對應國際教育議題實質內涵
彰顯國家價值
尊重多元文化與國際理解
強化國際移動力
單元名稱 3
相關領域
語文、綜合活動、科技
上課節數:2節
年級:7年級
國際教育議題實質內涵
學生學習目標
總結性評量
1.課堂即時回饋:能以雙語或目標字詞句口頭陳述三明治的由來、國家與自身經驗的分享
2.學習單:能以雙語歸納、摘要三明治的定義、故事等,藉由學習單,分工討論所需準備的食材
Hola! Bonjour! Hello Sandwiches!(2節)
Hola! Bonjour! Hello Sandwiches! | |||
教學節次 | 第 1 節~第 2 節 | ||
國際教育議題實質內涵 | 國J2 發展國際視野的國家意識。 國J5 尊重與欣賞世界不同文化的價值。 國J7 了解跨語言與探究學習的重要內涵 |
||
相關領域學習表現 | [綜合] 2c-IV-2 有效蒐集、分析及開發各項資源,做出合宜的決定與運用。 3c-IV-1 探索世界各地的生活方式,展現自己對國際文化的理解與尊重 [英語] 1-IV-2能聽懂常用的教室用語及日常生活用語 2-IV-5 能以簡易的英語表達個人的需求、意願和感受 5-IV-11 能看懂並能填寫簡單的表格及資料等 [科技] 運c-IV-2 能選用適當的資訊科技與他人合作完成作品。 運c-V-1 能使用資訊科技增進團隊合作效率。 |
||
校訂國際教育雙語學習內容 | |||
領域學習內容 | |||
1.認識來自世界各地的三明治 2.製作各國三明治前的準備工作 |
|||
語言學習內容 | |||
目標字詞target words: Japan, Vietnam, S. Africa, Italy, France, Greece sandwich, bread, spread, fillings, vegetables food plating, memorable, experience, recommend 目標句型target sentences:
|
|||
單元學習目標(50~100字內) | 學生能了解三明治的由來及認識世界各地不同的三明治風貌,擴展國際視野,學習欣賞不同文化,並依小組劃分所代表的國家,合作共識出該三明治製作所需的食材與分工。 | ||
國際教育雙語學習活動 | 步驟 | 教學資源 (結合投影片及視覺資訊圖表等媒材) |
認知能力 |
|
|||
Introduction (15 mins) 1. Introduction (student participation) Say: What is a sandwich? How many of you know what is a sandwich? Who can tell me what is a sandwich? Do: Elicit answers from students. Walk around the room. Ask 2-3 students.Validate students responses
2. Define Sandwich Say: Now, let’s take a look what the word sandwich means? It actually has two meanings. The first meaning of sandwich is actually a name of a place. Sandwich is small town in Southeast England. The second meaning of sandwich, which we all know, is a name of a food item. You may wonder, how did the word “sandwich”, the food we eat, come about? I’ll share a story with you all later. Let's first read the definition together. Definition: “An item of food consisting of two pieces of bread with a filling between them.” Worksheet #1: Say: Everyone write down the definition on #1 of your worksheet. Do: Walk around the room to make sure students are on task. 3. Storytelling: History of the Sandwich Say: Anyone know where did the sandwich come from? Do you know how it got its name “Sandwich”? Anyone want to guess? Do: Elicit answers from students. Say: Here’s the story. A person named John Montagu was the 4th Earl of Sandwich. He was an 18th century aristocrat -- meaning very rich and a high-ranking person. However, he had a big problem. He liked to gamble a lot. He liked to play cards. Just like many of you like to play video games. So, he spent many hours playing cards. He played so much that he didn’t want to leave the card table to have lunch or dinner. So one day, he asked his cook to bring him meat and to put it between two slices of bread. That way he can eat and play cards at the same time. Later, people thought, what a smart idea! Soon, people from all over the world began to order, “the same as Sandwich”. So the word “sandwich” was named after the town, Sandwich.
Say: Please fill in the missing blanks on #2 (The Story of the Sandwich) of your worksheet. Do: Instruct students to fill in the blanks on their worksheet. Walk around to make sure everyone is on task.
