全英專區

調整心態：

1. (領綱)英文領綱的學習表現分為聽、說、讀、寫、語言能力(聽說讀寫綜合應用能力，涵蓋兩種以上語文技能)、學習興趣與態度、學習方法與策略、文化理解、邏輯思考/判斷與創造力，共九個類別。思考點：課程中文法/單字教學的比例應為多少?

2. (學生與世界)在網路和資訊的時代，即時且合宜地使用英文聽說讀寫隨時隨地都有可能發生，例如姊妹校互訪、外籍生交流、職場英文、查詢網路資料等等。思考點：英語教學是否對準他們在教室外真實世界的實際需求?

3. (進度)全英教學與課程進度是朋友，不是敵人。思考點：如何可以同時達成全英與進度?

與AI共備：持續追問 (https://poe.com/s/aEkU4LuXFzUa4mU0GGOg)

(以龍騰版第二冊The Heart of A Champion為例，使用Poe內Claude-instant-100K)

1. I'm a senior high school English language teacher in Taiwan. I'd like you to plan English lessons with me based on the attached file. I want my students to feel encouraged and involved in class. I want them to think in Redmond's shoes and to develop sportsmanship after reading his story. I'd also like them to apply the sportsmanship elsewhere, not just in school, but also in their community and the society.

   • Here is a proposed lesson plan based on the passage "The Heart of a Champion":

   • Warm up (5 min): Ask students to brainstorm what it means to be a champion and the qualities champions possess - courage, determination, resilience etc.

   • Vocabulary (10 min): Identify and explain key words related to sports, injuries and emotions such as hamstring, unbearable, officials, admiration etc. Group words thematically.

   • Reading comprehension (15 min): Students read the passage in groups and answer questions about the key events, Derek's feelings and actions.They should pick out quotes to support their answers.

   • Role play (15 min): Put students in pairs - one plays Derek, one plays his father. They act out their dialogue at the finish line, expressing emotions through tone and gesture.

   • Discussion (15 min): Guide a discussion on: How did Derek exemplify sportsmanship? How can we apply these qualities outside of sports? Brainstorm ways to demonstrate courage, resilience and helping others in our community.

   • Creative writing (15 min): Students free write from Derek's perspective about how this experience changed him and how he seeks to inspire others facing adversity.

   • Reflection (5 min): Invite a few students to share what they've learned. Encourage applying these lessons both on and off the playing field through their actions everyday.

   • This lesson allows students to deeply engage with the text, develop empathy for the characters and recognize real-life applications of good sportsmanship beyond competition. Let me know if you need any clarification or have additional feedback!

2. I don't want to teach vocabulary and grammar for now, and I don't need activity like role play for now either.

   • Warm up (5 min): Ask students to brainstorm what it means to be a champion and the qualities champions possess - courage, determination, resilience etc.

   • Reading comprehension (15 min): Students read the passage in groups and answer questions about the key events, Derek's feelings and actions. They should pick out quotes to support their answers.

   • Discussion (20 min): Guide a discussion on: How did Derek exemplify sportsmanship? How can we apply these qualities outside of sports? Brainstorm ways to demonstrate courage, resilience and helping others in our community.

   • Creative writing (15 min): Students free write from Derek's perspective about how this experience changed him and how he seeks to inspire others facing adversity.

   • Reflection (5 min): Invite a few students to share what they've learned. Encourage applying these lessons both on and off the playing field through their actions everyday.

   • This revised lesson plan focuses more on engaging with the core ideas and themes in the text through discussion and reflection. It encourages students to think about real-world applications of good sportsmanship. Please let me know if you would like me to modify or expand on any part of the plan.

3. I'd like my students to try to comprehend the text by listening before they read it. What can I do?

   • Here is an additional activity you can do where students listen to comprehend before reading:

   • Listen and Comprehend (10 mins):

     1. Read the passage aloud to the students as they listen without looking at the text.

     2. Have them close their eyes to focus solely on listening.

     3. As you read, pause occasionally to ask simple comprehension questions (e.g. Who is Derek Redmond? What happened to his leg?).

