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Read to Share

～那一年，我們一起讀的英文小說～

<附件一>

壹：設計理念 …………………………………………………… 1

貳：主題教學目標 …………………………………………………… 1

參：主題教學大綱 …………………………………………………… 2

肆：單元活動設計摘要表 …………………………………………………… 3

<附件二>

壹：具體教學流程 …………………………………………………… 11

貳：使用之教材 …………………………………………………… 13

參：學習單與作業單 …………………………………………………… 18

肆：反思或問題討論 …………………………………………………… 34

1

＜附件一＞

主題(topic)：Read to Share

壹、設計理念(rationale of design)

In general, a teacher will follow some steps while teaching a whole class how to read a novel.

Undoubtedly, the first step must be to choose a novel in accordance with students’ levels and interests. The

step seems reasonable, but contradictory in practice. First, how can all students in the class be of exactly the

same level? Even if the students are of the same level, how can they have one interest in common?

Therefore, finding a novel in accordance with all the students’ levels and interests is a mission impossible.

In view of these, a crazy idea occurred to us– let students choose the novels they want to read. In other

words, every student can choose a novel according to his level and interest. In this way, novels vary from

person to person. Since students read different novels, how to give assignments and how to instruct students

to finish their novels become a challenge. Life will find a way, and so will a teacher. At last, we generate

worksheets for students to finish their novels step by step. (See page 18~27)

Moreover, the reading reports are not only graded by the teacher, but also appreciated by their

classmates. By appreciating others’ reading reports, students can learn from each other. Besides admiring

each other’s reading reports, each of them is asked to share his favorite sentence and express himself orally.

In order not to perform badly or stupidly in front of their fellow classmates, students will try their best to

prepare well. In a word, students’ motivation of reading novels is to share. To share, they are willing to

spend time finishing their novels devotedly. That’s why our teaching plan is called “Read to Share. “

貳、主題教學目標(lesson objectives)

This activity aims at encouraging students to read something authentic and to share what they learn

from reading. Considering the increasing workload for the second-year senior high students, this activity

won’t take the class too much time. The reading activity can be fun and challenging because it contains a

guided written report, a comprehension test and a brief oral presentation. At the end of the activity, students

are expected to read the text fluently and accurately, to share what they learn from the text individually and

confidently and to motivate the interest of reading English novels.

2

參、主題教學大綱(lesson structure)

教案內容架構圖

Read to Share

課程

領域英文英文英文英文

時間 50min*6=300min

小

主題 Learn to read Read to learn Read to share

Enjoy reading &

sharing

目標

1.Students are able

to learn how to read

the novels they

choose.

2.Students are able

to know how to

finish their

worksheets.

1.Students will know

how much they

understand about

their novels.

2.Students will know

how to choose

amazing cover

pictures.

3.Students are able to

describe their

pictures in English.

1.Each student can read

his favorite sentence,

translate it into

Chinese, and then

explain why he loves it.

2.By appreciating each

other’s speeches,

students will learn how

to make an appealing

speech.

1.Students will

know how much

they understand

about their novels

by having a

comprehension test.

2.Students are able

to appreciate others’

works.

3.Students are able

to recommend their

novels to others.

時間 50min 50min 150min 50min

教學

資源

1.English novel

2.computer

1.English novel

2.computer

1.English novel

2.digital camera

1.English novel

2.test

主要

教學

活動

1.lecture

2.worksheet

1.lecture

2.worksheet

1.oral report

2.English corner

1.test

2.feedback

評量 1.evaluation of the worksheet 2.oral performance 3.reading comprehension test

3

肆、單元活動設計摘要表 (summaries of activity units)

●單元一(unit one)：Learn to read●

單元名稱(title)

Learn to read 節數

(class periods)

1 節

50min

人數

(number of

students)

46

設計者

(designer)

謝憶茹

吳秋慧

實施時間

(date)

上學期第 18 週

(12 月) 地點(class)

高二智班

單元目標

(unit objectives)

1.Reading skill

Students are able to learn how to read the novels they choose.

2.Reading report

Students are able to know how to finish their 8-page reading report.