Say: Let’s watch a short video on the History of Sandwich. Do: Play YouTube video |
U1簡報 U1學習單 (1) #1 U1學習單 (1) #2 Video: History of Sandwich 中文 (optional): |
學生能根據老師的提問表達什麼是三明治 學生能推測三明治的由來 學生能運用所學到的知識填入學習單 |
|
Lead-in (1 min) Say: Now, we’re going take you a tour around the world. Here’s a picture of sandwiches from around the world. When you look at a sandwich, you can sometimes guess where this sandwich is from just by looking at the type of bread and the type of fillings they put inside the sandwich. When you travel to different countries, you’ll notice that no matter where you go, you’ll find variations (different kinds) of sandwiches. So, sandwiches bridge gaps between cultures and classes. You can say that sandwich is a global food because you can find it everywhere in the world Worksheet #3: Say: Please fill in the missing blanks on #3 (Tour Around the World through Sandwiches) of your worksheet. Do: Instruct students to fill in the blanks on their worksheet. Walk around to make sure everyone is on task. |
U1學習單 (1) #3 |
學生能區別各國三明治的特色 |
|
Task 1: Activity Game (10 mins) Look at my sandwich!! Guess what country is it from?
a. First, I’m going to show you a picture of a sandwich. b. Then, I’m going to show you the shape of the country. c. Afterwards, I’m going to count to 3. On the count of 3, use your letter answer cards to show your answer. d. Lastly, I’m going to choose the group with the correct answer to respond. e. To respond, you must use the target sentence. Each group will receive 2 points for getting the correct answer and 1 extra point for saying the sentence correctly.
Say: Any questions on how to play the game? Are you all ready? Here we go! Here’s the first question. Do: Show PowerPoint slides to >play the game. Say: Look at my sandwich! Guess what country is it from? Look at the shape of the country. Ready? One, Two, Three!! (Students raise letter cards) The correct answer is: a. Italy
|
•Pictures of sandwiches from around the world •Letter answer cards |
學生能藉由圖片的展示推斷該三明治來自哪個國家 學生能運用所學的句型,表達出該三明治來自哪個國家 |
|
Optional Activity : Storytelling (15 mins)
Do: Read story to students.
|
Storybook: The Sandwich Swap (optional) Video: The Sandwich Swap (optional) |
學生能藉由繪本的內容連結到食物與文化的關聯性 |
|
Task 2: Food story: Share your story (15 min)
Do: Glance across the room and nod with acknowledgement and validation. (Assuming that most students have had the experience of eating a sandwich before) Say: That’s great! I can see that most of you have eaten a sandwich before! Let’s dig into your memories and recall your most memorable sandwich experience. For instance, how many of you had a sandwich that was SO good, SO delicious that you’ll never forget? Or had the most disgusting (yucky) sandwich? Or perhaps you had the sandwich at a special event, occasion or celebration? Or someone made a special sandwich just for you?
Say: On #4 of your worksheet, please share your story behind your sandwich experience. Here are some questions to help you refresh your memory. Do: Point and show questions on the screen. Say: What is your most memorable sandwich experience? Who were you with when you had the sandwich? What was inside the sandwich? Where did you get the sandwich? Would you recommend the sandwich to others? Why? Do: Share your own personal sandwich experience to the class by modeling answers to the questions above. Use target sentences. Target sentences: Say: Everyone please look at your worksheet. You have 5 minutes to write down your experience by answering the questions on your worksheet. Once you are done, share your experience with your group members. Remember to use your target sentences in your sharing. Do: Walk around the room to assist students and to make sure everyone is on task. Give students 5-7 minutes to write answers on their worksheet before sharing to their group members. While walking around, observe and listen for good stories. This is also a good time to encourage those who are not outspoken in class to share by validating their work. Then ask for volunteers to share with the class. Let students know when there’s only 1 minute remaining. Say: Okay, time is up. Any volunteers that would like to share? As I was walking around, I heard some really interesting stories. If you share, 2 points will be added to your group. Do: While students are sharing, validate their efforts by nodding your head. Have the entire class applaud after the student shares. |
U1學習單 (1) #4 |
學生能回憶過去自身吃三明治的經驗,運用所學的句型,適切表達與他人分享 |
|
Conclusion (3 mins)
|
|||
< Lesson 2: Research and Planning: Bridging Cultures through Sandwiches > Say: Hello class! Before you begin your research on your designated country for your sandwich, let me first model on how I will like you to do your research. Let’s use Taiwan as an example:
(1) Bread: steamed buns or bear paw buns (made from wheat flour) (2) Spread: peanut powder (3) Fillings: pork, cilantro, crushed peanuts, powder sugar (4) Specialty: The Gua Bao is also known as “tiger bites pig” because the cut bun looks like a tiger’s mouth when wide-opened. The steamed white bun is usually sandwiched with barbecued pork belly topped with pickles, cilantro, and peanut powder. The finished sandwich at this time looks like "the tiger is biting the pork", so it is commonly called "the tiger biting the pig."
