作品名稱：英文藏頭詩桌遊樂翻天
壹、作品設計的特色
隨著E化時代來臨，孩子長期多方接觸聲光刺激，容易導致注意力不集中，因此如何培養孩子專注學習日漸受重視。再者，高年級學生需要更多學習自主權，正向引導孩子自發學習及五育均衡發展，亦是我們努力朝向的目標。此外，英語課堂中的雙峰現象日趨嚴重，要兼顧各程度學生實屬不易，如何打破藩籬，設計符合各學生之教學活動，成為教學者必須克服的難關。利用活動式遊戲評量，提高孩子課堂參與度; 透過小組競賽激發同儕相互合作，發展群育，並適時給予表現機會，讓他們在歡樂學習氣氛中，找到學習的樂趣與自信。面對教學上的三大困境，我們設計出一套由師生共創的藏頭詩桌遊教材課程。透過老師引導示範，學生分組腦力激盪（brain storming），以多元題材創作藏頭詩，在創作藏頭詩的同時，學生也能配上情境插圖(美育)相輔相成。課程中強調整合性「聽說讀寫拼」能力的培養，以螺旋學習模式發展智育，讓孩子在創作及活動中複習舊經驗。從創意發想到成果分享，學童除了根化英語能力，經由小組遊戲競賽，發展孩子自主學習、同儕相互合作能力(群育)，也在分享過程中，學習聆聽及欣賞他人創作的美德(德育)。學生建立學科能力(智育)的同時，發展出健全的人格特質。從2-3人一組創作藏頭詩、4-5小組班級內活動、發展至5-6年級「英文藏頭詩桌遊樂翻天」學習共同體，並在遊戲中培養團隊合作及相互學習。師生共創藏頭詩桌遊教材內容發展成一連串的『整合性的聽說讀寫活動』如:藏頭詩歌曲歡唱(Sing a Song)、藏頭詩與繪本(Picture books Q & A)初相逢、藏頭詩認識國家(Guess a Country)、藏頭詩音韻之美(Read a Poem)、藏頭詩猜謎(Guess a Riddle)、藏頭詩寫作(Write a Poem)，配合功能卡增加學習教材的趣味性、刺激感及變化性。孩子透過藏頭詩桌遊輪流當任務組，執行任務，幫助其他組得分自己也能得分。助人助己的良性競爭(德育)，引發並維持學生學習動機。今天蔚為風潮的翻轉教育，其中一個核心的概念是希望將學習的主權還給學生與本教材「英文藏頭詩桌遊樂翻天」，讓學生成為課堂的主人，才是真正有效的教學，更是設計藏頭詩桌遊課程的宗旨。
貳、教材與教法設計的理念
一、 教材設計的理念
語言學習在於熟練，進而養成習慣，除了repeat after me反覆練習，運用創意活動讓學生成為課堂的主人，才是真正有效的教學，更是設計藏頭詩桌遊課程的宗旨。運用藏頭詩(acrostic poems)融入『整合性的聽說讀寫活動』，發展成一連串的教學活動，從讀者劇場(RT演藝)、自我介紹(Self-introduction)、歌曲歡唱(Song & Lyrics)、與繪本初相逢(Picture book Q&A)、認識國家(Guess a Country國際教育)、音韻之美(Phonics vs. Rhyming sound)、猜謎(Riddle Guessing)到寫作(Creative Writing)。讓不同學習風格(learning style)、學習背景、不同程度的學生透過參與課堂活動，一起快樂學英文。從2-3人一組創作藏頭詩、4-5小組班級內活動、發展至5-6年級藏頭詩桌遊活動學習共同體，並在遊戲中培養團隊合作及相互學習。
二、實施方式
三、教學方法設計的理念
- 1. 溝通式教學法(The Communicative Approach):
老師透過教學遊戲活動(Games& Activity)、及問答方式(Q&A)，讓學生與老師對話，也透過執行任務代表學生和其他同學對話，將意思傳給對方，並接收對方傳達的資訊，利用書寫工具寫下任務要求，以達成溝通的目的。在本教案中的任務包含了六種任務：藏頭詩歌曲歡唱(Sing a Song)、藏頭詩與繪本(Picture books Q & A)初相逢、藏頭詩認識國家(Guess a Country)、藏頭詩音韻之美(Read a Poem)、藏頭詩猜謎(Guess a Riddle)、藏頭詩寫作(Write a Poem)。
- 2. 聽說教學法(Audio-Lingual Method):
聽說教學法為聽說教學先於讀寫教學，一開始規則說明以聽說教學法為主，透過師生問答練習(Question-and-Answer Drill)來說明示範遊戲規則及配備。透過覆述練習(Repetition Drill)灌輸學生若聽不清楚時可以小組齊說Could you please repeat again? Could you please say it again?請執行任務的同學再清楚的說一次任務卡。老師配合小組獎勵制度學生學習以聽、說為主，讀寫拼為輔，並反覆練習。
- 3. 鷹架學習理論（Scaffolding）:
學習者內在的心理能力的發展有賴教師或能力比較好的同儕幫助，而這種幫助應建立於學習者當時的認知能力之上。因此，鷹架學習理論在建議教師採取一個暫時性的支持架構，以協助學習者學習能力的成長。鷹架學習理論在學習上所能提供學習者的支援包括引導學習者的參與、提供課程相關的範例給學習者觀摩、減輕學習者學習時的負擔，以及掌控學習過程的可能困難。