對應之課程綱要內容說

明（高中）、分項目標（高

職）、能力指標（國中）

(competence indicators)

一. 語言能力

(讀)

1-2.能了解閱讀資料中的基本訊息。

1-3.能看懂短文故事並瞭解其大意。

1-4.能藉助字典或其他輔助工具，自行閱讀與課文難度相當之課外教材。

2-1.能利用字詞結構、上下文意、句型結構及篇章組織推測字詞意義或句

子內容。

2-2.能熟悉各種閱讀技巧(如擷取大意、推敲文意、預測後續文意)，並有

效應用於廣泛閱讀(extensive reading)中。

2-5.能分析及判斷文章內容，瞭解敘述者的觀點及態度。

(寫)

1-3.能運用適當的詞彙或句型造出正確的句子。

2-2.能針對某一題材寫出通順的答案。

2-3.能書寫簡單的便條、書信、電子郵件、心得、感想等。

2-4.能根據提示(如圖畫、表格等)寫出簡要的故事或說明。

(綜合)

2-3.能看懂故事及短文，並以簡短的句子述說或寫出大意。

2-6.能以英語文簡單的說出或寫出摘要。

二. 邏輯思考、判斷與創造力

1-1.能把各類訊息加以比較、歸類、排序。

1-2.能根據上下語境釐清不同訊息的因果關係。

2-5.能整合、規劃相關資訊及資源，並發揮創意。

三. 學習方法

1-3.能瞭解基本英文閱讀技巧，以提升閱讀能力與興趣。

4

1-4.能利用工具書(如字典)或其它資源，主動瞭解所接觸英文的內容。

2-1.能思考及詢問課文內容及找尋相關資料，強化學習成效。

2-4.能運用邏輯思考，強化語言學習之成效。

2-6.能訂定英文學習計畫，養成自主學習的習慣，奠定終身學習的基礎。

四. 學習興趣與態度

1-2.樂於接觸課外的英語文多元素材，如小說、報章雜誌、電影、歌曲、

廣播、網路等。

2-5.能積極以英語文為工具，探索不同領域的新知。

五. 文化涵養與世界觀

1-5.能具有基本的世界觀。

2-1.能了解與欣賞外國的風土民情。

主要教學方法

(teaching methods)

講述教學法

活動概述

(activity description)

教師以 PPT 說明如何閱讀小說、訂定寒假閱讀計劃、完成學習單。

教學媒材(teaching aids) 電腦，閱讀報告學習單

形成性與總結性評量

(assessment)

學習單

注意事項(note)

5

●單元二(unit two)：Read to learn●

單元名稱(title)

Read to learn 節數

(class periods)

1 節

50min

人數

(number of

students)

46

設計者

(designer)

謝憶茹

吳秋慧實施時間

(date)

3 月

（下學期第 7 週

第一次月考後）

地點(class)

電腦教室

單元目標

(unit objectives)

1.Comprehension check

Students will know how much they understand about their novels.

2.Cover picture

Students will know how to choose amazing cover pictures.

3.Describe the picture

Students are able to describe their pictures in English.





一. 語言能力

(說)

2-3.能以英語看圖說故事。

(讀)


1-3.能看懂短文故事並瞭解其大意。


子內容。



2-3.能了解短文、書信、故事、漫畫、短劇及簡易新聞報導等的內容或情

節。

(寫)

1-3.能運用適當的詞彙或句型造出正確的句子。

2-1.能針對各類選文之問題，寫出合適的答案。



三. 學習方法

1-3.能瞭解基本英文閱讀技巧，以提升閱讀能力與興趣。

2-4.能運用邏輯思考，強化語言學習之成效。

2-5.能檢視自我學習過程，並隨時改進。


2-5.能積極以英語文為工具，探索不同領域的新知。

6

主要教學方法

(teaching methods)

講述法，同儕分享

活動概述


1.封面設計講評：

老師以電腦簡報展示入選優良封面設計的作品，請其他同學發表為何這些

作品入選的看法，老師再將同學們的看法，加以補充說明。本活動可以讓

同學們有編輯的概念，做為日後升學或就業做個人履歷資料的準備。

2.核對習作答案：

請同學核對自己原文讀本中每個章節後的習作答案，藉以檢視自我閱讀能

力，改進自己的閱讀技巧，並預告三節課後有測驗。

教學媒材(teaching aids) 電腦簡報，進口原文讀本（龍騰出版社）


(assessment)

封面學習單，習作訂正，學習態度，活動參與

注意事項(note)

7

●單元三(unit three)：Read to share●

單元名稱(title)

Read to share 節數

(class periods)

3 節

150min

人數

(number of

students)

46

設計者

(designer)

謝憶茹

吳秋慧

實施時間

(date)

3 月

（下學期第8週）地點(class)

高二智教室

單元目標

(unit objectives)

1.Express oneself

Each student can read his favorite sentence, translate it into Chinese, and then


2.Learn from others

By appreciating each other’s speech, students will learn how to make an

appealing and persuasive speech.





