課程名稱： | 中文名稱： 英文小說導讀 | ||
英文名稱： A Guide to Reading Novels | |||
授課年段： | 一上、一下、三上、三下 | 學分總數： 2 | |
課程屬性： | 通識性課程 | ||
師資來源： | 校內單科 | ||
課綱核心養： | A 自主行動： A1.身心素質與自我精進, A2.系統思考與問題解決, | ||
B 溝通互動： B1.符號運用與溝通表達, | |||
C 社會參與： C3.多元文化與國際理解, | |||
學生圖像： | 知識力, 思考力, 溝通力, | ||
學習目標： | 1.能夠深入理解與分析英文小說內容 2.能夠討論自主閱讀的課外英文小說 3.能夠把閱讀策略應用在理解英文小說 | ||
教學大綱： | 週次/序 | 單元/主題 | 內容綱要 |
一 | A) Introduction to Book 1 -The Call of the Wild. B) Independent reading and vocabulary. Phonemic awareness. | 第 1 本英文小說 The Call of the Wild,Jack London(野性的呼喚)導讀 Students will be introduced to the first course text. Students will share initial thoughts. Students will make predictions based on cover blurb and chapter headings. Students will follow the teacher’s model whilst reading the first chapter. Students will share details of favorite books from independent reading. Students will be instructed to start vocabulary notebooks. Students will practice their phonemic awareness through activities that focus | |
on the sounds of English and how they are commonly written. Homework: Read Chapter 2 & 3. Record new words in vocabulary book: unknown words in the back - to be written in the front with sentence context / translation, ready to be reviewed. | |||
二 | A) Storytelling and narrators B) Our narrative voice when reading | Students will examine different narrative voices in storytelling through reading transcripts whilst listening to audio. Students will consider the narrative style of the course text. Students will review the story (chapters 1-3) through description of key events. Students will follow teacher’s model of Chapter 4. Students will discuss their own independent reading and recommendations. Students will practice reading sentences with new vocabulary, decode its phonology and guess its meaning based on its sound (e.g. onomatopoeia - bang, swoosh, etc.). Students will be encouraged to develop their ‘internal narrative voice’. Homework: Read Chapter 5 & 6. Record new vocabulary. | |
三 | A) Plot and timelines B) Recording vocabulary with phonetics | Students will examine some common plot devices. Students will begin a timeline for the course text, including location and events. Students will read Chapter 7. Students will discuss their independent reading. Students will practice pronunciations of words and spot the odd one out (e.g. daughter, slaughter, laughter). Students will practice transcribing with |
phonetic script. Homework: Read Chapter 8 & 9. Vocabulary + phonetics. | |||
四 | A) Character B) Prefixes & Suffixes | Students will discuss different types of characters from popular literature. Students will use the descriptive language that is typically used to present characters in literature. Students will read Chapter 10. Selected students will deliver a presentation based on their own reading experiences. Students will focus on common affixes. Students will practice identifying the root of words and learn to incorporate this into analysis of new vocabulary. Homework: Read Chapter 11 & 12. Vocabulary = root + affixes. | |
五 | A) Themes B) Compound words | Students will discuss the wider themes of the course text. Students will consider some important themes of other stories. Students will read Chapter 13. Student presentations. Students will discuss their independent reading. Students will focus on compound words and their construction. Homework: Read Chapter 14 & 15. Vocabulary - compound words. | |
六 | A) Morality B) Review of phonology and word building | Students will focus on morality tales and fables, including Aesop’s Fables and Brothers Grimm. Students will review the course text and discuss possible morals and lessons to be learned from the text. Student presentations. Students will review the decoding skills |
learned so far. The class will establish a ‘favourite words’ list. Homework: discover new words to be introduced to the class. | |||
七 | A) Introduction to Book 2 -Hard Times For Time Trippers B) Independent reading. Vocabulary - collocation | 第 2 本英文小說 Hard Times for TimeTrippers, Maria Jack & Ian Lister (時空旅者)導讀 Students will be introduced to the first course text. Students will share initial thoughts. Students will make predictions based on cover blurb and chapter headings. Students will follow the teacher’s model of reading of the first chapter. Student presentations. Students will share details of favourite books from independent reading. Students will analyse examples of collocation in the course text (words appearing with ‘time’ and ‘wrong’). Homework: Read Chapter 2 & 3. Vocabulary (words appearing with ‘help’ and ‘time’). | |
八 | A) Authors B) Collocation examples | Students will consider some popular writers and their books. Students will be encouraged to identify the connection between the course text and the writing of Charles Dickens. The class will read Chapter 4. Students presentations. Students will identify common patterns of collocation (e.g. ask (someone) for help; help (someone) do (something); good time; time to go, etc.). Students will learn to record vocabulary in patterns of use. Homework: Read Chapter 5. Vocabulary. | |
九 | A) The author’s view | Students will consider opinions |
