英文學科中心 101 年度優良教學示例教案徵選
重大議題融入教學—環境教育 台南市立永仁高中 蔡孟芬老師 I. 作品名稱(Title): Dance in Harmony with Birds
II. 英文摘要(Abstract) (100-200 字):
This lesson plan aims at raising students’ awareness of environmental protection
by reading articles about birds in America and in Taiwan. In the research process,
students get further understanding about different birds and then learn how to live in
harmony with them. In the first period, students watch a clip about hummingbirds
and answer questions. Then students fill in KWL chart to activate their prior
knowledge and set a purpose for the new vocabulary learning. In the second period,
students read a text on hummingbirds in America. To complete the worksheets,
students find connections between paragraphs and practice scanning and
skimming skills for main ideas and details. Then by making the graphic organizer
for each paragraph, students enhance their reading and speaking abilities. In the
third period, the teacher introduces two sentence patterns. After the practice,
students complete the story “The Lion and the Mouse” with the two sentence
patterns taught. In the last period, in the computer classroom, students make use of
technology and graphic organizers to introduce seven common birds in Taiwan
through oral reports.
III. 教學目標(Objectives):
(1) To strengthen listening skills by catching the main points in the clips
(2) To develop the ability to look for linking words and connections between
paragraphs
(3) To comprehend the text with the help of graphic organizers
1 (4) To learn and use the vocabulary and phrases correctly
(5) To learn and use the two sentence patterns appropriately
(6) To apply graphic organizers to oral reports
(7) To cooperate with team members to complete the worksheets and carry out
tasks
IV. 適用年級及學生程度之描述(PR 值): 11th graders, PR Value 67
V. 授課時數(Time required): 4 periods
VI. 教材(Materials): 龍騰 99 課綱第三冊第八課
Hummingbirds: The “Flying Jewels” of the Americas
Hummingbirds, also called hummers, are named for the sound produced by their
rapidly moving wings. When early Spanish explorers in the Americas saw
hummingbirds for the first time, they called them “flying jewels.” Most hummingbirds
have colorful feathers, with males’ colors being brighter than those of females. Today
these tiny birds, with their brilliant colors and lightning-fast movements, still capture
people’s imaginations.
Male hummingbirds are the smallest warm-blooded animals on earth. Among
them, the Bee Hummingbird is the smallest. Its average weight is 1.8 grams. So small
is this bird that it can be hard to spot. But if you do see one, you will notice its long,
slender beak and rainbow-like colors.
As tiny as hummers are, their flying abilities set them apart from all the other
birds. Hummers normally fly at a speed of 25 to 30 miles per hour, and they can dive at
around 60 miles per hour! It was reported that one hummingbird kept up with a car
going 55-60 miles per hour. What’s still more amazing is that hummingbirds can fly
forward, backward or upside down, and can even hover in mid-air. The ability to hover
allows the birds to stay over a flower long enough to suck out all the nectar they need.
2 In normal flight, a hummer’s wings beat about 18-80 times per second, depending
on the size of the bird. This movement burns a lot of energy; therefore, the birds need
to eat every 15-20 minutes. One bird may drink from 1,000 flowers and eat between
400 and 500 insects in a single day. Without enough food, hummingbirds can starve to
death in an hour.
Hummingbirds live only in the Americas, spending most of their time in the
warmer climates. They seem to be able to detect the changes in the length of days as
well as the changes in the insect and flower populations. Before winter comes, they
migrate to avoid the cold and find enough food. In spring they start journeying back to
their birthplace to breed. The males generally fly home about three weeks earlier than
the females. Researchers believe that some hummingbirds fly non-stop over the Gulf of
Mexico. This unbelievable 500-mile flight takes more than 18 hours! As for distance,
the Rufous Hummingbird migrates the longest distance, from Mexico to Alaska and
back, a total of 10,000 miles.
You probably won’t have the chance to see any hummingbirds in Taiwan, but if
you go to the Americas, you might have a chance to catch a glimpse of these sparkling
little flying jewels!
