第廿三届敦煌英语教学讲座企划书.docx
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第廿三届敦煌英语教学讲座企划书.docx
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第廿三届敦煌英语教学讲座企划书
第廿三届敦煌英语教学讲座企划书
The23rdCavesBooksEnglishLanguageTeachingSeminars
2008.01.16
一、主旨
为提昇国内英语教学水准及因应全民英语的学习潮流,敦煌书局特邀请国内外英语教学知名讲者和出版人士,提供最新英语教学、教法之专业经验与国内英语教师分享。
二、说明
1.二十三年来,为提供老师最新的英语教学知识,敦煌每年特邀请国内外英语教学界知名讲者与老师们齐聚一堂,旨在提供最新英语教学专业经验与老师分享,希望透过专业级讲师的讲座及推荐,提昇国内英语老师的教学专业,并透过教学实务经验交流成长。
2.时至今日,台湾的英语教学环境与市场生态有了许多的改变,对此现象,敦煌书局在不断地与各界老师深度访谈後,将发觉的问题及现今的教学趋势整理成今年敦煌英语教学讲座的发表内容与课程。
今年的敦煌英语教学讲座将以「CavesELTPLUS」的概念作为课程设计的主轴,并以「英语教学趋势剖析与成效提昇」做为整体活动的主题,针对目前英语教学面临的问题,提供对应的教学方案,协助英语教师提昇教学成效,呈现给教师们与以往不同的讲座组合,课程中更首次安排了数场有别於EFL的教学观点与学习资源介绍,期待能提供台湾的英语教师们从另一种角度看待英语教学。
三、目的
1.敦煌书局英语教学之专业形象。
2.提供英文老师经验交流与进修管道。
3.敦煌书局教材活用之教学示范。
四、活动日期:
2008年3月23日~3月31日
五、活动对象
全省公私立各级学校及补教界之英文老师
六、讲座场次时间
各场讲座时间如下:
◎Day1★Day2
场次/日期
3/23
3/24
3/25
3/26
3/27
3/28
3/29
3/30
3/31
日
一
二
三
四
五
六
日
一
高雄场
◎
★
嘉义场
◎
★
新竹场
◎
★
台南场
◎
★
台北场
◎
★
台中场
◎
★
七、讲座地点与联络报名窗口
场次
日期
联络人
报名专线
活动场地
活动场地地址
高雄场
3/23(日)~3/24
(一)
颜宝蓉
07-5615716
丽景酒店3楼世界厅
高雄市五福一路106号
嘉义场
3/24
(一)~3/25(日)
陈宥暄
05-2785798
敦煌书局嘉义营业所
嘉义市民权路28号
新竹场
3/27(四)~3/28(五)
王贞闵
03-5422698
新竹市文化局习斋
新竹市东大路二段15巷1号
台南场
3/28(五)~3/29(六)
谢佳芳
06-2296347
敦煌书局台南营业所
台南市北门路一段159号
台北场
3/29(六)~3/30(日)
蔡佩芸
台湾师范大学教201演讲厅
台北市和平东路一段129-1号
台中场
3/30(日)~3/31
(一)
吴素幸
中信大饭店1楼富贵吉祥厅
台中市北屯区后庄路306号
八、讲场资讯
Day1
时间
讲题
讲师
09:
30~10:
30
ManagingMixedAbilities’Classes
MarkRichard
10:
50~11:
50
AreYouReadyToHaveaLittleFunWithGrammar?
DinorahPous
11:
50~12:
50午餐
12:
50~13:
50
从幼儿教育的本质谈幼儿英语教学—共读、共学、共玩
黄久娟
14:
00~15:
00
MotivatingTeenageEnglishReadersInandOutoftheClass
Mr.TorbenK.Nielsen
15:
10~16:
10
CLIL–ContentLanguageIntegratedLearning
PatrickHafenstein
Day2
时间
讲题
讲师
09:
30~10:
30
IntegratedApproachinTeachingReading
JamesHo
10:
50~11:
50
用知识性英文和世界接轨
徐泽佩
11:
50~12:
50午餐
12:
50~13:
50
EffectiveClassroomStrategiesforOralandListeningSkills
PreparingStudentsfortheElementaryGEPT
JeffKuhel
14:
00~15:
00
Routestosuccessinthetrickyteenagermarket
蔡凯文
15:
10~16:
10
UsingThematicApproachToTeachVocabulary
林茂松
九、讲师简介
姓名
简介
DinorahPous
JamesHo
HavingtaughtEnglishinTaiwanformorethansixyears,JamesHospecializesinteachingreadingandwritingtostudentsatvariousagegroups,suchaschildren,teenagers,andadults.?
