開學第一週,我就輪到導護執勤.還好天氣算不錯.但是7:10分到校也實在相當不人性啊…
第一天上班,仍在暖身中.我要六年級的小朋友想一想如何用英文介紹自己.雖然已給了句型暗示,但是今天上到的2個班級仍然只有非常少數的人會主動的以I’m ….或I’m a …的方式回答.
大部份的孩子都選擇大眼瞪小眼."不愛上台發表,只愛台下碎碎唸"是這幾年我對孩子普遍性的觀察.
六年級的孩子既使沒去上補習班學校的英語課也上了至少2年了.這種最基本的英文還講不出來對英文老師來說只有一個字- Frustrating.
孩子真的什麼都沒學到? 還是學到東西還沒法用在生活上? 這中間的鴻溝怎麼補上去?
既使嘗試著用全英+TPR解釋英文課要記得帶的簿本有幾本,不到30秒就會有學生說-聽不懂啦!
學語言的致勝關鍵是什麼? 也許心態佔很大的比例.
在英語課裏講錯被嘲笑,把補習班那一套"No Chinese"帶進學校的教室,學校的英語課得先把孩子的心態調整好再談對外語的認識.否則,我們到底在教誰?
英語課裏的文化優劣觀(或是"文化氛圍")是否也深深左右孩子對自我形象的建立呢?
Just imagine one of the benefits of working here- Best and free lookout of one of the best scenery in Southen Taiwan! Plus no traffic, guranteed. 🙂 I wonder if they put this benefits in the teachers recruting advertisement?
Now I don’t mean to criticize, but this attempt of translating Chinese poem into English is really…eh…hilarious…Who would be interested in it? Does it even serve a purpose in English learning for kids? However, it’s kind of funny to read it though. Can any native speaker understand this? Would you? If you read the English version without knowing the original Chinese text?
而學生們也被迫在這樣的英文教室上了一學期的課.
音響雖有2個,都一樣被蒙了厚厚的灰.這個教室總而言之是-鬼屋一個…
花了一星期的時間每天7點多去學校報到開始大掃除.重新歸檔,整理,這期間還在教室內發現一瓶統一醬油,未開封的呢!教室裏為何會有醬油也是怪事一件!
不能怪只待1個學期的代課老師,但我對學校行政處理教室搬遷的決策很不以為然.搬教室的"必要性"與"急迫性"顯然皆不成立,要不然就不會在2個月後又得從1樓搬回3樓.
而主其事的人仍舊只動動嘴巴,指揮他人.連安排人力進行教室搬遷的基本行政協調都沒做,所謂的"交接"當然更"沒人想到要做".
我仍然得感謝當初幫忙的2個老師,若沒有他們的雞婆,恐怕教具的下場會更慘.
但是仍然很感嘆–大人們對公共財產的保護與尊重似乎並不比小朋友盡心到那裏去!!
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超~~~恐~~~怖..
又髒又亂,印表機,Scanner蒙的厚厚一層灰塵,很懷疑是否還能使用.
惟一值得高興的是居然裝了一台固定式的projector,以後再也不必到處喬位子了.
但是這陣子得天天去當清潔工了…
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The seminar is hosted by Edu. department and the National Science Council, which sounds more quality-guaranteed. Well, fingers crossed anyway.
I’d love to go there with a company. Wondering if anyone interested in it?
Technorati Tags: seminar, professional development
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I’m trying to switch back to the American accent to prepare for the coming school life.
Am I looking forward to it…..eh…I’m looking forward to have steady monthly income, that’s what I’m looking forward to it…
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Who should read – Anyone who need to freshen up their knowledge in phonics teaching
Readability – 8/10
My note –
First of all some jargons in phonics teaching. See if you know the underlined vocabs.
In short, orthography is about the language writing (spelling) system. The invented spelling, or pseudowords, is often applied here to test students’ ability in connecting speech sounds and written words.
Grapheme is the smallest written representation of speech sounds. For example, ‘man’ has 3 graphemes: m,a,n, ‘chain’ has 3 graphemes: ch, ai, n
Vowel digraphs and vowel diphthongs are both refer to the vowel combinations. Vowel digraphs, as most teachers are familiar with, refer to long vowel sounds represented by 2 digraphs. A diphthong, however, is a single speech sound that begins with 1 vowel sound and moves to another, as in the words cow, few, and soil.
Generally this is a very practical and user-friendly book, I also find it very useful in reminding vetaran teachers. Well, as we all know that sometimes it is easy to miss the target in doing drills. In What do children need to know and be able to do to read words, Beck outlines the objectives in phonics teaching:
There are also a lot of updated research findings of phonics teaching and learning.
Teachers, any phonics-related books to recommend?
Annie's Corner 