     4. Students raise their hands to answer without referring back to the text.

     5. Identify 2-3 key events/details they should remember from just listening.

   • This helps activate prior knowledge and engage auditory learning before seeing the written words. It challenges their active listening skills.

   • You could then:

     1. Have students read the text themselves to check details.

     2. Pair up to discuss what they recall from listening vs reading.

     3. As a class, clarify any details missed during listening.

     4. Adding this listen and comprehend activity first encourages deeper processing of the passage content before visually engaging with the text. Let me know if you need any other suggestions!

4. What if students cannot completely understand, what attitude should I have? What can I do?

   • If some students struggle to fully comprehend after just listening, here are some positive ways you can respond:

   • Attitude:

     1. Be encouraging and patient. Comprehension takes practice.

     2. Validate efforts made instead of focus on what was missed.

   • Possible Actions:

     1. Have students discuss in pairs what they did understand.

     2. Invite re-telling in their own words to check understanding.

     3. Read select sections again for clarification.

     4. Ask simpler recall questions to build confidence.

     5. Scaffold questioning from memory prompts.

     6. Present visuals/props related to key details.

     7. Allow reviewing text with partner to locate answers.

     8. Affirm it's okay if all details aren't clear yet. Reading will help.

   • The goal is to motivate learners, not make them feel inadequate. Some may need:

     1. Slower reading pace with pauses for processing.

     2. Higher level of scaffolding/modeling at first.

     3. Divided text into more manageable chunks.

     4. Opportunities to practice actively listening in a low-risk way.

     5. Keep encouragement positive. Express that comprehending a full text is a skill being developed. With patience and practice, it will improve over time. The most important thing is that they tried their best.

     6. Let me know if you need any other specific strategies to support students in developing comprehension!

5. What English can I say to encourage my students?

   • Here are some encouraging phrases you can say to your students in English:

   • - Great job listening carefully and doing your best. Comprehension takes practice.

   • - I'm proud of the effort you put in to understand the story. Keep up the good work! 

   • - Don't worry if you didn't catch everything - asking questions is how we learn. I'm glad you're participating.

   • - I can see you're really focusing hard. Keep concentrating and you'll continue to improve. 

   • - Asking your partner for help is smart. We're all learning together. 

   • - You had some great insights during our discussion. Your ideas are valuable.

   • - Mistakes are part of the learning process. I appreciate your courage in taking risks.

   • - I believe in your ability to understand more with each practice. You've got this! 

   • - Everyone understands things at a different pace. Take your time and you'll get there.

   • - Trying is more important than being perfect. I'm proud of the effort you're putting in.

   • - You should feel proud of how much you've grown as a listener. Keep up the great work!

6. How do I know the percentage of students who can comprehend the text?

   • Here are some ways you can gauge the percentage of students who comprehended the text:

   • - Show of Hands - After the listening activity, ask simple comprehension questions and have students raise their hand if they know the answer. Count hands to get a percentage.

   • - Thumbometer - Use a thumbometer (thumb up, sideways, down) for students to self-assess understanding. Tally each level to determine percentages. 

   • - Ticket Out the Door - As an exit slip, have students write 1-2 things they recall on an index card. Collect and score to calculate comprehension level.

   • - Partner Discussion - During partner discussions, informally assess conversations to see who grasped concepts. 

   • - Reading Quiz - Give a short post-reading comprehension quiz. Calculate class average to determine approximate percentage understanding. 

   • - Student Reflections - Have learners submit a reflection on what they still find confusing vs what they understood well. Tally responses.

   • - Anecdotal Notes - As you're prompting students during listening/discussion, mentally note those who seem to "get it" vs those still struggling. 

   • - Informal Interviews - Briefly check in individually with a sampling of students to self-assess comprehension.

   • Gauging comprehension using multiple formative assessments throughout the lesson will give you a more accurate picture of how the class as a whole (and specific individuals) are processing the material. Adjust instruction accordingly.

7. After the listening comprehension, I'd like to teach them from paragraph. I'd teaching in English because I want to immerse my students in the English-preferably environment to receive as much authentic input as possible. Please help me plan lessons for each of the paragraphs. Let's start from paragraph 1.