- 4. 合作學習（Cooperative Learning）:
4-6位學習者，透過彼此的互動互助及責任分擔，完成共同的藏頭詩學習任務，或達成共同的學習目標。著重學習者的參與，及以學習者為中心的教學設計，再藏頭詩桌遊派對中提供學生主動思考、共同討論分享或進行小組練習的機會，使教學不侷限於老師的直接教導。在學習的過程中，每位學習者不但要對自己的學習負責，也要幫助同組的成員學習。主要精神在於「學生互助共學、教師巡迴指導」，學生主動和積極參與為核心的學習。
- 5. 異質分組(Heterogeneous Grouping):
主要優點在於讓好的同學帶動討論，並會教差的同學，一起互助合作。4-6人的小組成員是互相依賴，共同合作。如:程度差的組員可以聽藏頭詩中每個句子的第一個字的字首音，而程度好的同學可以聽內容答題。當聽不清楚時，程度好的同學可以帶領其他同學說出Could you please repeat again? Could you please say it again? 或在聆聽第二次時，程度好的同學可以協助確認答案。異質分組中學習合作積極互賴，為共同目標努力、分擔工作、資源分享等。
參、教材內容
教材文本: 從2-3人一組創作藏頭詩、4-5小組班級內活動、發展至5-6年級「英文藏頭詩桌遊樂翻天」學習共同體，並在遊戲中培養團隊合作及相互學習。師生共創藏頭詩桌遊教材內容發展成一連串的『整合性的聽說讀寫活動』如以下六類:藏頭詩歌曲歡唱(Sing a Song)、藏頭詩與繪本(Picture books Q & A)初相逢、藏頭詩認識國家(Guess a Country)、藏頭詩音韻之美(Read a Poem)、藏頭詩猜謎(Guess a Riddle)、藏頭詩寫作(Write a Poem)
(一) 藏頭詩介紹(用藏頭詩格式介紹國家)
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透過RT Let’s have fun making acrostic poems. 六分鐘的讀者劇場來介紹藏頭詩。並透過發問、學生猜答與澄清的方式解釋藏頭詩的迷人之處，回答正確的組別可獲得金幣。 用影片暫停方式請學生留意讀者劇場中的藏頭詩分別為下列七首詩: Poems are as beautiful as songs. Oh, everyone was a born poet if he dares to try his. Enjoy creating your own acrostic poems with initial letters. Make acrostic poems now and have fun with us. 透過問答互動，老師和學生分享藏頭詩的音韻之美。 D is for “Dogs”. Dogs are my favorite animal. O is for “Oh”. Oh, how I love them all! G is for “Good”. Good dog, let’s go play baseball. 透過問答互動，老師提示藏頭詩可以很短卻有韻味。 H is for “Hot”. Hot, hot. It’s so hot. O is for “Oh”. Oh, look! Hot water is in the pot. T is for “Tea”. Tea, please. Thanks a lot. 透過問答互動，藏頭詩還可以結合猜謎活動。 An animal which is very small likes to carry things. None of us notices them and we hurt them by stepping on them. They live in groups. 透過問答互動，藏頭詩也可以以對話形式書寫。 “Do, do your homework now.” says Mom. “Oh, no!! Oh, no, Mommy! Five more minutes! One more minute.” 透過問答互動，藏頭詩也可以導入歌與歌詞的吟唱。 Why, why, tell me why? Hey!! Lucy, 整個禮拜的運動怎樣來安排,(要聽我都講給你知!) Yipiya ya yipi yipi ya~ 透過問答互動，藏頭詩也可介紹國家地方的特色。 Tainan is the oldest city in Taiwan. A good place, Tainan, is filled with energy. I love Tainan because of its delicious snacks. Nice people in Tainan are just like the warm sun. A special city, Tainan, is full of magic. Number one! Number one! Tainan is the number one city in Taiwan..