Say: Do you have any questions on how to do your research? If not, let’s continue. Other than doing your research, we’re also going to learn how to make sandwiches from different parts of the world. The great thing about sandwiches is that they’re never one-size-fits-all. The possibilities are endless when you start combining different meats, cheeses, fillings, and spreads. The best thing about making sandwiches is -- there’s no wrong way to make a sandwich. You can put anything your heart desires.
Say: Each group will represent a different country. We will be learning how to make sandwiches from different countries. We’re now going to do a lucky draw! Group leaders please come up and do a lucky draw. Do: Have names of countries and a container ready for the drawing. Invite group leaders from each group to pick a drawing from the container. Congratulate the group and announce their designated country. Say: Each group will receive two iPads so that you can do research on how to make a sandwich of your designated country. As a team, you all have two tasks to complete. |
Lucky draw (Prepare small pieces of folded paper, write names of countries on each piece of paper, and prepare a container to draw lots). |
學生能蒐集要製作的國家的三明治的相關資料 |
|
Task 1: Teamwork: Research (10 mins) 各小組透過iPad查詢決定能代表負責的國家的三明治的類型,查詢結束後,老師引導學生看學習單,並寫下要製作的三明治來自哪個國家,要做的是哪種類型的三明治。 Distribute “Build Your Own Sandwich” worksheet *Please note: Each class will have one group to represent Taiwan. As for the other groups, the following list of countries are suggested based on the availability of affordable ingredients: Taiwan, Japan, Vietnam, USA, England, Italy, France, Greece, Middle East, and Mexico. |
U1學習單 Build Your Own Sandwich |
學生能用文字描述要製作的三明治來自的國家與三明治類型 |
|
Teamwork: Research (5 mins) Say: Let’s start with Task One. Decide the type of sandwich to make to represent your country. Each group has two iPads on your table. On your search engine, type in keywords – the name of your country and the word “sandwich”. Then, as a team, decide the type of sandwich to represent your country. You have 5 minutes to complete this task. When time is up, I will ask you to stop and put down your iPads. Any questions? You may begin. Do: Play 5-minute countdown timer music and show the timer on the screen to let students know how much time they have remaining. Walk around the room to assist each group and to make sure everyone is on task. Announce the remaining number of minutes to the class to help students pace their discussion. Worksheet #5: Say: After you’re done with your research, write down your country and the type of sandwich. |
Two iPads per group 5-minute countdown timer music U1學習單 (1) #5 U1評量規準 |
||
Task 2: Teamwork: Sandwich Planning (15 mins) Say: Stop. Time is up. Put down your iPads. All of you should have already decided on the type of sandwich your group will be making to represent your country. Do we have groups that are not finished? For groups that are not finished, I will assist you afterwards. Do: Look around the classroom and see if there are groups that are not finished. For groups that are not finished, assist those groups after you finish giving instructions. Observe those who are working well together as a team and validate their efforts.