HeiscurrentlyworkingasanELTconsultantforPearsonEducationTaiwan.
JeffKuhel
JeffKuhelhassuccessfullytaughtthousandsofhoursofESLinSouthAmerica,Europe,andforthepastnineyearsinTaiwan.Mr.Kuhelhasextensiveexperienceacrossabroadspectrum,rangingfromyoungbeginnerstonear-nativespeakers.Hehaswrittentextbooksforelementaryschoolchildrenaswellasjuniorandseniorhighschoolstudents.Hehasawealthofexperiencedesigninganddeliveringawidevarietyoftrainingcourses.Mr.KuhelreceivedhisB.A.fromUCLAandhasalsostudiedattheUniversityofSaoPauloinBrazilandCulturalUniversityinTaipei.
MarkRichard
MarkRichard,M.A.JournalismStudies,B.A.FrenchandEnglishLanguage,LinguisticsandLiterature,isanexperiencedteacher/teachertrainerwhohasbeenworkinginTaiwan’sELTfieldforeightyears.Mark’srich,diversebackgroundincludesinstructingfortheTaiwanesegovernmentandconductingtrainingworkshopsforalargechainschoolinTaiwan.Hehasalsobeenresponsiblefordevelopingcurriculumandmaterialsthatareusedthroughouttheisland.Forthepastyear,hehasworkedasanELTConsultantforOxfordUniversityPress,givingpresentationsonawiderangeofELTtopicstoaudiencesaroundTaiwan.
Mr.TorbenK.Nielsen
TorbenK.Nielsenhasbeenteaching,examiningandconductingELTteachertraininginlocationssuchasAustralia,Japan,China,HongKong,MacauandTaiwansince2000.PreviouslycompletingformalstudiesinDevelopmentalPsychologyandholdingthepositionofADOSinTaipeiandSeniorELTCoordinatorforthesecondlargestESLSchoolinAustralia,TorbenisnowextendinghisprofessionalacademicELTexperienceintheclassroombyconductingteachertrainingseminarsallovereasternAsia.HehasjustcompletedhisfirstIELTSPracticeTestsBooktitleandalsoworksasacertifiedCambridgeExaminerforadultsandyounglearners.Currently,heisbasedinTaipeiasanELTProductSpecialistforCENGAGELearning(formerlyThomsonLearning)andworksextensivelyinpromotingnewideasandpracticalmethodstoteachersforreadinginELTinTaiwan.
PatrickHafenstein
Patrick,with12yearsintheELTindustryinrolessuchasteacher,author,editor,examinerandDirectorofStudieshasspentthepastfewyearsasMacmillanEducation’sEducationConsultanttrainingteachersacrossmanyregionsofEastAsiaincludingTaiwan,China,SouthKorea,Japan,ThailandandVietnam.
蔡凯文
CatherineTsaiwaseducatedintheU.S.andU.K.,andhasamasterdegreeinEnglishLanguageTeachingforSpecificPurposesfromtheUniversityofWarwick,England.ShehastaughtEnglishlanguagelearnersofallagesandabilitiesinChina,England,andTaiwan.Catherinespecialisesinusingdramaandstorytellinginthelanguageclassroom.Shehasalsodevelopedmanyfunandchallengingactivitiestoteachreadingandwriting,andtomotivatelearners.ShehastrainedbothnewandexperiencedEFLteachersandcurrentlyteachesyoungESLlearnersinTaiwan.
黄久娟
*19年幼儿及儿童美语教学经验
*金博士文教机构执行长
*资优生安亲课辅加盟部经理
*美乐蒂美语资深讲师及加盟部经理
*吉的堡美语教务主任
徐泽佩
*格兰英语教务长、师德兼任讲师
*童英社外语部主编
*Heineman,Bookman,Schlolastic,英语教学顾问
*现任北市志清国小英语教师
林茂松
*美国奥斯汀德州大学比较文学研究所博士
*台湾科技大学人文社会学院院长
*台湾科技大学应用外语系主任
*教育部技职校院北区英语教学资源中心主任
十、课程简介
课程主题/Topic
ManagingMixedAbilities’Classes
MarkRichard
Dealingwithmixedabilities’classesisarealityallschoolsfaceinTaiwantoday.Whatproblemsdoesthiscauseforteachersintheclassroom?
