以Graphic organizers、句型、
字串融入英文閱讀與翻譯的教學
曾琦芬
國立臺中科技大學
應用英語系 助理教授
2012/12/12
簡歷
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國立臺中科技大學 應英系
國立臺中護專
通識中心
國立臺中女中
國立武陵高中
桃園縣瑞原國中
 國立台灣師範大學英語系
 國立台灣師範大學英語系
 國立台灣師範大學英語系
助理教授
助理教授
專任教師
專任教師
專任教師
英語教學博士
語言學碩士
學士
報告內容
 如何應用Graphic organizers於教學中
 以句型為單位的教學
 以字串(lexis)為單位的教學
What are graphic organizers？
Graphic organizers are……
 visual aids added to text and other
instructional materials to
communicate the organization of the
text passage or the instructional
material (Jonassen et al.,1993)
What can graphic organizers
do?
 Learners’ attention is directed to
important information and they are
thus less likely to become trapped in
the details.
 The feature of two-dimensional
arrangement helps learners to
visualize abstract ideas and as a
result brings about perceptual
comprehension in learners.
Graphic Organizers vs. Expository
 Graphic organizers are also found to
be effective in facilitating teaching
and learning of expository texts.
Cultural Preference of
Writing Structure (of Expository)
(Kapland, 1966)
How to apply graphic
organizers in EFL teaching?
 To use graphic organizers to teach
reading texts
 Post-graphic organizer usage is
significantly more effective (Moore &
Readence, 1984).
Types of graphic organizers
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cause/effect
comparison/contrast
time order
simple listing (logical division/examples)
problem/solution
An essay includes……
 An introduction paragraph
 Body paragraphs
 A conclusion paragraph
Body paragraph 1
Introduction
Paragraph
(Hook+
Thesis statement)
Body paragraph 2
Body paragraph 3
Conclusion
paragraph
Many causes one effect
malnutrition
overwork
a lack of sleep
poor
health
One cause many effects
Effect #1
Effect #4
Cause
Effect #3
Effect #2
One cause many effects
bank taking away the
house
cut down on
expenses
losing
job
sell the car
transferring to
public schools
Ripple effect (chain reaction)
Excessive Emission of CO2
Global temperature on the rise
Melting of iceberg
Sea level on the rise
Animals losing habitats
Weird weather change
Comparison/Contrast; Simple list;
Problem/Solution
Introduction
Body
Feature 1
Introduction
Supporting
sentences for
Feature 1
Feature 2
Supporting
sentences for
Feature 2
Feature 3
Supporting
sentences for
Feature 3
Conclusion
Conclusion
Time order
Narrative
Hook ＋
Background
Info
Event 1
Event 2
Event 3
…
(in time order)
*Results
*Lesson
Learned
*Comment
Two Very Different Ghost Festivals
(東大, Book III, Lesson 3—comparison/contrast)
Introduction
Background
Information:
Taiwan vs.
USA
The gate of
hell opens in
Ghost month
More details
Customs
during Ghost
Month
More details
Don’ts during
Ghost Month
More details
Customs for
Halloween
More details
What people
do now on
Halloween
More details
Conclusion
Halloween
becomes a
time of fun;
the Ghost
Festival is
still a serious
occasion.
Student’s work:
If I could make someone disappear
If I could make someone disappear, I want that person to be
the former Minister of Education, Tu Cheng-Sheng. There are
three reasons why I want him to disappear. First, he dosed off at
Legislative Yuan, and insisted that he was not sleeping; he was
just closing his eyes. Second, he picked his nose in public. It is
so disgusting. Where are his manners? Third, he put “three little
pigs” on the idiom list. What kind of idiom is that? Therefore, if I
could make someone disappear, I want that person to be Tu
Cheng-Sheng.
“If I could make someone disappear” in
graphic organizer
If I could
make
someone
disappear,
I want
that
person to
be Tu
ChengSheng.
He dosed off at the
Legislative Yuan.
Instead of
apologizing, he
insisted that he was
just closing his eyes.