   • Here is a suggested lesson plan for teaching the first paragraph:

   • Objective: Students will comprehend key details in paragraph 1 by listening, discussing and responding in short answers in English.

   • Warm Up (3 mins): Pose simple prompts like "Where is the race taking place?" to activate prior knowledge. 

   • Read Aloud (2 mins): Read paragraph 1 slowly and clearly while students listen. 

   • Display Text (5 mins): Show paragraph on board for reference. Have pairs discuss what they heard using sentence starters ("The paragraph says...", "It mentions that..."). 

   • Comprehension Checks (5 mins): Ask short answer questions in English like "Who is Derek Redmond?" "What year are the Olympics being held?" Have students respond verbally. 

   • Fill in the Blanks (5 mins): Display paragraph with blanks to fill in critical info heard (name, year, number of spectators etc). Circulate helping with vocabulary. 

   • Summary (5 mins): Invite volunteers to orally summarize main points of paragraph in their own words. Offer praise and clarification as needed. 

   • Reflection (3 mins): Have students thumbs up/down if they understood most ideas in paragraph after listening comprehension. Adjust instruction accordingly for next paragraphs. 

   • Repeat this process focusing on discussing, summarizing and responding in short answers in English for each new paragraph. Building comprehension through listening, interactive engagement and scaffolded practice will help immerse students in an English-language environment. Let me know if you need any modifications to this approach.

8. If I'd like my students to develop higher-order thinking abilities, what can I do?

   • Here are some suggestions for activities to help develop higher-order thinking skills while teaching the story:

   • - Make inferences: Ask questions like "Why do you think Derek was determined to finish the race?" to encourage inferencing. 

   • - Analyze themes: Discuss themes of courage, perseverance, family support. Have students find evidence from the text.

   • - Compare/contrast: Discuss how Derek and his father support each other. Compare their actions/emotions. 

   • - Perspective taking: Role play as Derek during different parts of the race. Discuss how his feelings change.

   • - Evaluate: Discuss if finishing was the right decision. Evaluate different perspectives on this choice.

   • - Problem solving: Put students in Derek's shoes - how would they cope with the injury? What would they do differently? 

   • - Predict outcomes: Have students predict what might have happened if Derek/his father hadn't acted as they did. 

   • - Synthesize ideas: Connect Derek's experiences to qualities of good sportsmanship. Brainstorm real-life applications.

   • - Draw conclusions: Have students reflect on what the story teaches us about courage, perseverance, teamwork, etc. 

   • - Create alternate endings: Assign groups to write/present a new ending that still captures the essence of the story.

   • Focusing learning beyond just recall through open-ended questions, discussions and interactive tasks will help develop higher-level analytical abilities in your students.

9. If i want my students to have this ability of "具備將資訊科技與各類媒體所提供的英語文素材，進行資訊整合的能力，激發省思及批判媒體倫理與社會議題的能力" (英文領綱英S-U-B2) what can i do in this paragraph?

   • Here are some suggestions for activities using the first paragraph that can help develop students' ability to integrate information from media sources, think critically about ethical and social issues:

   • - Have students find a video clip of Derek Redmond's 1992 race online. Compare details in text and video to check accuracy of information presented. 

   • - Locate statistics on ethnic/gender diversity in Olympic athletes over time. Discuss how representation has changed. 

   • - Research controversial issues around performance enhancing drug use. Debate ethical implications of doping in competitive sports.

   • - Look up news articles covering Derek's race at the time. Compare journalism coverage to factual details presented in paragraph. Consider biases.

   • - Find depictions of the 1992 Olympics opening ceremony online. Discuss implications of nationalism and cultural values highlighted.  

   • - Interview older relatives about their memories/perceptions of the 1992 Olympics. Compare to modern views of that historic event.

   • - Research athlete advocacy efforts on issues like equal pay, protections for athletes, etc. Propose policy changes to better support athlete welfare and ethics.

   • - Consider sponsorship and commercialization of Olympics over time. Debate if pursuit of profit impacts purity/spirit of competition described.

   • The goal is to have students delve deeper into topics alluded to in the text by cross-referencing different media formats to develop informed, nuanced perspectives on societal themes. This cultivates critical thinking habits.