Say: Please fill in the blanks to show the 4 steps. Worksheet #7: Say: Look at the pictures and label the different types of bread. Do: Point to the PPT to show pictures of bread. Worksheet #8: Say: Look at the pictures and label the different types of spreads. Do: Point to the PPT to show pictures of spreads. Worksheet #9: Say: Look at the pictures and label the different types of fillings. Do: Point to the PPT to show pictures of fillings. Worksheet #10: Say: Look at the pictures and label the different types of vegetables. Do: Point to the PPT to show pictures of vegetables. Say: Once you’re able to remember these 4 steps, you can make a sandwich anytime. You can also get creative on making different types of sandwiches. |
U1學習單 (1) #6 U1學習單 (1) #7 U1學習單 (1) #8 U1學習單 (1) #9 U1學習單 (1) #10 |
學生能擬定做三明治四步驟的清單內容並安排小組成員該帶的食材 |
|
每個人都拿到一張「製作自己的三明治」的學習單,並引導學生根據四個步驟所給的食材選項,勾選想搭配的食材。小組討論,確認每個人要帶的食材與數量並填寫於學習單內,並可以用iPad做輔助查詢。 Say: You all have a planning worksheet: “Build Your Own Sandwich”. You will be using this planning worksheet to help your team plan, organize, and guide you through the process of making your country’s sandwich. Do: Point to the screen to show “Build Your Own Sandwich” worksheet to students. Say: The four steps to make your country’s sandwich: Step 1: Choose the bread your group will be using and put a check mark next to it. If it’s not listed, check the box that states “other” and write down the type of bread your group will be using. Step 2: Choose 1-2 spreads that your group will like to use on your sandwich. Step 3: Choose 1-2 fillings for your sandwich. Again, if it’s not listed, check the box that states “other” and write down the fillings your group will be using. Step 4: Choose 2-3 vegetables for your sandwich. Worksheet: Group Checklist Say: So, who’s bringing the sandwich ingredients? If you look at the bottom of the worksheet, you will see a “group checklist”. Each person has to bring something. Whatever you’re bringing, make sure you bring enough for the entire group. Do: Show students where and how to write in the information. Say: You will need to use your iPad to assist you on the items you will need to make your country’s sandwich. Group work: Say: Again, you have 5 minutes to complete this task. I will let you know when there’s one minute left. When time is up, the music will stop. At that time, I need you to stop, put your pencils down, and wait for my next instruction. Any questions? You may begin. Do: Play 5-minute countdown timer music. Walk around the room to assist each group and to make sure everyone is on task. Help pace students’ discussion time by announcing the remaining number of minutes to the class. |
U1學習單Build Your Own Sandwich Worksheet U1學習單Build Your Own Sandwich Worksheet: Group Checklist 5-minute countdown timer music |
學生能套用所學的擺盤藝術創造出小組專屬的三明治擺盤特色 |
|
Task 3: Define food plating (1 min) 介紹食物擺盤 Say: Now, we’re going to talk about how to present your food. This is called Food plating. What is food plating? Food plating is the process of arranging and decorating food to enhance its presentation. Food plating is an art. It makes food look more delicious, it makes our dining experience more valuable, and it also makes the food more expensive. For example, we can have two similar sandwiches. One is from a street vendor $30 and one is from a restaurant $120. Decorating the food beautifully enhances our dining experience. |
|||