一. 語言能力

(聽)

2-2.能聽懂與主題相關的故事或敘述。

(說)

1-3.能參與課堂上的英語口語練習。

1-5.能以英語簡單描述日常事物。

2-2.能以英語轉述課文內容或故事。


2-5.能善用語言或非語言之溝通技，強化溝通成效。

(綜合)

1-1.能以英語正確流利地朗讀短文、故事等。

2-1.能有效整合聽、說、讀、寫各項能力，適切地應用於各種溝通情境。




2-4.能評估不同資訊，提出合理的判斷或建議。


三. 學習方法

1-1.能預習、溫習功課。

1-2.能把握任何溝通的機會、表達意見。


2-2.能探討並有效運用各種學習英語文的方法及技巧。

2-3.能主動尋找機會、積極利用資源，提升英語文的溝通能力。

8


1-1.樂於參與上課時的各類練習活動，不畏犯錯。

1-3.樂於以英語文與人溝通，如面對面或透過網路、書信等。

2-2.能主動以英語文與人溝通，如面對面或透過網路、書信等。

2-3.能主動從網路或其它管道搜尋課文相關資源，並與老師及同學分享。

2-4.能積極參加英語文活動，充實生活內容，增加生活樂趣。

五. 文化涵養與世界觀



主要教學方法

(teaching methods)

講述法，同儕分享

活動概述


全班 46 人，由老師分組，每節課約 13~14 人上台報告，請一位同學錄影，老

師評口語報告分數。報告內容主要有三項：最愛的英語句子，中文翻譯，解

釋原因。同時，台下同學也可以英語問報告同學問題，創使使用英語的互動

環境。

教學媒材(teaching aids) 進口原文讀本（龍騰出版社），數位攝影機


(assessment)

學習單，上台報告

注意事項(note) 教師要掌握時間控制，注意每位同學約 2~3 分鐘的報告及和台下互動的時間。

9

●單元四(unit four)：Enjoy reading & sharing●

單元名稱(title)

Enjoy reading & sharing節數

(class periods)

1 節

50min

人數

(number of

students)

46

設計者

(designer)

謝憶茹

吳秋慧

實施時間

(date)

3 月

（第 7 週）地點(class)

高二智教室

單元目標

(unit objectives)

1.Favorite sentence

Each student can read his favorite sentence, translate it into Chinese, and then


2.Comprehension test

Students will know how much they understand about their novels by having a

comprehension test.

3.Appreciation

Students are able to appreciate others’ works.

4.Recommendation

Students are able to recommend their novels to others.





一.語言能力

(聽)

2-2.能聽懂與主題相關的故事或敘述。

(說)

2-2.能以英語轉述課文內容或故事。


2-5.能善用語言或非語言之溝通技巧，強化溝通成效。

(讀)



子內容。



2-3.能了解短文、書信、故事、漫畫、短劇及簡易新聞報導等的內容或情

節。

(綜合)

1-1.能以英語正確流利地朗讀短文、故事等。

2-1.能有效整合聽、說、讀、寫各項能力，適切地應用於各種溝通情境。



二.邏輯思考、判斷與創造力

10

2-4.能評估不同資訊，提出合理的判斷或建議。


三.學習方法

1-1.能預習、溫習功課。

1-2.能把握任何溝通的機會、表達意見。


2-2.能探討並有效運用各種學習英語文的方法及技巧。

2-3.能主動尋找機會、積極利用資源，提升英語文的溝通能力。

四.學習興趣與態度

1-1.樂於參與上課時的各類練習活動，不畏犯錯。

1-3.樂於以英語文與人溝通，如面對面或透過網路、書信等。

2-2.能主動以英語文與人溝通，如面對面或透過網路、書信等。

2-3.能主動從網路或其它管道搜尋課文相關資源，並與老師及同學分享。

2-4.能積極參加英語文活動，充實生活內容，增加生活樂趣。

五.文化涵養與世界觀



主要教學方法

(teaching methods)

講述法，同儕分享，紙筆測驗

活動概述


1.口語報告：

經前三節報告後，尚有 4 人在這一節完成口語報告。

2.閱讀測驗：

20 分鐘紙筆測驗，讓同學翻書找答案。考完後，核對答案，檢視閱讀成果。

教學媒材(teaching aids) 進口原文讀本（龍騰出版社），數位攝影機


(assessment)

學習單，上台報告，閱讀測驗

注意事項(note) 教師要掌握時間控制，特別是每位同學約 2~3 分鐘的報告及和台下互動的時

間。

11

＜附件二＞

壹、具體教學流程(teaching activities and procedures)

Lesson Plan

Preparation

1.Students

Before class, each student chooses one novel from the catalogue on

the basis of his level and interest.