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老師用接續藏頭詩也可介紹國家地方的特色。以問答及猜謎的方式複習上學期第1課Where are you from? I am from Taiwan.( Japan/ Brazil/ India/ Korea/ the UK/ the USA/ France)八個國家中一個國家Taiwan。
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Writing Time:由於學生是第一次寫藏頭詩，老師示範並帶領全班學生一起Sushi 這單字來以藏頭詩型式介紹Japan，用flag 這單字來以藏頭詩型式介紹America。以邊說明邊引導全班一起用藏頭詩形式書寫。 Somewhere in Asia. Uniqueness of this country is its food--sashimi and sushi. Sashimi is good to eat with sushi. Here I have a map—A map to Mt. Fuji. I like this country because I like to wear my kimono.
Friends from all over the world. Language in this place is English. A place with a flag which has 51 stars. Good to visit the State of Liberty in this country.
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藏頭詩網站認識藏頭詩。並請頭同學回家上網輸入網址http://www.readwritethink.org/files/resources/interactives/acrostic/練習藏頭詩寫作。
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以學生2-3人能參考課本分組透過藏頭詩學習單及自選一個字，用藏頭詩格式介紹國家。 教師巡堂關心每組實作狀況並適時給予協助指導。讚賞學生表現，並提示可以改善之處。。
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(二_)藏頭詩介紹(用藏頭詩格式自我介紹)
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透過RT Let’s have fun making acrostic poems. 六分鐘的讀者劇場來介紹藏頭詩。並透過發問、學生猜答與澄清的方式解釋藏頭詩的迷人之處，回答正確的組別可獲得金幣。 用影片暫停方式請學生留意讀者劇場中的藏頭詩分別為下列七首詩: Poems are as beautiful as songs. Oh, everyone was a born poet if he dares to try his. Enjoy creating your own acrostic poems with initial letters. Make acrostic poems now and have fun with us. 透過問答互動，老師和學生分享藏頭詩的音韻之美。 D is for “Dogs”. Dogs are my favorite animal. O is for “Oh”. Oh, how I love them all! G is for “Good”. Good dog, let’s go play baseball. 透過問答互動，老師提示藏頭詩可以很短卻有韻味。 H is for “Hot”. Hot, hot. It’s so hot. O is for “Oh”. Oh, look! Hot water is in the pot. T is for “Tea”. Tea, please. Thanks a lot. 透過問答互動，藏頭詩還可以結合猜謎活動。 An animal which is very small likes to carry things. None of us notices them and we hurt them by stepping on them. They live in groups. 透過問答互動，藏頭詩也可以以對話形式書寫。 “Do, do your homework now.” says Mom. “Oh, no!! Oh, no, Mommy! Five more minutes! One more minute.” 透過問答互動，藏頭詩也可以導入歌與歌詞的吟唱。 Why, why, tell me why? Hey!! Lucy, 整個禮拜的運動怎樣來安排,(要聽我都講給你知!) Yipiya ya yipi yipi ya~ 透過問答互動，藏頭詩也可介紹國家地方的特色。 Tainan is the oldest city in Taiwan. A good place, Tainan, is filled with energy. I love Tainan because of its delicious snacks. Nice people in Tainan are just like the warm sun. A special city, Tainan, is full of magic. Number one! Number one! Tainan is the number one city in Taiwan..
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老師用接續藏頭詩也可自我介紹。
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以2-3人分組透過藏頭詩學習單及自選用藏頭詩格式介紹自己或同學。以邊說明邊引導全班一起用藏頭詩形式書寫。 Ian is a handsome boy. A boy like Ian likes to play with a toy. Nice to play with Ian and his toy.
Jennifer is an honest girl. Every day she wears a smile. Never feel sad. Always smile. Never feel angry. Always stay happy. Friends forever. Either English or math is her favorite subject. Red is her favorite color.
Class 514 is amazing. Let us have fun learning. A pple is singing. Sophia is dancing. Students in class 514 are studying.