10. What assessment choices do I have, based on the above teaching and learning procedures?

    • Here are some assessment options you could use to evaluate your students' learning based on the activities:

    • - Comprehension quiz - Multiple choice and short answer questions to check recall of key details.

    • - Summarization - Have students write a short summary of the main events in 1-2 paragraphs.  

    • - Cloze test - Fill in the blanks assessment with vocabulary from the passage.

    • - Group presentation - Assign groups a theme (courage, sportsmanship, etc) and have them analyze evidence and present to the class. 

    • - Socratic seminar - Lead a discussion-based assessment of a higher-order thinking question. 

    • - Debate - Pair students to debate perspectives on a topic relating to themes (injury policies, doping, etc).

    • - Media analysis - Have students locate and analyze related online media to write a short critical review.  

    • - Reflection essay - Respond to a prompt asking students to connect a theme to their own experience.

    • - Conferences - Meet one-on-one with each student to have them orally summarize, discuss a theme in more depth.

    • - Project - A longer format assessment like creating an alternate ending, public service announcement or research paper. 

    • Using a variety of formative and summative assessment types will give you a well-rounded picture of what students comprehend, how they analyze and apply lessons from the activities. Adjust further instruction based on results.

11. I'd like my students to write a 100-word essay where they need to relate to their experiences and the story of Derek Redmond and other texts presented to them, and I'd like them to highlight the target vocabulary in the story, what can I do?

    • Here are some steps you could take to prepare students to write a 100-word essay relating their experiences to the story of Derek Redmond and highlighting target vocabulary:

    • 1. Review the target vocabulary from the story through activities like matching words to definitions, using them in sentences, etc.

    • 2. Lead a class discussion about times students faced challenges/hardships and had to demonstrate qualities like courage, perseverance, determination. 

    • 3. Have students free-write for 5 minutes about a personal experience where they overcame obstacles. 

    • 4. Re-read sections from the story that exemplify the target words. Discuss how the words are used in context.

    • 5. Hand out the writing prompt explaining the requirements - a 100-word essay comparing a personal challenge to Derek's story using at least 3 target words. 

    • 6. Model an example essay on the board highlighting the target vocabulary. 

    • 7. Allow writing time and circulate offering feedback and guidance as students draft. 

    • 8. Peer-edit - have students exchange and provide feedback on each other's work. 

    • 9. Students submit final draft for assessment, focusing on comprehension of story themes and accurate usage of vocabulary.

    • The goal is to thoughtfully scaffold the writing process to help students make strong connections in their essays.

12. Organize, analyze, and revise my prompts above, and give me suggestions. I want to be better at co-planning lessons with you, and I want to become a more resourceful teacher who can help students develop abilities for the real world.

    • Here are some revised suggestions aimed at helping you become a more effective co-planner and resourceful teacher:

    • Analyze and Reflect: Review our discussion to identify areas of strength and opportunities for growth. Consider how lessons support key standards and develop critical skills. Refine implementation based on self/peer assessment. 

    • Scaffold Creatively: Break activities into clearer progression - introduce, model, practice, apply. Ensure manageable steps with multiple entry points. Foster independent exploration through choice/flexibility.  

    • Differentiate Purposefully: Consider diverse learners systematically - modify content, process, product based on abilities/profiles. Form small collaborative groups; assign roles/responsibilities. 

    • Integrate Meaningfully: Make interdisciplinary connections intentionally - tie lessons to other subjects, real-world problems. Tap community resources as experts/mentors. Stimulate curiosity through open-inquiry projects.

    • Assess Formatively: Use a variety of tools - observations, discussions, demonstrations, reflections - to check understanding formatively. Adjust instruction immediately based on evidence. Celebrate growth mindsets.

    • Empower Through Feedback: Provide thoughtful, timely feedback focused on improvement, not grades. Encourage self-assessment, peer-review. Highlight self-regulated learning skills transferable outside class. 

    • Reflect and Revise: Co-planning is iterative. Continually re-evaluate lessons for relevance, rigor and relationships. Appreciate mistakes as opportunities for learning. Champion each other’s professional growth through critical friendship.