Task 4: Group Discussion (10 mins) Say: In your group, decide how your group will like to plate your sandwich. You can also bring in decorations such as making your own flag to represent your country’s sandwich or put fruit on the side. Try to be creative. Here are some samples from previous years. Do: Show samples of various sandwich plating presentations Say: You all have 5 minutes to discuss how your group will like to present your sandwich. (2 layers or 3 layers, cut in triangles or in halves) Do: Play 5-minute countdown timer music. Monitor groups by walking around the room to assist each group and to make sure everyone is on task. Observe each group’s strength and validate their efforts. Say: Stop. Great job, everyone! I really liked how many of you were on tasks and how you worked together as a team. All of you did an awesome job!! Let’s give a round of applause to ourselves and turn to your teammates and say “thank you and good job”! Do: Give the class 5 seconds to thank their teammates. |
5-minute countdown timer music |
||
Wrap-up (5 mins) 6. Grading criteria Say: Lastly, here are some important reminders before we end class today. This is also noted on your worksheet. Do: Show students where on the worksheet and also show PowerPoint slide. Say: (1) Grades: Your grade will be based on the following: a. Preparation & Planning: Ingredients (15pts)
a. Tie your hair back, if you have long hair
a. Apron on (4) Homework: Things to bring next week a. Mask We will provide all the cooking utensils and plates for you. So only bring what you are required to bring to make your sandwich and anything you’d like to add to plate your sandwich. |
Hola! Bonjour! Hello Sandwiches!評量規準(2節)
1. 課堂即時回饋:能以雙語或目標字詞句口頭陳述三明治的由來、國家與自身經驗的分享
2. 學習單:能以雙語歸納、摘要三明治的定義、故事等,藉由學習單,分工討論所需準備的食材
Measurement of Student Understanding Levels of Achievement |
|||
Criteria | A Excellent |
B Good |
C Fair/ Needs Improvement |
Work Completion | The entire worksheet was completed. | Most of the worksheet was completed. | Less than half of the worksheet was completed. |
Concept | Student was able to fully comprehend the history of the sandwich and its definition. | Student was able to partially comprehend the history of the sandwich and its definition. | Student showed difficulty to comprehend the history of the sandwich and its definition. |
Identify | Student was able to identify sandwich ingredients from different parts of the world. | Student was able to partially identify sandwich ingredients from different parts of the world. | Student had difficulty identifying sandwich ingredients from different parts of the world. |
Language | Student was able to use the given English target sentences to share their most memorable sandwich experience with teachers and classmates. | Student was able to use some of the given English target sentences to share their most memorable sandwich experience with teachers and classmates. | Student had difficulty using the given English target sentences to share their most memorable sandwich experience with teachers and classmates. |
Teamwork | Student was able to complete the assigned task and work cooperatively with group members to discuss and to contribute to their group sandwich activity. | Student was able to partially complete the assigned task and work with group members with some effort to discuss their group sandwich activity. | Student had difficulty completing the assigned task and cooperating with group members. Minimal effort and contribution to their group sandwich activity. |
相關領域
語文、綜合活動
上課節數:2節
年級:7年級
國際教育議題實質內涵
學生學習目標
總結性評量
1. 課堂實作:能以雙語或目標字詞句介紹小組合作完成的三明治成品
2. 課堂即時回饋:能以雙語或老師示範的正向字詞句學習回饋他組的作品
3. 學習單:藉由雙語的目標字詞句,學生能進行烹飪實境秀前的角色確認與台詞的練習
Create Sandwiches from Around the World(2節)
Create Sandwiches from Around the Worlda | |||
教學節次 | 第 2 節~第 3 節 | ||
國際教育議題實質內涵 | 國J2 發展國際視野的國家意識。 國J3 展現認同我國國家價值的行動 |
||
相關領域學習表現 | [綜合] 2b-IV-1 參與各項團體活動,與他人有效溝通與合作,並負責完成分內工作。 2b-IV-2 體會參與團體活動的歷程,發揮個人正向影響,並提升團體效能。 [英語] 1-IV-1 能聽懂課堂中所學的字詞 2-IV-3 能依情境使用教室用語 4-IV-4 能依提示填寫簡單的表格 |
||
校訂國際教育雙語學習內容 | |||
領域學習內容 | |||
1. 三明治實作 2. 食譜撰寫、烹飪節目角色分工與腳本撰寫 |
|||
語言學習內容 | |||
目標字詞target words: first, then, next, afterwards, finally, layer, spread, ingredients host, chef, assistant, art designer, historian 目標句型target sentences:
|
|||
單元學習目標(50~100字內) | 學生透過實作三明治的過程,學習與人團隊合作,完成三明治創作,進而學習用英語文寫下食譜與烹飪節目所需腳本,同時確認表演節目的角色分工以進行英語文的口語練習。 | ||