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藏頭詩網站認識藏頭詩。並請頭同學回家上網輸入網址http://www.readwritethink.org/files/resources/interactives/acrostic/練習藏頭詩寫作。
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以學生2-3人能參考課本分組透過藏頭詩學習單及自選一個字，用藏頭詩格式自我介紹。 教師巡堂關心每組實作狀況並適時給予協助指導。讚賞學生表現，並提示可以改善之處。。
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(三)藏頭詩猜謎(Guess a Riddle)
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透過RT Let’s have fun making acrostic poems. 六分鐘的讀者劇場來介紹藏頭詩。並透過發問、學生猜答與澄清的方式解釋藏頭詩的迷人之處，回答正確的組別可獲得金幣。 用影片暫停方式請學生留意讀者劇場中的藏頭詩分別為下列七首詩: Poems are as beautiful as songs. Oh, everyone was a born poet if he dares to try his. Enjoy creating your own acrostic poems with initial letters. Make acrostic poems now and have fun with us. 透過問答互動，老師和學生分享藏頭詩的音韻之美。 D is for “Dogs”. Dogs are my favorite animal. O is for “Oh”. Oh, how I love them all! G is for “Good”. Good dog, let’s go play baseball. 透過問答互動，老師提示藏頭詩可以很短卻有韻味。 H is for “Hot”. Hot, hot. It’s so hot. O is for “Oh”. Oh, look! Hot water is in the pot. T is for “Tea”. Tea, please. Thanks a lot. 透過問答互動，藏頭詩還可以結合猜謎活動。 An animal which is very small likes to carry things. None of us notices them and we hurt them by stepping on them. They live in groups. 透過問答互動，藏頭詩也可以以對話形式書寫。 “Do, do your homework now.” says Mom. “Oh, no!! Oh, no, Mommy! Five more minutes! One more minute.” 透過問答互動，藏頭詩也可以導入歌與歌詞的吟唱。 Why, why, tell me why? Hey!! Lucy, 整個禮拜的運動怎樣來安排,(要聽我都講給你知!) Yipiya ya yipi yipi ya~ 透過問答互動，藏頭詩也可介紹國家地方的特色。 Tainan is the oldest city in Taiwan. A good place, Tainan, is filled with energy. I love Tainan because of its delicious snacks. Nice people in Tainan are just like the warm sun. A special city, Tainan, is full of magic. Number one! Number one! Tainan is the number one city in Taiwan..
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老師接續An animal which is very small likes to carry things. None of us notices them and we hurt them by stepping on them.They live in groups. 藏頭詩也可以猜謎。
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例1 Fish is its favorite. I love play hide-and-seek with it. Shh~It is sleeping now. Hey! Look. There is a mouse. Wake up and catch it. Acrostic word: Fish Answer: Cat 例2 It’s a five-letter acrostic word. Teachers and students learn how to protect them. Here is a piece of paper made from them. Rabbits like to sleep next to them. Earth and people need them to live longer. Everyone shouldn’t cut them down we all need to protect them. Acrostic word: three Answer: tree 例3 It’s a three-letter acrostic word. People love this kind of animal very much. It likes to eat bamboo leaves. Go to the zoo and you will see its Mom and Dad, Tuan Tuan and Yuan Yuan. Acrostic word: pig Answer: panda
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藏頭詩網站認識藏頭詩。並請頭同學回家上網輸入網址http://www.readwritethink.org/files/resources/interactives/acrostic/練習藏頭詩寫作。
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以學生2-3人能參考課本分組透過藏頭詩學習單及自選一個字，用藏頭詩格式猜謎。 教師巡堂關心每組實作狀況並適時給予協助指導。讚賞學生表現，並提示可以改善之處。。
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(四)藏頭詩英文歌歡唱(Songs and Lyrics)
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透過RT “Let’s have fun making acrostic poems.” 六分鐘的讀者劇場來介紹藏頭詩。並透過發問、學生猜答與澄清的方式解釋藏頭詩的迷人之處，回答正確的組別可獲得金幣。 用影片暫停方式請學生留意讀者劇場中的藏頭詩分別為下列七首詩: Poems are as beautiful as songs. Oh, everyone was a born poet if he dares to try his. Enjoy creating your own acrostic poems with initial letters. Make acrostic poems now and have fun with us. 透過問答互動，老師和學生分享藏頭詩的音韻之美。 D is for “Dogs”. Dogs are my favorite animal. O is for “Oh”. Oh, how I love them all! G is for “Good”. Good dog, let’s go play baseball. 透過問答互動，老師提示藏頭詩可以很短卻有韻味。 H is for “Hot”. Hot, hot. It’s so hot. O is for “Oh”. Oh, look! Hot water is in the pot. T is for “Tea”. Tea, please. Thanks a lot. 透過問答互動，藏頭詩還可以結合猜謎活動。 An animal which is very small likes to carry things. None of us notices them and we hurt them by stepping on them. They live in groups. 透過問答互動，藏頭詩也可以以對話形式書寫。 “Do, do your homework now.” says Mom. “Oh, no!! Oh, no, Mommy! Five more minutes! One more minute.” 透過問答互動，藏頭詩也可以導入歌與歌詞的吟唱。 Why, why, tell me why? Hey!! Lucy, 整個禮拜的運動怎樣來安排,(要聽我都講給你知!) Yipiya ya yipi yipi ya~ 透過問答互動，藏頭詩也可介紹國家地方的特色。 Tainan is the oldest city in Taiwan. A good place, Tainan, is filled with energy. I love Tainan because of its delicious snacks. Nice people in Tainan are just like the warm sun. A special city, Tainan, is full of magic. Number one! Number one! Tainan is the number one city in Taiwan..
