai-min, the road to success was not easy, especially because his parents were never serious about his dream. Lin’s strong interest in dancing began at a young age. As a child, he often moved his body like a ballet dancer. However, Lin’s parents would prefer their son to do well on his school exams, have a successful career, and enjoy high social status. In their eyes, dancing could be a hobby at most; it could never be a career choice.
Although his parents didn’t agree with what he had chosen, Lin’s love of dancing
in the U.S.A.
(3) The training was much harder than he had expected, though. At that time, Lin was already twenty-three years old. Thus, it was more difficult than usual for him to learn dancing skills at that “old” age. “I couldn’t even get up in the morning. I just wanted to quit,” Lin once said. In the beginning, his teacher was not satisfied with his performance. Yet, Lin kept on dancing—not to the teacher’s tune, but to his own tune.
This determined young man refused to let any challenges stop him.
(4) Eventually, Lin not only successfully started his career as a great dancer at professional dance troupes in the U.S.A., but also, in 1973, founded Cloud Gate in his homeland, Taiwan. For years, Cloud Gate’s performances have been earning shiny praise around the world for the perfect fusion of Chinese and Western dancing spirits
(4) Eventually, Lin not only successfully started his career as a great dancer at professional dance troupes in the U.S.A., but also, in 1973, founded Cloud Gate in his homeland, Taiwan. For years, Cloud Gate’s performances have been earning shiny praise around the world for the perfect fusion of Chinese and Western dancing spirits