2.Teacher

2-1.Before class, the teacher makes an eight-page reading report

worksheet as a guide for student to read their novels.

2-2.The teacher prepares PPT to instruct students how to finish the

eight-page reading report.

Teaching Aids 1.computer

2.digital camera

Targets

1.Students will learn how to read an English short novel.

2.Students can express what they read in written English.

3.Students can express themselves orally.

4.Students can learn by appreciating each other’s reports.

5.Students can share their novels with others.

6.After these activities, students are motivated to read another English

novel.

●前置作業●

1.選書 English novels

上學期末，請學生利用課餘時間傳閱英語小說目錄，從 30 本英文小說中，依自己的程度及興趣選

擇一本，做為寒假期間的課外閱讀讀物。每本書都附有 CD，同時可做聽力練習。

2.報告學習單 Reading report worksheets

老師搭配英文小說，製作 8 頁的學習單，和書一起發下，做為寒假作業。

目錄封面為 30 本進口

原文的英文小說。

目錄內有每一本書的中英對照故

事簡介，及本書的分類和適合閱

讀的程度，供學生選書參考。

學生完成閱讀後，每人繳交 8 頁的閱讀

報告。

12

第 1 節 Learn to read

Targets

1.Reading skill

Students are able to learn how to read the novels they choose.

2.Reading report

Students are able to know how to finish their 8-page reading report.

Teaching Aids PPT, projector, novel, worksheet

Activity Teaching Aids Time Evaluation

1.Warm-up

The teacher told students that their winter assignment was to

finish the eight-page reading report according to the novels

they choose. Then, the teacher would teach them how to finish

it with PPT.

★ novel

★ worksheet

2min

2.Presentation

The teacher showed how to finish the eight-page reading report

with PPT.

★ computer

★ projector

★ PPT

46min notes

participation

3.Wrap-up

The teacher gave a deadline and encouraged students to take

the challenging task.

2min

4.Homework

the eight-page reading report (See page18-27)

★ novel

★ worksheet

13

第 2 節 Read to learn

Targets

1.Comprehension check

Students will know how much they understand about their novels.

2.Cover picture

Students will know how to choose amazing cover pictures.

3.Describe the picture

Students are able to describe their pictures in English.

Teaching Aids computer, PPT, novel, oral report worksheet

Activities Teaching Aids Time Evaluation

1.Warm-up

The teacher told students to check answers in their

novels, and that we would appreciate some of their

classmates’ amazing cover pictures and stories.

★novel 2min

2.Presentation

Students visited the

teacher’s website to check

their answers of the

exercises attached to every

chapter of their own novels.

http://www.sish.ntpc.edu.tw/WEN/stiteahcer/Esfile/ZIndex.html

★computer 15min Participation

3.Production

3-1.The teacher showed some

classmates’ amazing cover pictures

and stories.

3-2.Students expressed their opinions

about why these were chosen as

amazing cover pictures.

3-3.Students volunteered to make another accounts based

on the cover pictures.

3-4.The teacher commented on ideas students expressed,

and encouraged more students to say their ideas.

★PPT 20min participation

14

4.Wrap-up

4-1.Pre-event message

Each student would make a short speech consisting

of three parts: reading his favorite sentence,

translating it into Chinese, and explaining why he

loves it.

4-2.Grouping

The teacher grouped 46 students on the basis of their

novels. In other words, those who chose the same

novel would be in the same group. Then, the teacher

showed the performance schedule in the following

classes.

★worksheet 8min

5.Homework

The teacher instructed how to finish the worksheet “Oral

Performance”.

★worksheet 5min

15

第 3-5 節 Read to share

Targets 1.Express oneself

Each student can read his favorite sentence, translate it into Chinese, and

then explain why he loves it.

2.Learn from others

By appreciating each other’s speech, students will learn how to make an

appealing and persuasive speech.

Teaching Aids blackboard, chalk, oral report worksheet, digital camera


1.Warm-up

The teacher wrote the performance schedule on the

blackboard, and reminded students that each had two to

three minutes to express themselves.

★ blackboard

★ chalk

2min

2.Presentation

The teacher demonstrated how to make a short speech.