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老師接續Why, why, tell me why? Hey!! Lucy, 整個禮拜的運動怎樣來安排,(要聽我都講給你知!) Yipiya ya yipi yipi ya~ 藏頭詩也可以結合歌曲歌詞。
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例1 joy Jingle bells, Jingle bells, jingle all the way. ( Jingle Bells) Oh, baby. Baby. Baby. Oh~ ( Baby) You are my sunshine, my only sunshine. ( You are my sunshine.) 例2 wish Where is Table Number one, Number one, Number one? (Where is Table number one?) I have a dream. A song to sing. ( I have a dream) Say you, say me. Say it together. (Say you, say me) Hickory-dickory-dock, the mouse went up the clock. ( Hickory-dickory dock)
例3 water Will you still love me tomorrow? ( Will you still love me tomorrow?) Amazing Grace, how sweet the sound. ( Amazing Grace) The more we get together, together, together. ( The more we get together) Every night in my dream, I see you. I feel you. ( My heart will go on) Row, row, row your boat. ( Row, row, row your boat.)
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藏頭詩網站認識藏頭詩。並請頭同學回家上網輸入網址http://www.readwritethink.org/files/resources/interactives/acrostic/練習藏頭詩寫作。
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以學生2-3人能分組透過藏頭詩A~Z songs and lyrics學習單，分享自己會唱的英文歌及寫下2~3句歌詞。將A~Z的歌詞清單自選一個字，用藏頭詩格式歌曲歡唱。 教師巡堂關心每組實作狀況並適時給予協助指導。讚賞學生表現，並提示可以改善之處。。
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(五)藏頭詩與繪本(Picture books Q & A)初相逢
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透過RT “Let’s have fun making acrostic poems”. 六分鐘的讀者劇場來介紹藏頭詩。並透過發問、學生猜答與澄清的方式解釋藏頭詩的迷人之處，回答正確的組別可獲得金幣。 用影片暫停方式請學生留意讀者劇場中的藏頭詩分別為下列七首詩: Poems are as beautiful as songs. Oh, everyone was a born poet if he dares to try his. Enjoy creating your own acrostic poems with initial letters. Make acrostic poems now and have fun with us. 透過問答互動，老師和學生分享藏頭詩的音韻之美。 D is for “Dogs”. Dogs are my favorite animal. O is for “Oh”. Oh, how I love them all! G is for “Good”. Good dog, let’s go play baseball. 透過問答互動，老師提示藏頭詩可以很短卻有韻味。 H is for “Hot”. Hot, hot. It’s so hot. O is for “Oh”. Oh, look! Hot water is in the pot. T is for “Tea”. Tea, please. Thanks a lot. 透過問答互動，藏頭詩還可以結合猜謎活動。 An animal which is very small likes to carry things. None of us notices them and we hurt them by stepping on them. They live in groups. 透過問答互動，藏頭詩也可以以對話形式書寫。 “Do, do your homework now.” says Mom. “Oh, no!! Oh, no, Mommy! Five more minutes! One more minute.” 透過問答互動，藏頭詩也可以導入歌與歌詞的吟唱。 Why, why, tell me why? Hey!! Lucy, 整個禮拜的運動怎樣來安排,(要聽我都講給你知!) Yipiya ya yipi yipi ya~ 透過問答互動，藏頭詩也可介紹國家地方的特色。 Tainan is the oldest city in Taiwan. A good place, Tainan, is filled with energy. I love Tainan because of its delicious snacks. Nice people in Tainan are just like the warm sun. A special city, Tainan, is full of magic. Number one! Number one! Tainan is the number one city in Taiwan..
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Writing Time:由於學生是第一次寫藏頭詩，老師示範並帶領全班學生選字介紹繪本。最後決定用life這字來，介紹A Very Hungry Caterpillar。以邊說明邊引導全班一起用藏頭詩形式書寫。 Let me tell you a story written by Eric Carle. I like this book, “ A very hungry caterpillar” because I am as hungry as this caterpillar which always eats, eats and eats. For example, the caterpillar likes to eat chocolate.So do I. Every day the caterpillar eats something different to grow bigger and bigger. In the end of the story, it becomes a beautiful butterfly.