Howdoesthisaffectschoolmanagerstryingtodevelopaneffectiveeducationsystemwhichprovidestheresultsparentsdemand?
Thispresentationwilladdressalltheseissuesinapracticalway.?
课程主题/Topic
AreYouReadyToHaveaLittleFunWithGrammar?
DinorahPous
Areyoureadytohavealittlefunwithgrammar?
Didyoueverthinkitwaspossible?
Comethenandseehowyoucansparkyourlessonplanswith
activitiesthataregearedtothedifferentlearningstylesofyourstudents;knowhowyoucanachieveahighpercentageofeffectivenessinyourclassroom,understandthelearningprocessandlearnhowawell-plannedgrammarclassthatconnectstothestudent'sinterestcanbealanguage-enrichingandmotivatingexperience.
Theauthorwillshowtheparticipantshowtogetyourstudentsexcited,wantingtoexpresstheirownideas,elaboratewellwrittenreports,findinformationandcometoanimatedconclusions.ShewillalsodemonstratehowtosuccessfullypavethewaytoamoresuccessfulEnglishProgramthroughtheuseofMegaFlashPlus,theexcitingnewMcGrawHillgrammarseries.
Besuretocome,learnalotandhavealittlefun!
OPTIONALFortheseworkshops,pleasebringwithyouscissors,glueandcolors,asyouwillbedoingsome"handsonactivities"andgreatfungamestotakehome.
课程主题/Topic
从幼儿教育的本质谈幼儿英语教学—共读、共学、共玩
黄久娟
在我们所处的语言环境下,什麽才是幼儿适切的英语学习内容?
教学目标要如何订定?
与幼儿其他课程之关系为何?
如何发展出一套合宜的幼儿英语教学实务?
课程内容包括三大面向:
1.四大幼儿英语学习目标
2.融入式英语教学五大特色
3.以多元智能为取向的幼儿英语课程活动设计
课程主题/Topic
MotivatingTeenageEnglishReadersInandOutoftheClass
Mr.TorbenK.Nielsen
HowdowemotivateteenagerstoreadinsideandoutsideofclassandformbetterreadinghabitsinEnglish?
‘Taiwanlovesreading’,butEFLteachersalwaysneedtouncovernewandpracticalwaystodirectlearnerstobecomemoreconfident,independentandactiveEnglishreadersinsideandoutsideoftheclassroom.Allteachershaveuniquepersonalitiesinwhichtheyhavetotapintoanddiscoverwhatkindofteachertheyaretomakesurethattheir‘teaching=learning’.
Thegoalofthisparticipatoryworkshopistorelaysomepracticalteachingideas,techniquesandrecyclingstrategiestonotonlydevelopbetterreadingandlanguageskills,butalsobuildstrongerreadinghabitsforyourstudents.Throughapplyingrelatedexamplesandmethodologytakenfromexcitingprogramssuchas‘ShootingStar’andthe‘FoundationsReadingLibrary’,teacherswillgainacomprehensiveinsightintoapplyingpracticalteachingideasforintensivereading,themeritsofactivatingstudents’interestinextensivereading,andbuildinghighly-motivatedEnglishreadersthroughtheirownindividualteacherpersonalities.
Finally,theworkshopwillfocusonideasforsettingupanintensiveandextensivereadinglibrary,usingassessmentmethodstomeasurereadingskillsandlanguage,andfindingthe‘all-important’balanceofbothstudentneedsandparentexpectations!
课程主题/Topic
CLIL–ContentLanguageIntegratedLearning
PatrickHafenstein
ThetwomainideasbehindCLILmaterialsarethattheapproachistopicfocusedandthatstudentslearnthelanguagethroughthecontent.Whenthecontentisinterestingandrelevanttotheirotherstudies,studentsmaybemoremotivatedthanwhenthefocusisonthenutsandboltsofthelanguage(i.e.grammar).
Thesecondideaisthat,byusingtopicsthattheyarefamiliarwithand,ifpossible,thattheyhaverecentlystudiedintheirmothertongue,studentswillbeabletolearnmoreastheywillalreadyknowalotofthecontentandcontext.Thisfamiliarityenablesthemtopayattentiontodetailsthattheywouldotherwisemiss.
CLILalsopromotesaholisticapproachtoteachingandlearning.Ratherthanstartingwiththesmallandbuildingtothelarge,itworkstheotherwayaround.This‘top-down’approach,usingexistingknowledge,contextualclues
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