國際教育雙語學習活動 | 步驟 | 教學資源 (結合投影片及視覺資訊圖表等媒材) |
認知能力 |
< Lesson 3: Sandwiches DIY > Advanced Preparation 事前準備 Classroom preparation:
|
For a class of 25 students Group Cutting board x 25 Butter knives x 25 Fruit knives x 10 Plastic trays x 25 (for setting out ingredients) Tongs x 10 (for serving) Large spoons x 10 (for serving) Scissors x 5 Class Paper towels Liquid hand soap Dishwashing liquid Sponges x 5 Sandwich bags x 25 (for those who forgot to bring containers) Small ovens x 3 Timer Wash cloths x 10 Brooms x 3 Dust pans x 3 Aprons x 3(for those who forgot to bring one) Masks x 1 box (for those who forgot to bring one) Trash can Recycle bin |
||
Introduction (8 mins) Say: Hello class! We’re going to do a mission impossible today! We’re going to make our sandwiches today in 20 minutes! Time is really short. In previous years, all the classes were able to complete this difficult task. Just focus and have fun! Do: Give a brief orientation around the classroom to let them know where everything is located. Go over safety rules and instructions on how to use the oven. Say: Our mission impossible today is to finish making our sandwiches in 20 minutes. So, listen carefully. Once everyone in your group is done making the sandwich:
Do: Help students pace their time by announcing the remaining number of minutes to complete their task. |
|||
Task 1: Sandwich making activity DIY (25 mins) Say: Are you ready to make your sandwiches in 20 minutes? Do: Wait for students’ responses. Say: Are you ready? I need to hear everyone say, “Ready!” Do: All students should respond “Ready!” Say: Let me set the timer to 20 minutes. Ready, Set, Go! Do: Set the timer to 20 minutes. Help students pace their time by announcing the remaining number of minutes periodically. Do: As students make their sandwiches, walk around to assist and take pictures to document their process. Go around to take group pictures of their sandwiches before plating. Say: Five more minutes! Once your group is done plating your sandwich, bring it to the grading table and place it in front of your group number. Do: Watch timer closely and wait for timer to ring. If there are still some groups that are not finished, let them know that they have one minute remaining. |
Timer |
學生能配合老師的指示進行三明治的製作,並小組合作設計出具創意的擺盤 |
|
Task 2: Grading (4 mins) Say: Time is up! Everyone stop. Put everything down and sit down. It is time to present your sandwiches! Wow!!! Look at all these beautiful, delicious-looking sandwiches!!! Congratulations, class!!! You have all completed the mission impossible!!! Let’s take a closer look at each one! Do: Instruct each group to go up and say “Hello everyone! We are group _______. This is our sandwich from ______________ (name of country).” Target sentences: Do: Give a positive remark after each presentation.
Once done commenting, have the entire class give that group a round of applause, take a group picture, and invite the second group up. Repeat procedure until all the groups are done. |
Timer rings Grading U2評量規準Sandwich Project Rubric Plates x 10 (different shapes & sizes for students to choose) Place mats x 5 (one per group) Acrylic desk name plates (one per group) Table cloths (one large one, or several to cover the grading table) |
學生能運用所學到的主題字與句型來表達介紹小組的三明治成品 學生能總結他組的優點,給予適切的回饋 |
|
Task 3: Clean-up (10 mins) 善後 Say: Class, you need to start cleaning up. Everyone can help do something. Someone can wash and dry all the materials, while someone else can clean the work area. Someone can help sweep the floor while someone sorts the trash. You have 5 minutes to clean-up. Do: Before the class is dismissed, make sure to remind the sanitation monitor to throw out the trash. |
|||