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藏頭詩網站認識藏頭詩。並請頭同學回家上網輸入網址http://www.readwritethink.org/files/resources/interactives/acrostic/練習藏頭詩寫作。
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老師透過繪本與藏頭詩初相逢學習單介紹如何統整摘要閱讀重點心得，並以A Very Hungry Caterpillar為例。以學生2-3人能選一本繪本共讀。共讀後，利用繪本與藏頭詩初相逢學習單及自選一個字，用藏頭詩格式介紹繪本。 教師巡堂關心每組實作狀況並適時給予協助指導。讚賞學生表現，並提示可以改善之處。
如: 1. What does the caterpillar like to eat? 2. What does the caterpillar become in the end? 3. Who is the author of the storybook, “A very hungry caterpillar”? |
教師群將師生共創學習材料發展一連串的『整合性的聽說讀寫活動』，英文藏頭詩桌遊。
l 教材學習圖片
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教學專業活動紀錄 |
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教師公平對待學生，全班一起檢視答案並修正答案。藉由問答，引起動機並連結學生新舊經驗。透過示範讓學生更清楚該如何完成任務。 |
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運用藏頭詩桌遊派對(acrostic poems)統整歌曲歡唱、與繪本初相逢、認識國家、音韻之美、猜謎、到寫作配合功能卡增加遊戲趣味及變化性。 |
用問答方式給予金幣(分數)立即獎賞，引發並維持學生學習動機。 透過學習單學習藏頭詩寫作。 |
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各組則需將謎底以及藏頭字寫在白板上。 兩題皆答對的組別可獲得3枚金幣，僅對一題者，獲得1枚。執行組則可依他組答對情形獲得金幣。 |
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l 學習能力養成
l 教材相關學習表單
Acrostic Poem Practice Worksheet藏頭詩練習單
Class(班級): No. (座號): English name(姓名): Date(日期):
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Theme(主題) |
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Vocabulary(單字) Spelling vertically in order: 依字母順序拼出單字 |
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Acrostic Poem(藏頭詩) |
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Drawing or Reflection(插圖或心得)
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Acrostic Poem Assessment Name:
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Categories |
Exceptional 4 points |
Good 3 points |
Average 2 points |
Needs Improvement 1 points |
Points |
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Format |
All sentences in the acrostic poem begin with the correct letter. |
Most sentences in the acrostic poem begin with the correct letter. |
Some of the sentences in the acrostic poem begin with the correct letter. |
Few of the sentences in the acrostic poem begin with the correct letter. |
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Sentence structure |
Acrostic poem consist of various of sentence structures, including simple sentences, compound sentences and complex sentences. Writer makes no errors in grammar that distracts the reader from the content. |
Acrostic poem includes a variety of sentence structures, such as simple sentences, compound or complex sentences. Writer makes 1-3 errors in grammar or spelling that distract the reader from the content. |
Acrostic poem includes a variety of sentence structures, such as simple sentences, compound or complex sentences. Writer makes 4-5 errors in grammar that distracts the reader from the content. |
Acrostic poem only consists of simple sentences. Writer makes more than 5 errors in grammar or spelling that distracts the reader from the content. |
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Content |
All of the sentences are related to the target word. |
Most sentences are related to the target word. |
Some sentences are related to the target word. |
Few sentences are related to the target word . |
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Spelling of Vocabulary |
All lines contain correct spelling of vocabulary. |
Most lines consist minimal spelling errors. |
Some lines include a few spelling errors. |
Few vocabularies are spelled correctly |
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Illustration |
The illustration is drawn, neatly colored, and matches the acrostic poem well. |
The illustration is drawn, colored, and matches the acrostic poem. |
The illustration either is colored messily or does not match the acrostic poem. |
The illustration is not colored at all or has no relation to the acrostic poem. |
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Total: 20
Lyrics from A to Z
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O. P. |
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Q.R. |
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S. |
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T. |
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U.V.W |
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XYZ |
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項 目
姓名 按組別 |
學習態度 |
參與表現 |
總評
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能用心學習英文藏頭詩 |
能在小組學習能互助合作 (團隊合作) |
學生能用心參與同學互動 學習 |
能視讀 桌遊任務卡(讀說)
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能依據任務卡提示用書寫工具作答 (聽寫拼) |
能踴躍舉手發言(問答評量)
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能幫助他人學習 |
上課能專心投入 |
有問題，能主動求助於老師同學 |
團體互動學習能用心完成 |
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1-1 |