3min

3.Production

According to the performance schedule, each student

read his favorite sentence in public, translated it into

Chinese, and then explained why he loves it. Besides,

each speaker’s performance would be taped.

★digital

camera

140min Oral

performance

5.Wrap-up

4-1.Best speaker

The teacher asked students to recall who made the

most impressive speech and why he could make you

impressed a lot. Then, the teacher encouraged

students to write their ideas down on the paper and

gave it to the teacher the next class.

5 min

16

4-2.Pre-event message

Students would have an open-book comprehension

paper test.

5.Homework

The teacher picked out some good worksheets for English

assistants to make posters to put on the wall of the

classroom. Then, students could learn from others’ works.

★poster

17

第 6 節 Enjoy reading & sharing

Targets 1.Favorite sentence

Each student can read his favorite sentence, translate it into Chinese, and

then explain why he loves it.

2.Comprehension test

Students will know how much they understand about their novels by having

a comprehension test.

3.Appreciation

Students are able to appreciate others’ works.

4.Recommendation

Students are able to recommend their novels to others.

Teaching Aids digital camera, novel, 3M post-it,


1.Warm-up

The teacher told students about the last class plan. After

four classmates’ speeches, we would have an open-book

comprehension paper test. During the test, the teacher

would display all students’ graded reading report in back,

so that everyone could take a look at them.

2min

2.Production

2-1.Oral performance

The last four students read their favorite sentences,

translated them into Chinese, and told the reasons.

2-2.Comprehension test

2-2-1.Students opened the book to find the answer.

2-2-2.Students checked the answer.

2-3.Post-it activity

Everyone had ten pieces of 3M post-it to post them

on his ten classmates’ reading reports with some

encouraging words on them.

★ digital

camera

★ novel

★ test paper

★ 3M post-it

10min

25min

10min

Oral

performance

Paper test

Participation

3.Wrap-up

3-1.English corner

The teacher encouraged students to learn how to

make a better report from posters on the wall.

3-2.Learning by reading

The teacher encouraged students to read others’

novels and reading reports.

★poster 3 min

18

貳、使用之教材(text)

Password Readers 龍騰文化出版社

http://www.lungteng.com.tw/LungTengNet/HtmlPopUp/web/PopUp_20070525/index.html

參、學習單與作業單(worksheets)