    • Most important is cultivating a growth mindset - focus on progress over perfection through support, empathy and empowerment of all. Let's keep collaborating to refine our impact on developing the whole student!

13. Can you provide examples of how we can make the content culturally relevant and connect to students' lives?

    • Here are some ideas for making the content culturally relevant and connecting it to students' lives in the context of the Derek Redmond story:

    • - Discuss prominent Taiwanese athletes as examples of success. Make connections to cultural values of perseverance.

    • - Research challenges unique to Taiwan's sports programs/culture. Brainstorm ways to increase access/support locally. 

    • - Highlight any Taiwanese athletes who competed in the 1992 Olympics. Celebrate their accomplishments.

    • - Invite a coach/athlete from the community to speak about overcoming adversity through sports. 

    • - Analyze depictions of the Olympics in Taiwan-based media over time. Note shifts in national pride.

    • - Hold student/family interviews exploring the role of sports in their lives/home cultures.

    • - Study challenges faced by Taiwanese Paralympic athletes as examples of strength/courage. 

    • - Explore influences of traditional Chinese philosophy (e.g. Confucian values of hard work) on sporting culture.

    • - Connect character traits like resilience to daily student experiences managing school/home balance.  

    • - Poll favorite local/national sports and athletes. Relate career paths to building determination.

    • Embedding locally relevant cultural/historical facts brings meaning. Inviting community voices builds real-world connections. The goal is making content resonant and empowering for all learners.

14. What prompts can I use to plan lessons with you next time?

    • Here are some effective prompts you could use to help guide our co-planning discussions:

    • - What standards/learning targets does this lesson address? How will students demonstrate mastery? 

    • - How can we make the content culturally relevant and connect to students' lives? 

    • - What scaffolding or supports are needed for various ability levels to access the material?

    • - What higher-order thinking skills can we develop through interactive activities/discussions? 

    • - How will feedback be provided to students throughout the lesson? What assessment data do we gather?

    • - What community/school resources could we leverage to enrich the learning experience?

    • - What real-world applications or career connections can we explore relating to this topic?

    • - How do the activities promote collaboration, communication and the 4Cs (creativity, critical thinking, communication, citizenship)?  

    • - What opportunities exist for student choice, voice and leadership within the lesson flow?

    • - What modifications may be necessary based on students' independent practice or formative assessment?

    • - How well do the individual pieces fit together sequentially to achieve the learning targets? 

    • - What additional resources, such as videos, articles or tutorials, would enhance the lesson?

    • Asking questions focused on standards, differentiated supports, Higher-level thinking, feedback cycles, community connections, rigorous real-world applications and student agency will help us design purposeful, engaging lessons together.

與AI共備：其他可以嘗試的prompts (https://poe.com/s/UYBE3ugRyfmxL841ArWN)

1. In the context of <senior high school in Taiwan>, as a <English language teacher who aims to create environment and opportunities for students to use English>, you are tasked with <planning a lesson related to the attached file titled my mouth is in aieplane mode>. The expected output should be in <a table of lesson>, detailing <objectives, materials, procedure, formative assessment, summative assessment, assessment rubric, and students’ assignments>. (tip: context, persona, task, output format, details)

2. According to the attached file, plan lessons based on the SMART framework that breaks down learning objectives into five key characteristics: Specific, Measurable, Achievable, Relevant, and Time-bound.

3. According to the attached file, plan lessons based on the TPACK framework that includes Technology, Pedagogy, Content, and Knowledge.

4. How can I plan lessons for the text "my mouth is in the airplane mode" (龍騰版第二冊第二課) based on the attached file, which is International Baccalaureate Diploma Program language B guide. (記得要先匯入language B guide)

5. If I want to teach this text using a KWL (know, want to know, and learned) chart, what can I do?

6. If I want my students to have a project-based lesson, what can I do?

7. If I want to teach the content in the attached file using ORID (Objective, Reflective, Interpretive, Decisional) method, what can I do?

8. If I want to teach the content in the attached file using OREO (Opinion, Reasons, Explanation, Opinion) method to train students' writing ability, what can I do?

9. What other popular teaching methods or strategies like ORID, OREO, TPACK, etc, do you know?

10. What are the common prompts that teachers use to plan lessons?