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1-2 |
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1-3 |
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1-4 |
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1-5 |
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2-1 |
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2-2 |
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2-3 |
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2-4 |
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2-5 |
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3-1 |
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3-2 |
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3-3 |
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3-4 |
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3-5 |
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4-1 |
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4-2 |
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4-3 |
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4-4 |
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4-5 |
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5-1 |
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5-2 |
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5-3 |
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5-4 |
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6-1 |
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6-2 |
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6-3 |
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6-4 |
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課室觀察評量表
繪本與藏頭詩的初相逢 Name(姓名) Class (班級)
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Story(故事名稱): Author(作者): |
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Time(時間) Place(地點)
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Main Characters(主要人物)
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Plot(故事情節)
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The sentences I like the best(我最喜歡的句子):
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Choose a word from the story and make your own acrostic poem. (從故事中選個字，寫首藏頭詩！)
肆、教學方法
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作品名稱 |
英文藏頭詩桌遊樂翻天 |
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教學單元 |
藏頭詩介紹(用藏頭詩格式介紹國家) |
學習領域 |
英語 |
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實施年級 |
5年1班 5年3班 |
課程時間 |
2節共80分鐘 (1-1) |
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教學重點 |
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教學評量 |
觀察評量、實作評量、寫作評量、口語評量、活動評量 |
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教學目標 |
1. 學生能透過讀者劇場認識藏頭詩。 2. 學生能在老師問答引導下全班寫出兩首介紹國家的藏頭詩。 3. 學生能參考老師提供的網站回家自行找時間上網寫藏頭詩。 http://www.readwritethink.org/files/resources/interactives/acrostic/ 4. 學生能參考課本，2-3人一組選一個字，用藏頭詩格式介紹國家。 5. 學生在2-3人小組互動下分工合作、在討論寫作過程中培養積極負責專注參與活動的態度。 |
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教學活動 |
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學習領域 與課程能力指標 |
2-1-9 2-2-2 2-2-5 *2-2-6 3-1-2 3-1-6 4-1-5 4-1-7 5-1-5 6-1-1 6-1-2 6-1-3 6-1-5 6-1-7 6-1-9 6-1-10 *6-1-14 7-1-4 *7-2-3 |
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教具與教學媒體應用(教學資源) |
藏頭詩RT影片、Story.com 7課本、藏頭詩學習單、藏頭詩網站、白(黑)板、電腦、投影機、iPad行動載具 |
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活動剪影 |
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學生回饋 |
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教師教學 省思與建議 |
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作品名稱 |
英文藏頭詩桌遊樂翻天 |
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教學單元 |
藏頭詩介紹(用藏頭詩格式自我介紹) |
學習領域 |
英語 |
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實施年級 |
5年 13班 5年14班 |
課程時間 |
2節共80分鐘 (1-2) |
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教學重點 |
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教學評量 |
觀察評量、實作評量、寫作評量、口語評量、活動評量 |
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教學目標 |
1. 學生能透過讀者劇場認識藏頭詩。 2. 學生能在老師問答引導下全班寫出兩首介紹同學及班級5年14班的藏頭詩。 3. 學生能參考老師提供的網站回家自行找時間上網寫藏頭詩。 http://www.readwritethink.org/files/resources/interactives/acrostic/ 4. 學生能參考課本，2-3人一組用自己或同學名字，用藏頭詩格式介紹自己或同學。 5. 學生在2-3人小組互動下分工合作、在討論寫作過程中培養積極負責專注參與活動的態度。 |
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教學活動 |
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學習領域 與課程能力指標 |
2-1-9 2-2-2 2-2-3 2-2-5 *2-2-6 3-1-2 3-1-6 4-1-5 4-1-6 4-1-7 5-1-5 6-1-1 6-1-2 6-1-3 6-1-5 6-1-7 6-1-9 6-1-10
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教具與教學媒體應用(教學資源) |
藏頭詩RT影片、Story.com 7課本、藏頭詩學習單、藏頭詩網站、白(黑)板、電腦、投影機、iPad行動載具 |
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活動剪影 |
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學生回饋 |
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教師教學 省思與建議 |
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作品名稱 |
