全民英檢中高級實例教學
Advanced English Teaching
主講人：程小芳
國立聯合大學應用外語學系暨語文中心主任
中高級教學資源參考網站
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全民英檢參考字表：
http://www.lttc.ntu.edu.tw/academic
s/wordlist.htm
中高級聽力教學參考網站
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News: BBC, CNN, National Public Radio…etc.
Historychannel.com: (speeches)
http://www.history.com/video.do?name=speeches
Hollywood.com: http://www.hollywood.com/
Multimedia Educational Resource for Learning and
Online Teaching:
http://www.merlot.org/merlot/index.htm
Randall’s ESL Cyber Listening Lab: http://www.esllab.com/
Using English for Academic Purposes:
http://www.uefap.com/listen/listfram.htm
中高級口說教學參考網站
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English Pronunciation Tips of the Day:
http://www.phon.ucl.ac.uk/home/johnm/eptotd/tiphome.
htm
Eva Easton: Authentic American Pronunciation:
http://evaeaston.com/pr/home.html
American English Pronunciation Practice:
http://www.manythings.org/pp/
Pronunciation Web Resources:
http://www.sunburstmedia.com/PronWeb.html
中高級閱讀教學參考網站
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Reading Poetry: A checklist of things to be
considered (from the writing center of George Mason
University in Fair fax, Virginia)
http://writingcenter.gmu.edu/resources/handouts/readi
ngpoetry.pdf
Cobuild Condordance: 加強對詞語搭配(collocation)
的認識
http://www.collins.co.uk/Corpus/CorpusSearch.aspx
The Longman Defining Vocabulary:
http://www.cs.utexas.edu/users/kbarker/working_notes
/ldoce-vocab.html
中高級寫作教學參考網站
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Guide to Grammar and Writing:
http://webster.commnet.edu/grammar/index.
htm
Common Errors in English:
http://www.wsu.edu/~brians/errors/errors.ht
ml
The Purdue Online Writing Lab:
http://owl.english.purdue.edu/
Cambridge Dictionaries Online:
http://dictionary.cambridge.org/define.asp?k
ey=am*3+0
Strategies good learners
use
Paying attention to the formal
properties of the target language (Ellis,
1994)
 Attending to form and monitoring one’
s own and others’ speech (Reiss,
1985)
 Paying attention to how the target
language is used (Stevick, 1989)
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Discourse Grammar
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There are several solutions to the problem of sickbuilding syndrome, among them cleansing the
building. First, or course, experts must determine
the specific cause in any one building. Then workers
probably need to take out carpets, wallpaper, and
ceiling tiles in order to remove mold and bacteria.
Also, they need to clean out the air conditioning
system and completely rebuild the system of
ventilation. They should remove synthetic products
and bring in natural products, instead, if they are
available.
(Kirn & Hartman, 2002:30)
Discourse Grammar
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These days, urban lifestyles seem to change very fast. It
is more than just clothing and hairstyles that are in style
one year and out of date the nest; it’s a whole way of
living. Once year people wear sunglasses on top of their
heads and wear jeans and boots; they drink white wine
and eat sushi at Japanese restaurants; for exercise they
jog several miles a day. However, the next year
everything has changed. Women wear long skirts; people
drink expensive water from France and eat pasta at Italian
restaurants; everyone seems to be exercising at health
clubs. Then, suddenly, it has changed again. Men shave
their heads and wear earrings; people wear only natural
fabrics (safe for the environment); they drink gourmet
coffee and eat Thai food; for both leisure and exercise,
they go inline-skating.
(Kirn & Hartman, 2002:85)
Discourse Grammar
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Vitamins are powerful substances, as seen when people
consume too little or too many. A deficiency of vitamin A
can lead to blindness. A lack of the B-vitamin niacin can
cause symptoms of mental illness, and an absence of the
B-vitamin thiamin can eventually produce nerve, heart,
and brain abnormalities. Doing without vitamin C can lead
to scurvy, and failing to take in vitamin D can retard bone
growth. The consequences of deficiencies are so dire,
and the effects of restoring vitamins so dramatic, that
people spend billions of dollars every year on vitamin pills.
They are advised to remember that many vitamins hold
the potential for toxicity if taken in amounts that far exceed
recommended dietary allowances.
(Langan, 2004:237)
Categories of Connectors
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Additive:
and
in other words
and so
in addition furthermore
nor
or else
besides
alternatively
by the way for instance
or
likewise
similarly
in the same way
first…second/then
Categories of Connectors
Adversative:
 yet
though
but
 however nevertheless despite this
 in fact
actually on the other hand
 instead rather
on the contrary
 in any case
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Categories of Connectors
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Temporal:
First next after that
just then finally
Previously before that at once at last
in the end
meanwhile
soon
an hour later
up to now
until then
at this moment
at the same time
from now on
now
then
when
Categories of Connectors
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Causal:
Because
for
hence
therefore
consequently
so
for this reason
as a result
then
Thus on this basis
with this in mind
under the circumstances
otherwise
in that case
Gradual Release of
Responsibility
First introduced by Pearson and
Gallagher in 1983
 Model Instruction
 Shared Instruction
 Guided Instruction
 Independence Stage
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Student Success Criteria
 the
title and author (T&A)
 the main ideas (MI)
 important supporting details (D)
 the moral of the story (M)
 a brief synopsis of the story that
is not longer than 10 sentences
Model Instruction
(Teacher does ALL)
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The teacher introduces to the students that their next
writing task is to learn how to properly write brief
summaries.
The class creates a Student Success Criteria like the
one above under the guidance of the teacher.
The teacher reads the short story book Stone Soup
written by Jon J. Muth to the students.
On the board, the teacher writes a brief summary of
the story, often referring back to the Student Success
Criteria. After writing the brief summary, the teacher
checks her own work against the Student Success
Criteria through think aloud to see if each criteria on
the checklist is included in her work. She explains the
strategies used as she reviews her work.
Shared Instruction
(Teacher does, students help)
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Review the Student Success Criteria on brief summary
writing.
The teacher chooses another short story book to read
aloud to the students.
On the board, the teacher writes a brief summary with
the help of the students, often referring back to the
Student Success Criteria for verification.
After writing the brief summary, the teacher and
students look at each criteria on the Student Success
Criteria and makes sure that each criteria is included in
their work.
Guided Instruction
(Students do, teacher helps)
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Review the Student Success Criteria on brief summary
writing.
The teacher chooses another short story book to read
aloud to the students.
The students write a brief summary using the Student
Success Criteria as a guide. This may be done with a
partner.
The teacher walks around and checks the students'
work, giving feedback when necessary.
Students hand in their work and the teacher checks for
quality of work, making sure that each point on the
Student Success Criteria is included.
Teacher gives constructive feedback to students. No
mark is given.
Independent Instruction
(Students do ALL)
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Review the Student Success Criteria on
brief summary writing.
The teacher chooses another short story
book to read aloud to the students.
The students write a brief summary using
the Student Success Criteria as a guide. No
further reminders are given by the teacher.
The teacher collects students' work and
gives a mark.
Conclusion
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Each step of the Gradual Release of
Responsibility model may take more
than a day and the teacher may
backtrack when necessary. It is up to
the teacher’s judgment to determine
how long each stage is needed. This
may be seen as an obstacle. But it is
really a good way to improve learning
outcome.
Q&A
Thank you very much.