He should pick his
nose in public. What
a disgusting act!
Only a very rude
person would do
such a thing. Where
are his manners?
He once said that
“the three little pigs”
should be taken as
an idiom. Didn’t he
have any sense at all?
Therefore,
due to the
above
reasons, if
I could
make
someone
disappear,
I certainly
want that
person to
be Tu
ChengSheng.
If I could make someone
disappear: Re-organized
If I could
make
someone
disappear,
I want
that
person to
be Tu
ChengSheng.
He was a
person who
talks black
into white.
He dosed off at the
Legislative Yuan.
Instead of
apologizing, he
insisted that he was
just closing his eyes.
He was a
person with
no manners
at all.
He should pick his
nose in public. What
a disgusting act!
Only a very rude
person would do
such a thing. Where
are his manners?
He misled
students
about
Chinese
idioms.
He once said that
“the three little pigs”
should be taken as
an idiom. Didn’t he
have any sense at all?
Therefore,
due to the
above
reasons, if
I could
make
someone
disappear,
I certainly
want that
person to
be Tu
ChengSheng.
The Sandals That Saved My Life
(東大, Book II, Lesson 1—Narrative)
-I was not
popular.
-A girl wanted
to be my
friend.
-She rarely
talked to
me.
we met online;
she did not want to
be my friend
I cried; my mom
comforted me;
I couldn’t sleep
My mom was out; I
thought of killing myself
My mom called; she
found sandals for me;
She said she loved me;
I blamed myself
-My mom’s phone
call made me
realize one
thing.
-I think of my
Mom’s love
whenever I wear
the sandals.
100年四技二專英文科考題—閱讀測驗1
Expository—simple list
Introduction
I have to
memorize
things; I have
picked some
tips.
The first
rule is to
repeat it
in your
mind.
Example—to
remember
classmates’
names
Another
trick is to
build on
small
pieces to
learn
longer
things.
Short term
memory vs. long
term memory
Conclusion
Pieces of
information in
short term
memory is
moved to long
term memory
by repetition.
100年四技二專英文科考題—閱讀測驗2
Expository—time order
Making a family album
Step 1
Find an
Album.
Nice, big
Strong,
Made of
paper
Step 2
Collect
Family
Treasures.
Step 3
Organize
The
Treasures.
Photos,
Tickets,
Postcards
One person
One page;
In time
Order
Step 4
Label each
Treasure.
Get help
From
Family
member
句型的應用
 句型是骨架
 單字是肌肉
 骨架拼對了，雛形就清晰可辨
句型的分類
 依句子結構分類
 依詞性分類
 依功能分類
依句子結構分類
 S + Vi
 S + Vt + O
 雙受詞的句型
S + V + DO + prep + IO
S + V + IO + DO
 加補語的句型
S + Vi + SC
S + Vt + O + OC
S + Vi
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What happened?
I never lie.
The visitors left.
They finally settled down.
Justin and Selina broke up.
S + Vt + O
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He finished all the food.
I enjoy jogging.
I want to have a smart phone.
I think that he is a decent man.
He can’t control himself.
S + Vt + O的衍生句型
 Phrasal verbs
carry out the plan, turn on the light
bring about changes, figure it out,…
 Prepositional verbs
look at me, take after my father
live on meat, deal with it
 Catch…by the collar, look…in the eye,…
 Pay attention to, make use of, take care of
put an end to, make a fool of,…
S + V + DO + prep + IO
S + V + IO + DO
 give the necklace to me
give me the necklace
 tell a story to the kids
tell the kids a story
 remind sb. of sth.
 cure sb. of illness
 inform sb. of sth.
 Protect A from B
 Blame sb. for sth.
S + Vi + SC
S + Vt + O + OC
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The flower smells good.
You look tired.
She remained single.
They went bankrupt.
I believe him innocent.
Get your job done.
I find the movie interesting.