主題空白學習單說明學生作品

1.封面設計

請同學找有特色的照片做為封面，

並建議能在照片下加 1~2 句的英文

說明更好。右圖為學生用大頭照及

他在美術表演課中穿醫師袍劇照製

作成的封面。

2.讀本資料

藉由寫出讀本的基本資料，例如作

者、頁數、故事類別、摘要等，讓

同學在讀英文小說前，先有背景知

識，就像看電影一樣，先看預告片，

再進戲院看電影。

3.人物角色

這份學習單是讓同學邊閱讀時，邊

做記錄，分成兩個部分：

(1)人物地點

寫出故事中出現的人物和地點。

(2)角色介紹

寫出故事裡其中三個主要角色的介

紹。

4.生字佳句

這份學習單也是讓同學邊閱讀時，

邊做記錄，也是分成兩個部分：

(1)單字

寫出故事裡學到的 6 個單字。

(2)句子

寫出自己最喜歡的 3 個句子，並翻

譯成中文。

19

5.心得感想

請同學在讀完小說後，寫出感想。

下方是創作區，可畫插圖或貼照

片。右圖作品是讀 King Arthur 同學

的感想及插圖。

6.推薦分享

請同學在讀完小說後，寫出想推薦

班上哪位同學讀這本小說及推薦原

因。下方是創作區，可貼上被推薦

同學的照片或畫插圖。右圖作者選

用的照片，是他在一次校外教學

時，偷拍被推薦同學在遊覽車睡覺

的照片。

7.活動省思

這份學習單是活動省思，分成三個

部分：

(1)讀本難易度

同學根據書本資料，勾選小說的難

易度。難易度共分六級：A1, A2, B1,

B2, C1, C2。換句話說，A1 最容易，

C2 最難。

(2)個人英語程度

同學依月考成績勾選自己的程度。

(3)活動省思

可用英文或中文，分享閱讀中遭遇

的困難及克服方法。

8.進度記錄

老師設計表格，請同學記錄這兩週

寒假的閱讀及聽 CD 的歷程。下方

是老師給孩子的一封信，預告開學

後會有上台報告的活動。

20

Absorbed in Reading

Grade： Class： No： Name： __

Date: from to

Instructor: Esther Sherry

joyful irritated gloomy cheerful again

□A+ □A □B+ □B □C+ □C □D □E 【page 1】

21

Before Reading …… Title

Author

Illustrator

Total pages Total chapters

Level □A1 Beginner □A2 Elementary

□B1 Pre-Intermediate □B2 Intermediate

□C1 Upper-Intermediate □C2 Advanced

Category □Non-Fiction □Classical Fiction

□ Modern Fiction □Comics

Topic □Moral & Civic Education □Environmental Education

□Peace Education □Multicultural Education

□Consumer Education □Non-Sexist Education

□Health & Sexual Education □Safety & Traffic

Summary in English

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

□A+ □A □B+ □B □C+ □C □D □E 【page 2】

22

While Reading …… Part I

Please write down the roles & places mentioned the novel.

Role ：__________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Place：__________________________________________________________

________________________________________________________

________________________________________________________

Please write down the brief introduction about the persons in the novel.

Role 1：

___________________________________________________________

___________________________________________________________

Role 2：

___________________________________________________________

___________________________________________________________

Role 3：

___________________________________________________________

___________________________________________________________

□A+ □A □B+ □B □C+ □C □D □E 【page 3】

23

While Reading …… PartⅡ

The six new words I have learned from the novel.

English: Chinese: _________________ in page ______






The graceful expression(s) I love best.

English：___________________________________________________________

______________________________________________

______________________________________________

Chinese: ___________________________________________________________

______________________________________________

English：___________________________________________________________

______________________________________________

______________________________________________

Chinese: ___________________________________________________________

______________________________________________

English：___________________________________________________________

______________________________________________

______________________________________________

Chinese: ___________________________________________________________

______________________________________________

□A+ □A □B+ □B □C+ □C □D □E 【page 4】

24

After Reading……

☆ What is your perception? Please tell me in three to five sentences.

□A+ □A □B+ □B □C+ □C □D □E 【page 5】

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

25

Sharing ……

☆ Whom would you love to share with? Why? Please tell me in three to five

sentences.

□A+ □A □B+ □B □C+ □C □D □E 【page 6】

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________

26

Reflecting ……

Level of your book

□A1 □A2 □B1 □B2 □C1 □C2

Level of your ability

□above 90 □80~89 □70~79 □60~69 □under 60

What difficulties did you encounter during the activity? How did you overcome them?

(You can answer the question either in Chinese or in English, but it is better to answer it in

Chinese.)

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

□A+ □A □B+ □B □C+ □C □D □E 【page 7】

27

Reading Schedule Date Reading CD Date Reading CD

1/22

Mon.

Chapter _______

Report _______

1/29

Mon.

Chapter _______

Report _______

1/23

Tue.

Chapter _______

Report _______

1/30

Tue.

Chapter _______

Report _______

1/24

Wed.

Chapter _______

Report _______

1/31

Wed.

Chapter _______

Report _______

1/25

Thu.

Chapter _______

Report _______

2/1

Thu.

Chapter _______

Report _______

1/26

Fri.

Chapter _______

Report _______

2/2

Fri.

Chapter _______

Report _______

1/27

Sat.

Chapter _______

Report _______

2/3

Sat.

Chapter _______

Report _______

1/28

Sun.

Chapter _______

Report _______

2/4

Sun.

Chapter _______

Report _______

□A+ □A □B+ □B □C+ □C □D □E 【page 8】

To boys finishing the reading & the report,

Congratulations on finishing your first English

novel!

You must be so happy as to share your views with

others. Don’t worry. You will be provided with

the chance to tell your fellow classmates about

what’s in your mind. Just do it.

From Esther & Sherry

28

英文經典閱讀全記錄 My Favorite Sentence

Novel Speaker Favorite Sentence

蔡旻錩

Petruchio replied that he was not afraid of a

woman’s tongue—he had heard more frightening

sound in his life.

張高銓

I think it’s an anagram.

許勝鈞

I don’t want to see anybody at the moment.

陳緯賓

Come on, get a move on!

林祐得

Suddenly, Hands threw the knife. The knife hit Jim

and his pistol fired.

29

傅宣融

God I beg your mercy.

游翔宇

If he is Mr. Hyde, then I shall be Mr. Seek.

張又升

I am sorry. That is all I can tell you. Inspector, you

must do the rest yourself.

鄭光佑

Now, we must destroy that unpleasant letter.

薛敬君

It’s true I had an argument with my father at

Boscombe Pool, but I didn’t murder him.

李庭逸

Everything has a name.

30

王鈞奕

Everything is strange and exotic, completely

different from home.

