d0b972b1a380742d1692e7d4f1c5e51c.ppt
- Количество слайдов: 59
Skills Necessary for English Reading (Contests) Cheng Ji (Paul) Lai, Ph. D. 國立台中教育大學 英語學系 賴政吉 助理教授
Cheng Ji (Paul) Lai, Ph. D. • Taught children English for 3 years • Interned in an American elementary school for 1 semester • Clinically taught in 中教大實小與忠信國 小 for 2 years
Cheng Ji (Paul) Lai, Ph. D. • Founder (since 2012) and director of ESL program at • 中教大實小 • 忠信國小 • 忠孝國小 • 文雅國小 • 新光國小
Cheng Ji (Paul) Lai, Ph. D. • Specializations in elementary-level English education: • Spalding method of Phonics • Reading skills • Story-telling skills • Readers’ Theater Skills • Speechmaking skills
Agenda • Skills Necessary for English Reading (Contests) • Skills Necessary for English Story telling (Contests)
Click, Clack, Moo, Cows That Type • Farmer Brown has a problem. His cows like to type. All day long he hears, • "Click, clack, moo. " • At first, he couldn't believe his ears. Cows that type? Impossible! • "Click, clack, moo. " Then he couldn't believe his eyes.
Click, Clack, Moo, Cows That Type • "Dear Farmer Brown, The barn is very cold at night. We'd like some electric blankets. Sincerely, The Cows. " • It was bad enough the cows had found the old typewriter in the barn, now they wanted electric blankets! • "No way, " said Farmer Brown. "No electric blankets. “
Click, Clack, Moo, Cows That Type • So the cows went on strike. They left a note on the barn door. • "Sorry. We're closed. No milk today. " • "No milk today!" cried Farmer Brown. • In the background, he heard the cows busy at work. • "Click, clack, moo. "
Click, Clack, Moo, Cows That Type • The next day, he got another note. • "Dear Farmer Brown, The hens are cold, too. They'd like electric blankets, too. Sincerely, The Cows. " • The cows were growing impatient with the farmer. They left a new note on the barn door. • "Closed. No milk. No eggs. “
Click, Clack, Moo, Cows That Type • "Cows that type. Hens on strike! Whoever heard of such a thing? How can I run a farm with no milk and no eggs!" Farmer Brown was furious. • Farmer Brown got out his own typewriter. • "Dear Cows and Hens, There will be no electric blankets. You are cows and hens. I demand milk and eggs. Sincerely, Farmer Brown. “
Click, Clack, Moo, Cows That Type • Duck was the neutral party, so he brought the ultimatum to the cows. The cows held an emergency meeting. • All night long, Farmer Brown waited for an answer. • Duck knocked on the door early the next morning. He handed Farmer Brown a note.
Click, Clack, Moo, Cows That Type • "Dear Farmer Brown, we will exchange our typewriter for electric blankets. Leave them outside the barn door and we will send Duck over with the typewriter. Sincerely, The Cows. “ • Farmer Brown decided this was a good deal. He left the blankets next to the barn door and waited for Duck to come with the typewriter.
Click, Clack, Moo, Cows That Type • The next morning he got a note. • "Dear Farmer Brown, The pond is quite boring. We'd like a diving board. Sincerely, The Ducks. “ • "Click, clack, quack. " Farmer Brown heard.
Question • What are the skills necessary for reading stories like this? • Enunciation • Fluency • Pauses • Stresses • Linking • Tones of voice (narrator, speakers) • Upbeat spirit/appropriate emotion/ nonverbal language
南投縣 105年英語文競賽實施計畫 • • (一)朗讀: 1. 語音(發音及聲調)占百分之50。 2. 氣勢(句讀、語調、文氣)占百分之30。 3. 儀態(儀容、態度、表情)占百分之20。
• Let’s demonstrate how to READ!!
南投縣 105年英文朗讀: The Frog Prince • Once upon a time, there lived a beautiful princess who had a golden ball. One day, while playing in the garden, the ball fell into a pond. She was very upset and did not know what to do. • While she sat there cry ing helplessly, a frog hopped out of the pond asked, “Why are you crying, little princess? ” She told him about her golden ball. • The ugly frog said, “I can help you get your ball but what will you give me in return? ”
南投縣 105年英文朗讀: The Frog Prince • “I will give you any thing you want!” promised the princess. • The frog immediately dived into the water and fetched the ball for her. The princess was very happy. • The frog reminded her, “Remem ber that you promised me anything. Well, I want to be your friend, eat from your plate, and sleep in your palace!” • The princess hated the idea but she agreed and ran back to the palace.