依詞性分類
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冠詞
the old, a Picasso, an Einstein
代名詞 some…, and others…
關係詞 those who, the reason why…
助動詞 must have + pp, had better+V
不定詞 be about to+V, to be frank…
分詞
judging from, a red-haired girl
動名詞 be worth+Ving, come near+Ving
it/ thatit is…that…, the fact that…
依功能分類
 假設語氣與條件句
If I were…; Provided that…; I suggest that…;
It is about time…; as if
 時間
not…until…; as soon as; no sooner…than…
by the time…; when/while…
 比較
as…as possible; as sly as a fox; even +比較級
依功能分類
 讓步
although, despite, No matter +Wh.
 否定
far from, there is no +Ving, fail to+V
 目的、結果、原因
result in, so…that…, with an eye to+Ving
owing to, according to, to my surprise
 倒裝句
Only when…, Little do I know…, Here it is.
應用句型與字串解析中翻英
101年學測
 1. 近年來，許多臺灣製作的影片已經受到國
際的重視。
in recent years;
receive international attention;
be internationally recognized
In recent years, many films produced in
Taiwan have received international attention.
 2. 拍攝這些電影的地點也成為熱門的觀光景
點。
tourist attractions; tourist spots
The places where these films were shot also
become hot tourist attractions.
100年學測
 1.臺灣的夜市早已被認為足以代表我們的在
地文化。
has long been considered
be representative of; a symbol of; to represent
local culture
Night markets in Taiwan have long been
considered to represent our local culture.
 2.每年它們都吸引了成千上萬來自不同國家
的觀光客。
hundreds of thousands of
from different countries
Every year, they attract hundreds of thousands of
tourists from different countries.
以字串lexis為語言單位
 the Lexical Approach (Lewis, 1993)
 Lexical items are socially sanctioned
independent units; many are words, but
many consist of multi-word units.
Why lexis?
 …much native speaker language is
formulaic; it is simply that the native
speaker usually has a vastly greater
range of formulae to call upon for use
in a wider range of strategic domains
(McCarthy, 1991).
 Prefabricated chunks;
 formulaic speech;
 formulaic expressions
 These units can be analyzed; but
modern research suggests that speech
may be processed more rapidly if
the units are perceived as single,
unanalyzed wholes.
Different kinds of lexical items
 Words—the individual words
 Ploywords—found in dictionaries;
ex. of course, by the way, look up to...
 Collocations—the way individual words cooccur with others;
ex. prices fell; incomes rose; take medicine
 Institutionalised expressions—pragmatic
in character; allow language user to manage
aspects of the interaction
Three types of
institutionalized expressions
 Short, hardly grammaticalised
utterances: Not yet. Certainly not. Just a
moment, please.
 Sentence heads or frames to serve a
certain pragmatic purpose: Sorry to
interrupt, but can I just say…; That’s all
very well, but…;
 Full sentences with readily identifiable
pragmatic meaning: You can’t miss it. It’s
all yours. Keep the change. Rise and shine.
Archetypical utterances
containing ‘ll
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I’ll get it.
I’ll give you a ring.
I’ll drop you a line.
I’ll see what I can do.
Take my word for it.
You’ll never get away from it.
That’ll do.
I see what you mean.
We’ll see.
It’s funny you should say that. It reminds me of…
Benefits
 Institutionalised expressions will be a help
to any non-native learner.
 A repertoire of such phrases is an important
part of fluency for the intermediate and
more advanced learner.
 Immediate practical utility for elementary
and lower intermediate learners (like
tourist-style phrase books).
The fact is…
 A language contains, in addition to
productive rules, a phrase book with
grammatical notes.
 Much native speaker language is
formulaic; the native speaker has a
vast range of formulae.
Implications for EFL teaching
 Raise students’ awareness of lexis.
 Teach not only grammar rules, but
lexis, including words, polywords,
collocations, and institutionalised
expressions.
 Take 統測 for example.
結語
 When teaching reading, teach both
the content and the structure.
 When teaching sentences, focus on
sentence patterns (i.e.,
collocations).
 When teaching vocabulary, use lexis
as the basis.
 Do both bottom-up and top-down
teaching.
Thank You for
Your Kind Attention!!