張嘉倫

They listen to the noises of the night. The forest

seems to breathe around them.

王星皓

You can shout for help if you want, but no one can

hear you down here.

陳逸銘

What are you going to do with the reward money?

莊仲

It’s easy to make mistakes when you’re doing

something new. That’s how you learn.

徐柏容

Someone is in “BIG” trouble.

31

黃柏皓

Are these the shadows of the things that will be or

are they shadows of the things that may be only?

陳彥維

Miss Stapleton did everything she could to make her

mother feel better. “Mom, there’s no use crying over

spilt milk.”

杜宇倫

It came on the wind and broke the silence of the

night.

詹皓鈞

Its eyes glowed and its muzzle was surrounded by

flames.

林君翰

I do not have long to live. I am not afraid of dying.

My life now is only a torture and I know that I will be

with Elizabeth again.

李承彥

What power there is in electricity! One day scientists

will use all that energy to help people.

32

李玠霆

They will love each other passionately for the rest of

their lives.

楊尊宇

Dear God, I know I’m guilty, but please save me.

陳冠霆

No wars and England becomes a rich country.

賴威良

This is the end for both of us, and the end of my

dream of the Round Table.

黃自賢

Our crime is too serious.

陳昇

You are wrong—I don’t believe it!

沈家崴

“Two for six eight. Who do we appreciate? The

Bulldogs! Who? The Bulldogs.”

劉辰暉

“Two for six eight. Who do we appreciate? The

Bulldogs! Who? The Bulldogs.”

33

張哲豪

I know it’s wrong, but I can’t stop. My love belongs

to you forever.

林水昇

This day either you or I, or both of us must die.

李承易

Mordred, this day either you or I, or both of us must

die.

徐偉迪

I’m proud of my father but I think I can be an even

better knight than him.

顏晟陞

Your court is destroyed and England lies in ruins.

李建達

I don’t want to show favor to anyone. I want all the

knights to be equal.

李佳翰

I wish that I was part of another family. My father is

so unscrupulous. He makes me ashamed.

34

肆、反思或問題討論(reflection on teaching)