英文藏頭詩桌遊樂翻天 |
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教學單元 |
藏頭詩介紹(用藏頭詩格式介紹繪本) |
學習領域 |
英語 |
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實施年級 |
6年13班 6年11班 |
課程時間 |
2節共80分鐘(1-3) |
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教學重點 |
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教學評量 |
觀察評量、實作評量、寫作評量、口語評量、活動評量 |
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教學目標 |
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教學活動 |
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學習領域與課程能力指標 |
2-1-9 2-2-2 2-2-3 2-2-5 *2-2-6 3-1-2 3-1-6 4-1-5 4-1-6 4-1-7 5-1-5 6-1-1 6-1-2 6-1-3 6-1-5 6-1-7 6-1-9 6-1-10 7-1-4 *7-2-3 |
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教具與教學媒體應用(教學資源) |
藏頭詩RT影片、15本繪本、藏頭詩學習單、藏頭詩網站、白(黑)板、電腦、投影機、iPad行動載具 |
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活動 剪影 |
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學生 回饋 |
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教師教學 省思與建議 |
藉由繪本導讀及Q＆A問答來激發學生學習動機，並導出以藏頭詩形式選字介紹繪本。雖然學生都是第一次以藏頭詩摘要閱讀心得，透過藏頭詩繪本學習單的引導，及2-3人小組腦力激盪，孩子的創作令人驚嘆。雖有文法及拼字錯誤，但成長不就是在錯誤中學習進步嗎? 為了讓孩子更能認真聆聽發表，在小組報告後，設計了聽力理解的簡答題。發表結合了小組競賽活動，孩子學習更是興趣濃厚。 |
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作品名稱 |
英文藏頭詩桌遊樂翻天 |
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教學單元 |
藏頭詩介紹(用藏頭詩格式猜謎) |
學習領域 |
英語 |
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實施年級 |
5年5班 5年2班 |
課程時間 |
2節共80分鐘(1-4) |
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教學重點 |
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教學評量 |
觀察評量、實作評量、寫作評量、口語評量、活動評量 |
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教學目標 |
http://www.readwritethink.org/files/resources/interactives/acrostic/
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教學活動 |
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學習領域 與課程能力指標 |
2-1-9 2-2-2 2-2-3 2-2-5 *2-2-6 3-1-2 3-1-6 4-1-5 4-1-6 4-1-7 5-1-5 6-1-1 6-1-2 6-1-3 6-1-5 6-1-7 6-1-9 6-1-10 |
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教具與教學媒體應用(教學資源) |
藏頭詩RT影片、Story.com 7課本、藏頭詩學習單、藏頭詩網站、白板、電腦、投影機、iPad行動載具 |
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活動剪影 |
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學生回饋 |
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教師教學 省思與建議 |
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作品名稱 |
英文藏頭詩桌遊樂翻天 |
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教學單元 |
藏頭詩介紹(用藏頭詩格式英文歌歡唱) |
學習領域 |
英語 |
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實施年級 |
6年10班 |
課程時間 |
2節共80分鐘(1-5) |
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教學重點 |
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教學評量 |
觀察評量、實作評量、寫作評量、口語評量、活動評量 |
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教學目標 |
1. 學生能透過讀者劇場認識藏頭詩。 2. 學生能在老師示範引導下聽出英文歌曲的藏頭詩。 3. 學生能參考老師提供的網站回家自行找時間上網寫藏頭詩。 http://www.readwritethink.org/files/resources/interactives/acrostic/ 4. 學生能分組運用A~Z song and lyrics學習單，羅列出英文歌詞的歌單。用藏頭詩格式選字歡唱。 5. 學生在2-3人小組互動下分工合作、在討論A~Z song and lyrics歌單過程中培養積極負責專注參與活動的態度。 |
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教學活動 |
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學習領域 與課程能力指標 |
2-1-9 2-2-2 2-2-3 2-2-5 *2-2-6 3-1-2 3-1-6 4-1-5 4-1-6 4-1-7 5-1-5 6-1-1 6-1-2 6-1-3 6-1-5 6-1-7 6-1-9 6-1-10
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教具與教學媒體應用(教學資源) |
藏頭詩RT影片、A~Z song and lyrics學習單、藏頭詩網站、白板、電腦、投影機、iPad行動載具 |
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活動剪影 |
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學生回饋 |
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教師教學 省思與建議 |
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作品名稱 |
英文藏頭詩桌遊樂翻天 |
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教學單元 |
藏頭詩桌遊樂翻天 |
學習領域 |
英語 |
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實施年級 |
5,6年級 |
課程時間 |
2節共80分鐘(3) |
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教學概念 |
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教學重點 |
1. 讓不同學習風格(learning style)的學生、不同學習背景、不同程度的學生透過參與課堂師生、小組互動活動，提升學習英文的樂趣。 2. 練習英文的四大技能(聽說讀寫)及拼字。 3. 學生在遊戲中能培養助人助己的好習慣、學習在遊戲前根據專長分工合作、在玩樂過程中培養積極負責專注參與活動的態度。 |
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教學評量 |
觀察評量、實作評量、寫作評量、口語評量、活動評量 |
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教學活動 |
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學習領域 與課程能力指標 |
2-1-9 2-2-2 2-2-3 2-2-5 *2-2-6 3-1-2 3-1-6 4-1-5 4-1-6 4-1-7 5-1-5 6-1-1 6-1-2 6-1-3 6-1-5 6-1-7 6-1-9 6-1-10 7-1-4 *7-2-3 |
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教具與教學媒體應用(教學資源) |
白(黑板)、 白板筆、評量記錄表、同儕評量表、英文藏頭詩桌遊板、功能卡、任務卡、骰子、書寫用具，包括：板擦、白板筆、雙面小白板。 |
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活動剪影 |
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學生回饋 |
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教師教學 省思與建議 |
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