南投縣 105年英文朗讀: The Frog Prince • The next morning, the princess found the frog waiting for her. He said, “I have come to live in your palace. ” • Hearing this, the princess ran to her fa ther, crying. When the kind king heard about the promise, he told her, “A promise is a promise, and you must keep your word. You must let the frog stay here. ”
南投縣 105年英文朗讀: The Frog Prince • The princess was very angry, but she had no choice and let the frog stay. He ate from her plate during dinner and asked the princess to take him to her bed at night. The princess picked him up an grily and threw him to the floor. • In a flash, the frog turned into a handsome prince! He told the princess that he had actually been under the spell of a wicked witch. The princess fell in love with the prince. They were married and lived happily ever after.
Common Errors • Pronunciation: /a/ /e/ /i/ /l/ • Syllables: immediately, hopelessly, attentively • Linking: • Intonation (語調 ) • Tone of voice (語氣 ) • Role play(角色互換 )
• Let’s demonstrate how to READ again!!
Common Errors • Pronunciation: /a/ /e/ /i/ /l/ • Syllables: immediately, hopelessly, attentively • Linking: • Intonation (語調 ) • Tone of voice (語氣 ) • Role play(角色互換 )
南投縣 105年英文朗讀 Finding a Seat on the Bus • Miss Miller lived beside a church in a small town. She did not have a car. On Fridays, she always walked to the bus stop. Then she went to the market and bought food for the next week. There were usually a lot of people on the bus, but Miss Miller always found a seat.
南投縣 105年英文朗讀 Finding a Seat on the Bus • One of the houses at the corner of Miss Miller’s street had been empty for a long time, but then a couple with two children came and lived in it. The children went to school in the morning.
南投縣 105年英文朗讀 Finding a Seat on the Bus • That Friday Miss Miller went to the house and visited the children’s mother. She said to her, “Good morning. My name is Jane Miller, and I live beside the church on this street. I’m going to the market now. Do you need any food? ”
南投縣 105年英文朗讀 Finding a Seat on the Bus • “Good morning, ” the woman said to her visitor, “It’s very kind of you. My name’s Mary Adams. Yes, I need food for my lunch today and for our supper tonight. I also need some fish for the cat, but I don’t know the way to the market yet. Can I come with you?
南投縣 105年英文朗讀 Finding a Seat on the Bus • “Of course, ” Jane answered. Mary put her coat on and the two women went out and walked along to the bus stop. While they waited there, Jane said to her new friend, “There’s a bus at five minutes to ten. It’s always full but I always get a seat. ”
南投縣 105年英文朗讀 Finding a Seat on the Bus • “Oh? How do you do that? ” Mary asked. • Jane smiled answered, “Wait and you’ll see. ” • The bus came and the two women got in. It was full but Jane said quite loudly, “Perhaps those two very handsome men will give us their seats. ” Six men stood up quickly, and both women went and sat down in the nearest seats.
Common Errors • Pronunciation: /a/ /e/ /i/ /l/ • Syllables: immediately, hopelessly, attentively • Linking: • Intonation (語調 ) • Tone of voice (語氣 ) • Role play(角色互換 )
南投縣 105年英文朗讀 Mary’s Memorable Painting Class • Mary was an elementary school student. She had a painting class last Wednesday. Her best friend, Tom, studied with her. • On that day, their teacher taught them how to make different colors. “Good morning, class. There are three primary colors. Do you know what they are? ” their teacher asked. • All the students raised their hands and said, “They are red, blue and yellow. ”
南投縣 105年英文朗讀 Mary’s Memorable Painting Class • The teacher continued to ask, “Who knows what a secondary color is? ” • Tom knew and said, “It’s a color made by two primary colors. ” • The teacher said, “Would you please give us an example? ” Tom said, “Orange, we can make orange by mixing red and yellow. ” • Then Mary raised her hand said, “I know another secondary color is purple. We can make purple by mixing red and blue. ”
南投縣 105年英文朗讀 Mary’s Memorable Painting Class • The teacher smiled and said, “Good job! Now I want you all to make a secondary color. ” • All the students began by mixing colors. The teacher walked around the class. She looked at all the colors that the children were mixing. She came to Henry’s desk and asked, “What color is it? ”
南投縣 105年英文朗讀 Mary’s Memorable Painting Class • Henry answered, “I don’t know. I mixed all the primary colors together. I want to see what color I got. ” • Their teacher said, “That’s not a secondary color. That looks like mud!” • Their painting topic of the day was to paint an animal with different colors. Then their teacher taught them how to draw and paint.