B) Collocation - set expressions | expressed by writers. Students will learn to identify stereotypes and representation in stories. Students will plot the more complex timelines of the course text. The class will read Chapter 6. Student presentations. Students will consider set expressions used as proverbs (e.g. curiosity killed the cat), routine formulae (e.g. What’s up?), etc. Homework: Read Chapter 7. Vocabulary (collocations - e.g. risk our lives). | ||
十 | A) Fame and fortune B) Researching collocation | Students will examine some of the most financially successful authors, and reasons for their success. Students will consider the differences between popular literature and classic novels. The class will read Chapter 8. Student presentations. Students will learn to research (e.g. using Google search bar) and record chunks of language from examples in the course text compared to internet usage. Homework: Read Chapter 9. Vocabulary. | |
十一 | A) Profile: J K Rowling B) Expanding vocabulary: synonyms & antonyms | Students will look at the background of a popular author. Students will consider how personal experience of the author may affect their stories. The class will read Chapter 10. Student presentations. Students will learn how to accurately use a thesaurus to research synonyms & antonyms. Homework: Read Chapter 11 & 12. Vocabulary. |
十二 | A) Profile: George Orwell B) Reviewing vocabulary | Students will look at the background of a popular author. Students will consider how historical events may affect their stories. The class will review Book 2. Student presentations. Students will consider how to review vocabulary with flashcards, images, quotes, quizzes, etc. Homework: Read Chapter 11 & 12. Vocabulary. | |
十三 | A) Introduction to Book 3 -The Hound of the Bask B) Update on Vocabulary Notebooks | 第 3 本英文小說 The Hound of theBaskervilles, Arthur Conan Doyle (巴斯克維爾的獵犬)導讀 Students will be introduced to the third course text. Students will share initial thoughts. Students will make predictions based on cover blurb and chapter headings. The class will read Chapter 1. Student presentations. The class will review their vocabulary notebooks and share their favorite new words. Homework: Read Chapter 2 & 3. Vocabulary - without a dictionary or smartphone, guess at the meaning of unknown words in the course text. | |
十四 | A) Non-fiction B) Inference - best guess through context | Students will discover some real stories and consider whether ‘truth is stranger than fiction’. Students will discuss some real-life inspirations for fictional stories. Recap of the story so far with key words. The class will read Chapter 4. Student presentations. Students will look at sentence / |
paragraph / narrative context to infer meaning of new words. Homework: Read Chapter 5 & 6. Vocabulary. | |||
十五 | A) Romance vs. Thrillers & detective stories B) Inference - examples from original texts | Students will examine traits of different genres. Students will compare the traits of ‘romance’ and ‘mystery’ through key words (e.g. love vs. murder). Students will discuss favorite genres and popular examples. Recap of the story so far with key words. The class will read Chapter 7. Student presentations. Students will read extracts from original texts and infer meaning through sentence context and their knowledge of the story (e.g. Dracula - ““Take this stake in your left hand, ready to place to the point over the heart, and the hammer in your right….”) Homework: Read Chapter 8 & 9. | |
十六 | A) Realism vs. Fantasy B) Dictionaries and translation | Students will examine how similar themes can be expressed in very different ways. Students will consider metaphor in myths and stories (e.g. What is the dragon? What is the hound?). Students will focus on the timelines of the story so far. The class will read Chapter 10. Student presentations. Students will review reading strategies studied so far. Students will consider the best use of dictionaries - and why Google Translate is an inaccurate quick fix, not a long- term solution. Homework: Read Chapter 11 & 12. |
十七 | A) Science Fiction B) Maintaining vocabulary notebooks | Students will consider how sci-fi novels see the future. Students will list and compare genres. Recap of the story so far with key words. The class will read Chapter 13. Student presentations. Students will describe the best way to maintain their vocabulary learning through independent reading. Students will draw up a list of favorite novels and novels they want to read. Homework: Chapter 14. Vocabulary | |
十八 | A) General Review B) Independent reading | Students will review the stories they have read. Students will review classification of novels through genre, narrative style, author, etc. The class will read Chapter 15. Students will review their independent reading. The class will review reading strategies with more examples. Class vote: favorite novel based on own reading and recommendations from classmates. | |
十九 | |||
二十 | |||
二十一 | |||
二十二 | |||
學習評量： | 1) 口頭閱讀報告 Presentation: topics to include book, author, genre. 2) 課外閱讀成果(驗收方式為繳交閱讀心得或通過小說閱讀測驗)Extensive reading: a record of completed books with online comprehension tests where available. 3) 課堂參與跟單字筆記 Continuous assessment based on participation in lessons and upkeep of vocabulary notebooks. | ||
對應學群： | 外語, 文史哲, | ||