VII. 教學流程(Teaching procedure):
[Period One]
Creating Background
1. Arising Students’ Awareness
1.1 The teacher shows the class a clip about “Hummingbirds: Magic in the Air ”
(http://www.youtube.com/watch?v=Hrlr45uGapQ ) and asks students about
the behaviors of hummingbirds. (3 minutes)
1.2 The teacher provides a website about a simple quiz about hummingbirds and
3 asks students about the behaviors of hummingbirds. (5 minutes)
(http://www.funtrivia.com/playquiz/quiz5332461d8a8.html )
1.3 The teacher asks students six questions on the contents of the reading. Then,
students scan and skim for the answers in the time limit. (7 minutes)
(1) What are the smallest and fastest birds in the world?
(2) Where were hummingbirds found by Spanish explorers?
(3) Why are hummingbirds called “flying jewels?”
(4) How fast do hummingbirds fly?
(5) How fast can a hummer’s wings beat?
(6) Why do hummingbirds know it’s time to migrate?
2. Vocabulary Teaching
2.1 The teacher gives students Worksheet 1 and asks students to categorize the new
words into “words I know” and “words I don’t know” and find out the
collocations of the new words from the example sentences. The last column will
be done after the vocabulary instruction. (15 minutes)
4 2.2 Students discuss the collocations they find in the example sentences with each
other. They are encouraged to raise questions when the teacher mentions the
parts they don’t understand.
(5 minutes)
2.3 The teacher walks around and glances at students’ worksheets. The teacher
spends more time teaching the words most students are not familiar with.
(15 minutes)
[Period Two]
Establishing New Information
1. Students are divided into groups of five or six. There are six groups in total. The
teacher makes use of the “Paragraph Scrambler” website to scramble the reading of
this lesson.
(5 minutes)
(http://davidbrett.uniss.it/eLearningTools/paragraph%20scrambler.htm)
2. The teacher shows the website of British Council to teach students how to put
paragraphs in correct orders. (5 minutes)
(http://learnenglishteens.britishcouncil.org/exams/exam-reading/put-paragraphs-correct-order)
3. Next, group members work together on Worksheet 2 and find the clues and
connections between paragraphs to put these paragraphs into correct orders.
(5 minutes)
5 4. The teacher chooses one group to read the paragraphs they organize. Then the CD
player plays to announce the correct paragraph orders. (5 minutes)
5. The teacher discusses with students about the graphic organizer of the whole reading
and draws out the main ideas of each paragraph. (5 minutes)
6. Each group is assigned one paragraph to make a graphic organizer. What students
need to do is write the key words of each categories, not complete sentences.
(10 minutes)
6 7. After finishing the graphic organizer for each paragraph, each group sends a reporter
to do a mini report with the graphic organizer they draw.
(15 minutes)
[Period Three]
Practice and Personalization
1. The teacher explains the first sentence pattern and gives examples. (7 minutes)
(1) Father was so silent that I felt uneasy. → So silent was Father that I felt uneasy. (2) He sings so well that he can be a famous singer. → So well does he sings that he can be a famous singer. 2. Then students do the exercises on the textbook. (5 minutes)
Practice A Rewrite the following sentences by using Pattern I. 1. Little Bean is so cute that everyone wants to have their picture taken with him.
Æ
everyone wants to
have their picture taken with him.
2. Hurricane Katrina was so destructive that it devastated much of the city of New
Orleans.
Æ
it devastated
much of the city of New Orleans.
3. Lisa speaks so fast that I can’t understand her.
Æ
I can’t understand
her.
7 4. The magician performed so poorly that his audience got really bored.
Æ
his audience got
really bored.
5. Avatar was so successful that Hollywood wants to make more 3-D movies.
Æ
Hollywood wants to
make more 3-D movies.
3. The teacher asks five students to read students’ answers loud and shows the answers
on the screen. (3 minutes)
4. Next, the teacher introduces the second sentence pattern and gives examples to help
students understand the second pattern. (7 minutes)
(1) Although/Though the storm was terrible, the family went on a trip. → (As) Terrible as/though the storm was, the family went on a trip. (2) Although the father worked hard, he couldn’t make enough money to support his family. → (As) Hard as/though the father worked, he couldn’t make enough money to support his family. 5. Then the teacher asks students to do the exercise on textbook. (5 minutes)
Rewrite the following sentences using “(As +) adj./adv. + as + S + V, S + V.” 1. Although the wolf may look friendly, he is actually planning to eat Little Red
Riding Hood.