1.學生回饋

●彥維：月考成績介於 70~79 分，選擇 B2 程度(中間偏難)的英文小說 The Hound of the Baskervilles

剛開始拿到書時很興奮，但沒多久就開始緊張了，因為看到手上一連串的小字，真是嚇到了。不過書

中 70%的單字是認得出來的，才稍微安心了些。一開始遇到生字就卡在那邊，查完才能安心地看下去，

速度真的超慢。後來懶到不想查了，看到生字就試著猜意思，看完整段後，發現即使不懂生字的意思，

有時仍可以了解書中表達的意思。所以之後就一邊看，把生字畫底線，看完一個段落再一起查。這是

我第一次念完一本英文小說。其實，在短短兩個禮拜內看懂這本小說，仍是有些障礙～很多小細節都

霧剎剎咧～沒關係，有空時，我會再重新閱讀這本經典小說的。

●晟陞：月考成績介於 80~89 分，選擇 A2 程度(簡易偏難)的英文小說 King Arthur

在選小說時，我怕太難會看不懂，就選擇了 A2。拿到小說時很興奮，稍微看了一下，大部分都看得

懂，覺得還蠻簡單的，看兩三天就看完了，所以沒有太大困難。唯一困難的地方就是要清楚人物之間

的關係，還有故事的意含。克服的方法就是用心觀察故事中的每一個細節。還有就是學習單感想那一

頁比較難寫，因為要把故事濃縮來思考，會比較難想，克服的方法就是把重點部分去做深入理解和歸

納。

上面兩段文字是其中兩位學生在閱讀報告第 7 頁中，分享他們閱讀時遭遇的困難及解決方式。從他們

的分享中，老師很高興的是學生能發現問題及自行解決問題的能力。更重要的是，在閱讀過程中，不

知不覺激發了他們的自學力。

2.教師觀察

老師在下學期開學一個月內，改完了 46 份閱讀報告。在第一次月考後，依同學選讀的小說分組上台

報告，每位同學的報告都要錄影。在這個口語報告活動中，同學和老師都驚奇連連，我們都認識同學

的另一面。

●玠霆：月考成績介於 60~69 分，選擇 A2 程度(簡易偏難)的英文小說 King Arthur

當他上台時，全班突然陷入一片寧靜，讓老師嚇了一跳。一問之下，才知道班上和他同學兩年，沒幾

個人聽過他開口說話，很多人第一次聽到他開口，所以很期待聽到他開口。

35

●哲豪：月考沒及格過，成績低於 50 分，選擇 A2 程度(簡易偏難)的英文小說 King Arthur

他是全班英文最差的同學，每年重修英文。他上台唸完他的英文句子並翻譯成中文後，接著解釋他為

什麼喜歡這一句的原因。那時，他拿出他的小說，指著插圖中亞瑟王皇后，隔著亞瑟王看蘭斯洛特爵

士的眼神，自信地對著全班說：「從圖中就可以看出作者的伏筆，他們兩人早有姦情。」當時老師和

全班都被他的氣勢給壓住了，接著全班就給予如雷的掌聲。他讀英文的自信，在這時都找回來了。

3.教師省思

俗話說得好：「師父領進門，修行在個人。」這份 8 頁的閱讀報告正是老師帶領同學閱讀英文小說的

敲門磚。這塊敲門磚再注入十二年國教強調的「適性發展」元素，就能讓英文小說閱讀活動更加活化

老師的教學與學生的學習。我們深信每個孩子都有不同的稟賦，適性努力就是成功。讓同學依程度及

興趣自由選擇想讀的英文小說，就是讓他們適性發展的第一步。而老師要做的，就是給予指引，也就

是這些沒有標準答案的閱讀學習單。換話句話說，老師在設計學習單時，要多留點空白，給孩子更多

思考彩繪的空間，更多展現自我特色的機會。

4.改進方向

任何活動永遠都有改進的空間，以下是我們想在下次活動時的改進方向：

(1)口語互動記錄

每個同學上台唸出自己的最愛一句和發表看法，並錄影讓同學有當主角的感覺，讓這個閱讀活動達到

最高潮，氣氛相當熱絡。但因時間有限，台上台下互動的時間有限，台下同學們當下無法給予發表同

學立即的回饋，有點可惜。

下次活動時，老師會另外設計「給個『讚』回饋單」，請台下同學記錄台上同學的優點，除了交給本

人外，還可以規劃好在每節課預留至少 5分鐘的時間，讓聽眾上台分享他們的心得，增加彼此的互動。

(2)閱讀報告互動

最後一節課進行 10 分鐘的閱讀報告觀摩，請同學把鼓勵寫在便利貼上，貼在同學的閱讀報告上，給

予正面回饋。大部分的同學不是先看自己麻吉的報告，就是根據同學的口語發表去翻閱報告。只有短

短 10 分鐘想要仔細閱讀並給予鼓勵的話，難免有遺珠之憾。

下次活動時，老師會和導師先溝通協調，全班 46 份的閱讀報告就放在教室的置物櫃上，學生下課時

都可以隨時翻閱，觀摩他人的作品。這樣在進行 10 分鐘的「便利貼」活動時，大家才有更充裕的時

間討論及寫下想說的話貼上去。

36

(3)延伸活動

閱讀報告第 6 頁是請同學在讀完小說後，寫出想推薦班上哪位同學讀這本小說及推薦原因，這個活動

應該要付諸實行。此外，也有同學說聽完口語報告及看同學的閱讀報告後，有想要讀那本小說的衝動。

老師應該要推動讓同學讀第二本小說的活動。這種感覺很像很多電影（侏儸紀公園，變形金剛等）一

開始沒有打算拍續集，因為電影叫好叫座，所以才拍續集。

下次活動時，會規劃「讀你的小說」活動，讓閱讀英文小說的熱情繼續燃燒下去。

4.未來展望

進行這個英語經典小說閱讀活動的同學們，都給予正面的回饋，也鼓勵我們未來我們推動的信心。以

下是我們的方向：

(1)教師專業社群

我們成立了「英語 APP 活化教學社群」，其中閱讀活動部分，老師們期望藉由參與研習、對談分享、

專家指導，讓老師設計的閱讀活動能像 APP 一樣，活潑實用；讓學生閱讀就像用 APP 一樣，樂在其

中。社群中的老師們這兩年來參與了多場閱讀寫作的研習，得到了不少啟發，也進行調整應用在自己

教學上。此外，我們獲得校長主任的支持，在校內對所有的英文老師分享，期待將這個活動推廣到各

班。

(2)學生專題計劃

我們計劃運用本校高中優質化的學生專題子計劃的經費，推動 Literature Circle 小組閱讀活動，邀請

英文學科中心助理，新店高中退休英文教師張碧珠老師指導，讓學生閱讀從個人的單打獨鬥，變成小

組的閱讀分享，增進學習英文的動機與樂趣。

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