104 年臺東縣國中英語輔導團工 作報告 報告人 : 鄭瑞銀 日期 : 地點 : 新生國中 E 化教室

壹、報告重點 一、 104 年推動主軸 二、推動策略 三、資源分享

一、 104 年推動主軸 1. 促進本縣國中本國英語教師以英語進行課 堂教學活動並以 50% 使用英語為目標 2. 推動本縣各校英語教師領域社群進行閱讀 教學共備共學及課堂實踐。

二、推動策略 1. 辦理全縣英語領域召集人研習 1 場 2. 辦理全縣各校英語教學成果交流分享研習 1 場 3. 輔導團到校服務 4. 教學資源分享 :line 群組或 facebook

What is classroom language? The language is used in an English language Classroom as part of the procedure, e.g. greetings, asking permission, getting learner’s attention, giving instructions, giving feedback, etc. It is usually used repetitively.

Why use classroom language?

The importance of classroom language: Young learners1 acquire their mother tongue through constant exposure to and usage of language. 2. It is widely believed that lexical chunks, or commonly used phrases, aid acquisition. By learning lexical chunks of language used in relevant contexts many times, young learners 3. come to understand the meaning of each Chunk. Eventually they are able to produce the phrases themselves in appropriate contexts to express themselves accurately. Young learners do not analyse the grammar of such chunk- they just know 4. when and where to use them through repetition and successful usage. Learners of second language can also acquire lexical chunks in the same way. 5. An additional benefit of lexical chunks is how they aid fluency. By having a store of such chunks6. on the tip of the tongue, speakers don’t have to think so hard every ward they say, which would slow down speech. They can produce the appropriate chunk at the appropriate time without much thought, and so concentrate on other aspects of speech, which may7 as a matter of fact, such as grammar and discourse.

Why use classroom language?-Conclusions

It makes sense then, that teachers of English as 1. f. a foreign language should … use 2. lexical chunks In the classroom as much as possible. Classroom language, such as greetings, instructions, giving feedback, etc. contain examples of lexical chunks and tend to be Used 3. repetitively in context. If such language is said in English, learners gradually 4. acquire these phrases in the same way as a native speaker would. Learners should also be encouraged to use such phrases themselves, in order 5. to aid fluency.

How to start? Giving instructions well in English takes practice.

My classroom language GreetingDoing pair work Getting learners’ attentionPlaying a game Asking for permissionGiving feedback Asking for clarificationSaying goodbye

Classroom language planning Class:________________ Activity:_______________ Procedural Language used by the teacher to set up the activity Functional language needed by the students to complete the activity Target language

Make your own classroom functional language card AskAnswer

Let’s think! The more the teacher talks during the lesson, the better-it gives the learners more listening practice.

Or I disagree. If the teacher talks a lot, the learners don’t have much time to practice speaking themselves.

Let’s challenge ourselves together from now on!

Just remember you are not alone!

Thank you.