Æ
, he is
actually planning to eat Little Red Riding Hood.
2. Although Andy was poor, he managed to finish his college education.
Æ
, he
managed to finish his college education.
3. Although the burglar opened the window carefully, he still triggered the security
alarm.
Æ
, he still
triggered the security alarm.
4. Although Kobayashi Takeru looks small and thin, he has been the champion in
Nathan’s Hot Dog Eating Contest for six years in a row.
Æ , he has
been the champion in Nathan’s Hot Dog Eating Contest for six years in a row.
8 6. The teacher asks five students to read their answers loud and shows the answers
on the screen. (3 minutes)
7. Personalization
7.1 The teacher plays the clip of The Lion and the Mouse. (5 minutes)
http://www.youtube.com/watch?v=5eh2NU0mjrc
7.2 The teacher distributes Worksheet 3 to students. After watching the clip,
students try to retell the story with the sentence patterns they learned.
(10 minutes)
7.3 The teacher invites three students to perform reader’s theater, “The Lion and the
Mouse” with this worksheet.
(5 minutes)
9 [Period Four]
Application
1. The teacher takes students to the computer classroom and divides students into
groups of 5. Each group is assigned two computers. In a group, one member acts as
the reporter, other three are responsible for graphic organizers and the other is in
charge of pictures and 5-minute clip of the bird. (5 minutes)
2. Every group is given a worksheet on a common bird in Taiwan. (Worksheet 5~11)
There are two websites provided on it. Students go to the website and find out the
information about appearance, distribution, behavior, feeding and migration of the
birds. Students are allowed to ask questions if they meet any problems in the
process.
(20 minutes)
3. The teacher uses a digital camera to take pictures of students’ organizers and saves
the images in a flash disk. Then students post the graphic organizer images on their
PPT. (5 minutes)
10 4. Then the mini report starts from the first group. The reporter comes to the front. Two
other members help the reporter hold the graphic organizer when he/she reports. At
the same time, all the screens of the students’ computers are controlled by the
teacher to show the PPT of the reporting team. After the oral report, the team
members show a 5-minute film about the bird. (20 minutes)
5. Assessment of the presentation:
5.1 Presenters fill in the self-evaluation sheets before the presentation to remind
themselves of the important points. (Worksheet 12)
5.2 The rest teams fill in peer-evaluation sheets on other teams’ performances.
(Worksheet 13)
11 VIII. 評量方式(Assessment):
(1) Worksheets 1~12
(2) Q & A
(3) PPT assignment
(4) Oral Report
IX. 教學建議(Suggestions):
If teachers want to use the lesson plan in the future, they should notice the
following places.
1. Give students more time to complete KWL charts and graphic organizers.
2. Remind students to bring their own flash disks. Only one flash disk makes the
teacher extremely busy.
3. Ask students to write down the script of the oral report to develop the writing
ability.
X. 省思(Reflection):
教書第十年後，我開始思考，如何讓自己當一個更開心、更有活力的英文老師，
於是我開始積極參加英文學科中心的研習和活動。當老狗學會了新把戲，老狗的
生命像是又回春一般，像隻對這個世界充滿好奇的小狗，快樂得很。在活化教學
的過程中，除了是對自己創意能力的考驗外，對於學生的質疑，更需要善意的堅
持。在這個教案的執行過程中，我是第一次結合英語教學與電腦教室的功能，真
的很方便，學生的效率也大大的提高了，出乎意料之外，全部的學生都很投入，
沒有學生做不相干的事，讓我信心大增，這次的嘗試，真的很成功。(唯一美中不
足點，就是我的相機的 SD 卡因為太多次插拔壞了。)雖然這群孩子的 PR 值不算
高，但是他們在我一步步引導下，做出的成果實在令人驕傲。
12 Worksheet 1 1. List the known words and unknown words in the KWL chart. KWL K (words I already knew) W (words I don’t know) L (words I have learned) 2. The following sheet is for you to write down the collocations or special usages of the new words. New Words (Words I Don’t Know) Collocations or Special Usages (字詞搭配或特殊用法) 13 Worksheet 2 Scrambled Paragraphs To order paragraphs of a text, you have to work like a detective and
look for clues to help you. Look for linking words and connections
between paragraphs. Reference words link backwards to things earlier in
the text or forwards to things later in the text.
