103會考閱讀題組分析與閱讀策略學習單

103首屆會考偏難的考題讓英語老師感到沮喪，不知道怎麼教英文閱讀了! 我們要提升學生的高度思考力，在教學課程設計上要有所因應，應重視訓練學生高層次認知能力，除了文字理解、訊息統整、更要注重培養學生文意的連貫、分析、推論能力。以下就會考54-56題為例: (01/24/15)

Teaching Strategies for Reading                                                                Grace Tsai

Sample: 103會考(54-56)

Step One: Brainstorming (reading strategy: predicting)

1.     Write down on the board “Six people are being interviewed on the garden of the roof of their building.”

2.     Ask students to predict what might be talked about. Have them work in groups of four, and write down their guesses.

3.     Have groups share their guesses with the class. Give reasonable predictions points.

Step Two: Reading Hunt (reading strategy: scanning and skimming)

1.     Have the reading passages cut into pieces and pasted around the classroom before the lesson.

2.     Give students worksheets. Make them read the questions.

3.     Divide each group into two teams. Each pair works on either Part A or Part B. Then, again, they work in pair, and walk quietly around the classroom to find and write down the answers to their part.

A. Write down people’s names: 1.     _____________ and ____________ helped work on the plan. 2.     _____________ didn’t like the roof garden.

B 3.     Match it: draw lines between the persons and the advantages of the garden they said.  Jasmine  Bringing kids closer to  nature.  David  Helping neighbors become  friends.  Rosie  Giving people a chance to  grow food.  Flora  Making summer cooler. 4.     What does the whole thing mean in the passage? __________________________________________________

Step Three: Information Gap (reading strategy: questioning)
1.     After finishing the worksheets, students exchange information of the worksheet with the other pair, and write down the answers which they didn’t work on in the reading hunt.
2.     The teacher walks between groups and see if they need help.
Step Four: Making a Plan (reading strategy: making connections)
1.     Encourage students to think about the needs and resources of their communities.
2.     Have them work in groups and make a plan to better their community (Learning Together).

Making a Plan for Our Community Task: _____________________________      Group: ___________                                Goals Person Responsible Target Date