全英語教學

English Mediated Instruction

文化節慶及地方特色內容教學

　　語言學習重在接觸及練習，在教學方面，在每年的節慶日再加強學生對於這方面相關字彙的練習，並補充相關的節慶文化知識，以提升學生對節慶相關活動的理解。同時，利用課堂中相關的單元介紹學生和本地區特色相關的英語詞彙，讓學生也能練習及熟悉自己家鄉的文化英語，並進一步學習介紹自己的家鄉特色。在課程中融入節慶文化知識，以提升學生對節慶相關活動的理解。

日常生活字彙教學

　　英語學習重在實用、活用及和生活經驗做連結以達到有意義的學習。深化學習重在體驗，日常生活中學童會接觸到的生活字彙如食物、飲料及水果等辭彙，可以常用生活上的實物做教學 (realia) 及練習。有些不常出現在教科書中的水果名稱，但卻是學生日常生活中常見的本土水果或台灣特色水果，在教到相關單元時介紹幾樣當季的水果或台灣特色水果給學生做英語練習，讓學生將所學的英語和他們的生活經驗做連結，另外，積極建置本校校園英語生活用語與全校師生的課室指導用語，讓英語融入生活情境中。

問與答一樣重要

　　學生對於what when who how 這幾個疑問詞的辨識力稍弱，有時是學生很熟悉的句型，學生聽得懂老師的問句卻不一定知道是哪些字組成的句子。句型條的教學讓學生一眼就看到及聽到整個句子，但也很可能未能讓他們聽出第一個疑問詞。老師提供機會及利用句子重組活動 (unscrambling the sentences) 讓學生加強對這些常用疑問字之辨識及書寫。另外，學生在課堂中較常做回答句子的練習，給予學生多練習問問題的機會，這樣他們較能熟悉日常生活中句子的應用及如何正確表達自己的意思。

聽說讀寫一起來

　　在國小1-3年級的啟蒙階段時強調聽、說的學習，奠定良好的英語口語溝通基礎。然而即使是在啟蒙階段，讀、寫活動應適時融入課程。

國際教育的推廣

　　訓練英語小小解說員、提升學生英語應用的機會增進學生，對在文化的認同和推廣。學生能參與和國外學校學生進行書信交流或視訊對談，若學生在聽說讀寫四項技能都有良好基礎，對自己家鄉的文化特色有認識，未來當他們和國際學生做交流時，他們才能具備一些基本的口語英語能力及書寫的能力來介紹其家鄉特色或學校特色，和國外學生做溝通及分享。

一年級教學目標：

　　透過字母辨識、及歌謠韻文吟唱等多元活動，培養學生英語聽、說、讀、寫的溝通能力和良好的學習態度，提升兒童學習英語的興趣，亦能增進兒童對多元文化的瞭解並擴展其世界觀。並於故事中融入禮貌對話，期望在英語之外，能帶給學生正確的價值觀，並引導學生在生活中實踐。

二年級教學目標：

　　Meet the World國際文化延伸教學將故事中出現的課室用語融入各國場景，幫助學生理解運用，並加入各國的文化習俗，讓學生了解欣賞各國的文化。運用溝通式教學法，培養學生簡易的英語聽、說、讀、寫能力。著重字母與發音的基礎，與生活用語的應用，為銜接中年級的英語課程做準備。

教材：

1. Find and Say:

　　故事教學情境圖強化字母字形、讀音與代表單字學習，融入課室用語與生活用語。

2. Let’s Learn:

　　認知「字母」可以結合成「單字」，引導並認識字母代表單字。

3. Let’s Chant/Sing歌謠/韻文教學:

　　透過動感的節奏韻文歌謠，輕鬆記住字母發音、代表單字與生活及課室用語。

三年級教學目標：

　　教學內容納入他國之風俗文化、國際基本禮儀，以開拓學生的視野並涵養其對多元文化之認識與包容力。

Cultural Festivals and Featured Local Content Teaching

Language learning requires exposure and practice. In terms of teaching and learning, students are encouraged to practise the related vocabulary during the festivals every year and to supplement their knowledge of the festivals and culture in order to enhance their understanding of the activities related to the festivals. Meanwhile, students were introduced to English vocabulary related to the features of their own hometown using associated units in the classroom, enabling them to practice and get familiar with their own hometown's cultural in English as well, and to further learn to introduce their own hometown's features.