南投縣 105年英文朗讀 Mary’s Memorable Painting Class • The students had their own ideas and painted attentively. They created animals of different colors. Tom drew a colorful rabbit. Mary drew an orange and purple bear. Henry drew a red, blue and yellow elephant. All of them had a wonderful painting class. They learned how to make different colors and created lively pictures with those different colors. It was a memorable painting class.
南投縣 105年英語文競賽實施計畫 • • (一)朗讀: 1. 語音(發音及聲調)占百分之50。 2. 氣勢(句讀、語調、文氣)占百分之30。 3. 儀態(儀容、態度、表情)占百分之20。
可發揮度 • • Passage 1: Passage 2: Passage 3: 但發揮不好,也成了缺點
南投縣 105年英語文競賽實施計畫 • • (一)朗讀: 1. 語音(發音及聲調)占百分之50。 2. 氣勢(句讀、語調、文氣)占百分之30。 3. 儀態(儀容、態度、表情)占百分之20。
朗讀時的表情 • It can be challenging for kids to maintain facially expressive in reciting. However, if students could maximize facial expressions, audience would definitely be impressed.
朗讀時的態度 • Keeping a upbeat tone of voice is always critical.
Training Students to read • Step 1: Find or compose script that interests or suits the reader in terms of his or her age, maturity, content, capability, and the like. • Step 2: Have students read slowly and make sure the enunciation of each word is clear
Training Students to read • Step 3: Read faster and more authentically concerning the intonation, tone of voice, linking of words, and the like. Teachers could demonstrate the foregoing nonverbal language first for students to copy. • Step 4: Rehearse until story tellers feel comfortable and proficient
Facing one’s own stage fright • Rehearse in front of one person whom students trust most • Rehearse in front of more people when they feel more comfortable and fluent • Rehearse in front of a class to get the ambiance until students are very proficient
Video • 永芳國小 102學年度英語朗讀比賽第一名 • https: //www. youtube. com/watch? v=Q 7 Tjlo 0 hp 8 Y
Video • 英語朗讀比賽榮獲第二名 • https: //www. youtube. com/watch? v=Ptapdp No. FGE
Video • 芝麻街英文朗讀比賽 Annie • https: //www. youtube. com/watch? v=6 Ywhy zu. N_Ro
Video • 英語朗讀比賽第一名 The Farmer, His Horse, and His Son • https: //www. youtube. com/watch? v=5 n 0 ym p. J 8 S 18
More Reading Texts/Stories • http: //www. storyteller. net/stories/text • http: //www. english for students. com/Short Moral Stories for Kids. html
1. Assess level • Knowing your students’ level is important for choosing materials. • Reading texts should be neither too hard nor too easy. • How do you assess whether the reading material is hard or not?
Passage 1 • Once, there was a tree. She loved a little boy. Every day the boy would come and play. He would climb up her trunk and swing from her branches and eat apples. • They would play hide and seek. When he was tired, he would sleep in her shade. The boy loved the tree very much and the tree was happy.
Passage 2 • A hare one day laughed at the small feet and slow pace of the tortoise. The tortoise grinned. "You may be swift as the wind, but I will beat you in a race. “ • "Simply impossible, " laughed the hare and agreed to a race.
Passage 3 • Colors have a great impact on our daily lives. Yet, few people know that colors have different meanings from one country to another or that the same color may even have different meanings within the same country.
Ways to Assess Students’ Levels • 1. Hand out a passage that seems to be at your students’ approximate level • 2. Make sure they know how to read most of the passage. • 3. Hold a brief discussion by asking some questions, and defining some vocabulary to determine if the passage is at the students’ reading level.
Ways to Assess Students’ Levels • 4. If too easy or too hard, adjust the reading passage and repeat the procedure until you reach the students’ optimal level. • 5. At this moment, don’t assess their fluency, intonation yet because that’s what you will train them afterwards.
1. Assess level • So assess your students’ level by giving them short reading passages of varying degrees of difficulty.
2. Choose the correct level of maturity • While choosing the level of reading materials for students, a teacher should also consider whether the texts meet student’s maturity level. • It’s inappropriate to give children’s storybooks to adult or adolescent students or adults’ reading texts to children.
2. Choose the correct level of maturity • There are, however, edited versions of mature material, such as classic and popular novels, for ESL students, that will hold their interest while they develop reading skills.
3. Choose interesting material • Ask students, after they read and understand, whether the reading text interests them. • If the text interests them, they will usually enjoy reading it and show it to the audience.
4. Build background knowledge • Ensure that students understand the reading text and its background knowledge, if any!