A Male hummingbirds are the smallest warm-­‐blooded animals on earth. Among them, the Bee Hummingbird is the smallest. Its average weight is 1.8 grams. So small is this bird that it can be hard to spot. But if you do see one, you will notice its long, slender beak11 and rainbow-­‐like colors. B As tiny as hummers are, their flying abilities set them apart from all the other birds. Hummers normally fly at a speed of 25 to 30 miles per hour, and they can dive at around 60 miles per hour! It was reported that one hummingbird kept up with a car going 55-­‐60 miles per hour. What’s still more amazing is that hummingbirds can fly forward, backward or upside down, and can even hover in mid-­‐air. The ability to hover allows the birds to stay over a flower long enough to suck out all the nectar they need. C Hummingbirds, also called hummers, are named for the sound produced by their rapidly moving wings. When early Spanish explorers in the Americas saw hummingbirds for the first time, they called them “flying jewels.” Most hummingbirds have colorful feathers, with males’ colors being brighter than those of females. Today these tiny birds, with their brilliant colors and lightning-­‐fast movements, still capture people’s imaginations. D Hummingbirds live only in the Americas, spending most of their time in the warmer climates. They seem to be able to detect the changes in the length of days as well as the changes in the insect and flower populations. Before winter comes, they migrate to avoid the cold and find enough food. In spring they start journeying back to their birthplace to breed. The males generally fly home about three weeks earlier than the females. Researchers believe that some hummingbirds fly non-­‐stop over the Gulf24 of Mexico. This unbelievable 500-­‐mile flight takes more than 18 hours! As for distance, the Rufous Hummingbird migrates the longest distance, from Mexico to Alaska and back, a total of 10,000 miles. F You probably won’t have the chance to see any hummingbirds in Taiwan, but if you go to the Americas, you might have a chance to catch a glimpse of these sparkling little flying jewels! G In normal flight, a hummer’s wings beat about 18-­‐80 times per second, depending on the size of the bird. This movement burns a lot of energy; therefore, the birds need to eat every 15-­‐20 minutes. One bird may drink from 1,000 flowers and eat between 400 and 500 insects in a single day. Without enough food, hummingbirds can starve to death in an hour. 14 Worksheet 3 Discuss with your group members and decide the main ideas of each paragraph. Fill in the blanks to form a graphic organizer of the whole reading. . Paragraph1 __________ of Hummingbird Paragraph2 __________ of Hummingbird Paragraph3 Paragraph4 Paragraph5 Paragraph6 __________ of Hummingbird __________ of Hummingbird __________ of Hummingbird Conclusion 15 Worksheet 4 “The Lion and The Mouse” is one of the famous Aesop's Fables. Now we are going to retell the story with the sentence patterns we learned in this lesson. Please combine the following sentences using Pattern I and Pattern II. The Lion and The Mouse
A Lion lay asleep in the forest, his great head resting on his paws.