Festivals and cultural knowledge are integrated into the curriculum to enhance students' understanding of festival-related activities.

Vocabulary for Daily Life

English learning requires practicality, usefulness, and connection to life experiences to achieve meaningful learning. Deepening learning focuses on experience. For the vocabularies in daily life that school children will come across, such as food, drinks and fruits, realia can be used for teaching and practicing.

Some names of fruits do not appear frequently in textbooks, but they are common fruits in students' daily life or fruits with Taiwanese specialties. In teaching the subjects, we introduce a few seasonal fruits or fruits with Taiwanese specialties for students to do English practice, thus letting students link what they have learned in English with their life experiences. Moreover, we have established an active English living language in the school campus and a classroom guidance language for the whole school, making English integrated into the living situations.

Questions matter the same as answers.

The identification of the question words "what", "when", "who" and "how" is slightly weak. Sometimes it is a familiar sentence pattern, and students understand the teacher's question but may not know exactly which words are used to form the sentence. Sentence clauses provide students with the opportunity to see and hear the entire sentence at a glance, but they are also likely to fail to hear the first questionable word. Teachers provide opportunities and use unscrambling the sentences to enhance students' knowledge of these common question words and their writing skills. Besides, students are given more opportunities to practice answering sentences in class, providing them with more opportunities to practice asking questions, in order to be more familiar with the application of sentences in daily life and how to express their meaning correctly.

Together with listening, reading and writing.

In the beginning stages of elementary school, grades 1-3, listening and speaking are important to lay the foundation for good oral communication in English. However, even at the beginning stages, reading and writing activities should be integrated into the curriculum in a proper manner.

With exposure to basic reading materials and appropriate practice in imitating and filling in words and phrases, students can naturally experience the different forms of language, achieving the effect that listening, speaking, reading and writing are complementary to each other. Language learning should be holistic. Teachers can give more opportunities during lessons to practice writing or reading (or reading aloud), which will help to deepen the effectiveness of students' language learning.

Performances of English songs, English board games, English illustrated books, English reading books, English dramas, or reading aloud of English articles are held in conjunction with the English curriculum of different grades to enhance the students' oral presentation skills. 

Developing information technology into English language teaching (using kahoot's website and tablets as a connection to conduct after-class summary assessments and quizzes) to enhance students' listening and speaking skills. 

English Self-Introduction: Students must be able to create an English PowerPoint presentation before graduation and present it in English in front of the entire school. 

The Promotion of International Education 

Training English narrators and improving the usage of English will give students the opportunity to recognize and promote their culture. Students will be able to participate in letter exchanges or video conversations with students from schools overseas. If students have a good foundation in the four skills of listening, speaking, reading, and writing, with a good understanding of the cultural features of their hometowns, when they communicate with international students in the future, they will have the basic oral English skills and the ability to write in order to introduce the features of their hometowns or schools, communicate and share with foreign students.

Grade 1 Teaching Objectives:

Through letter recognition, rhyming and chanting activities, we encourage students to develop their communication skills in listening, speaking, reading and writing, along with a good learning attitude, to enhance children's interest in learning English, and to broaden their understanding of multiculturalism and worldview. Also, we have introduced polite dialogues into the stories, hoping to bring students correct values and guide them to practice it in their everyday life outside of English.

Grade 2 Teaching Objectives:

Meet the World International Culture Extension Teaching Incorporate the classroom language used in the stories into the scenes of different countries to help students understand and utilize them, and add the culture and customs of various countries to let students understand and enjoy the cultures of various countries.

Utilizing the communicative teaching method, students can develop the ability of listening, speaking, reading and writing in English. We emphasize the fundamentals of the alphabet and pronunciation, together with the use of common words, in order to prepare students for the English curriculum in the next grade.

teaching materials

Storytelling contextual maps strengthen the learning of character form, pronunciation and representing words, incorporating both classroom and daily language.

Recognizing that letters can be combined to form "words", and introducing and understanding words that letters represent.

Memorize letter pronunciations, representative words, and life and classroom language through Rhymes and songs.

Grade 3 Teaching Objectives:

The curriculum incorporates the customs and cultures of other countries and basic international etiquette to broaden students' horizons as well as develop their understanding and tolerance of multiculturalism.