So____________that______________(The lion was tired. He slept soundly.) A timid little Mouse came upon him unexpectedly. So__________that_________________(The mouse was scared. She hasted to get away.) Accidentally, she ran across the Lion's nose. The lion was roused from his nap. So ________________that _____________(The Lion laid his huge paw angrily. He wanted to kill he tiny creature.) "Spare me!" begged the poor Mouse. "Please let me go and some day I will surely repay you." As ________________, __________________. (Although the Lion was amused to think that a Mouse could ever help him, he was generous and finally let the Mouse go.) Some days later, while stalking his prey in the forest, the Lion was caught in the toils of a hunter's net. As ________________, __________________. (Though the lion struggled angrily, he was unable to free himself.) He filled the forest with his angry roaring. The Mouse knew the voice and quickly found the Lion struggling in the net. Running to one of the great ropes that bound him, she gnawed it until it parted, and soon the Lion was free. "You laughed when I said I would repay you," said the Mouse. "Now you see that as ________________, __________________. (although a mouse is small, it can help a big lion.)" A kindness is never wasted. 16 Worsheet 5
Introduction of Birds in Taiwan (小白鷺)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Graphic Organizer Make a graphic orgainzer on A3 paper. II. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 17 Worsheet 6
Introduction of Birds in Taiwan (紅尾伯勞)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Webside for reference http://en.wikipedia.org/wiki/Brown_Shrike http://www.birdskorea.org/Birds/Identification/ID_Notes/BK-­‐ID-­‐Brown-­‐S
hrike.shtml II. Graphic Organizer Make a graphic orgainzer on A3 paper. III. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 18 Worsheet 7
Introduction of Birds in Taiwan(灰面鷲)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Webside for reference http://www.birdingintaiwan.com/gray-­‐facedbuzzard.htm http://en.wikipedia.org/wiki/Grey-­‐faced_Buzzard II. Graphic Organizer Make a graphic orgainzer on A3 paper. III. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 19 Worsheet 8
Introduction of Birds in Taiwan(黑面琵鷺)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Webside for reference http://en.wikipedia.org/wiki/Black-­‐faced_Spoonbill http://www.birdingintaiwan.org/Birdsintwn/Black_faced_Spoonbill.htm II. Graphic Organizer Make a graphic orgainzer on A3 paper. III. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 20 Worsheet 9
Introduction of Birds in Taiwan(烏秋)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Webside for reference http://en.wikipedia.org/wiki/Black_Drongo http://www.birdingintaiwan.com/blackdrongo.htm II. Graphic Organizer Make a graphic orgainzer on A3 paper. III. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 21 Worsheet 10
Introduction of Birds in Taiwan(夜鷺)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Webside for reference http://en.wikipedia.org/wiki/Night_heron http://www.birdingintaiwan.com/malayannightheron.htm II. Graphic Organizer Make a graphic orgainzer on A3 paper. III. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 22 Worsheet 11
Introduction of Birds in Taiwan(綠繡眼)
Team Member: Name (number) ( ) ( ) ( ) ( ) ( ) Pictures Work Graphic Graphic Graphic & You’re in Reporter organizer organizer organizer 5-­‐minute Charge of film I. Webside for reference http://en.wikipedia.org/wiki/Japanese_White-­‐eye http://www.honoluluzoo.org/japanese_white-­‐eye.htm II. Graphic Organizer Make a graphic orgainzer on A3 paper. III. Oral report Choose one member as the reporter and other two students hold the paper. Use PPT as a reporting tool. 1. Show 5 to 10 pictures of this bird. 2. Present the graphic organizer to the class on PPT and start the oral report. 3. Show a 5-­‐minute film of this bird. 23 Worksheet 12 Self Oral Report Evaluation points available points Toward entire audience (not just Eye teacher) Contact Speaker doesn’t read straight from notes. He/She isn’t note bound. 5 Speaker uses hands to indicate what being described. Gestures Speaker avoids swaying, rocking, playing with his/her hair or doing other distracting movements. 5 Audience should be able to hear the speaker without straining. Volume Speaker keeps his/her head up and speaks with a consistent volume. 5 Speaker pronounces words correctly and uses good grammar. Language Rate of delivery is smooth and consistent. 5 Speaker avoids excessive referencing of notes and speaks with confidence. Preparati Visual aid is complete and used on during the speech to help clarify meaning. Music is tested and set up before the presentation. 5 Criteria Speaking Hallmarks of Excellence TOTAL Comments 24 Worksheet 13 Peer Oral Report Evaluation points available points Toward entire audience (not just Eye teacher) Contact Speaker doesn’t read straight from notes. He/She isn’t note bound. 5 Speaker uses hands to indicate what being described. Gestures Speaker avoids swaying, rocking, playing with his/her hair or doing other distracting movements. 5 Audience should be able to hear the speaker without straining. Volume Speaker keeps his/her head up and speaks with a consistent volume. 5 Speaker pronounces words correctly and uses good grammar. Language Rate of delivery is smooth and consistent. 5 Speaker avoids excessive referencing of notes and speaks with confidence. Preparati Visual aid is complete and used on during the speech to help clarify meaning. Music is tested and set up before the presentation. 5 Criteria Speaking Hallmarks of Excellence TOTAL Comments 25 26