Conclusion (2 mins) Say: Class, you’ve all done an excellent job! You have completed a mission impossible!!! In less than 40 minutes, you’ve all made sandwiches from another country! You all did a beautiful job plating your sandwiches, and cleaned up all the tools, equipment, and work area very nicely in such a short amount of time. You should all be very proud of yourselves. Everyone, give yourself a big round of applause and give your teammates a high five! Next week, we will be preparing for our group presentation. We will be making a cooking show!!! See you all next week and remember to make a sandwich for your family! |
|||
< Lesson 4: Group Presentation Preparation > Say: Hello class! Did you all enjoy your sandwiches from last week? How many of you tried making the sandwiches at home for your family? Do: Answer and elicit students’ responses accordingly. |
|||
Task 1: Group Discussion – Roles & responsibilities Say: For our cooking show presentation, everyone will be assigned to a different role. Let me first go over each role and responsibility. Then, your group can discuss and decide what each person would like to do. Person 1: Host (Introduction in English) *Please note: If there are 6 people in a group, you can have 2 food artists. |
U2學習單Cooking Show Presentation Template |
學生能透過學習單的角色內容介紹,選擇出符合自己的角色 |
|
Task 2: Cooking Show Presentation Sample (10 mins) Say: The following is a cooking show presentation model. For the presentation, I would like for you to say hello and thank you in your country’s language. So, if your country is Greece, learn to say hello and thank you in Greek. Now, let’s go over the cooking show presentation. All of you already know your roles, correct? Raise your hand if you’re going to be the: host for your group, chef, assistant, food artist, and historian. Very good! As you can see, the presentation has already been broken down for you. Everyone 1. Hello (country’s language) everyone! 2. He/ She will be assisting me to make the __________________ (name of sandwich). |
U2簡報 U2學習單Cooking Show Presentation Template |
學生能運用所學到的主題句,重寫成符合小組的內容,進行實境秀的角色扮演練習 |
|
Task 3: Target sentences: |
|||
Task 4: Group work practice (20 mins) Say: Please work together as a group to fill out the presentation together. Use this time to practice saying your lines. Discuss how you want to plate your sandwich. Make sure everyone is bringing the same ingredients as last week. |
U2學習單Cooking Show Presentation Template |
||
Conclusion: Homework (3 mins) Say: For homework, please do the following to help you prepare for your cooking show.
|
學生能透過學習單引導的步驟,修改成符合自己小組的介紹內容並作小組的口說練習 |
Create Sandwiches from Around the World評量規準(2節)
1.課堂實作:能以雙語或目標字詞句介紹小組合作完成的三明治成品
2.課堂即時回饋:能以雙語或老師示範的正向字詞句學習回饋他組的作品
3.學習單:藉由雙語的目標字詞句,學生能進行烹飪實境秀前的角色確認與台詞的練習
Preparation & Planning: Ingredients (15pts) | Completely prepared (15) | Somewhat prepared, yet able to complete task (11-14) | Unprepared and unable to complete task (8) |
Sanitation: Appearance (10pts) | Long hair tied back (5) Mask on for entire group (5) *1 pt deduction for each criteria not met |
||
Sandwich Presentation: Plating / Creativity (10pts) |
Excellent plating creativity (9-10) | Good food plating (7-8) | Lack plating creativity (5) |
Teamwork: Cooperation (15pts) | Excellent teamwork (15) | Teamwork needs improvement (10-14) | Lack of teamwork (participation, contribution) (5) |
Clean-Up (20pts) | Clean workstation & materials (20) | Workstation & materials somewhat clean (15-19) | Workstation & materials lack cleanliness (10) |
Materials placed back neatly (20pts) | Materials are neatly stored after use Complete (20) |
Materials are neatly stored after use Partial complete (15) |
Materials are neatly stored after use Unable to complete (10) |
Completed and turned in on time (10pts) | Completed work turned in (10) | Work not turned in (0) |
相關領域
語文、綜合活動、科技
上課節數:2節
年級:7年級
國際教育議題實質內涵
學生學習目標
總結性評量
1.形成性評量:
(1)課堂即時回饋:能以雙語或目標字詞句回饋他組
(2)學習單:能以雙語歸納、摘要製作實境秀的學習
2.總結性評量:
完成烹飪實境秀的任務:學生能藉由小組合作完成實境秀的演出,並透過所扮演的角色,運用雙語與他人分享該國三明治的文化歷史背景,促進國際間的交流。
It’s Showtime!(2節)
It’s Showtime! | |||
教學節次 | 第 5 節~第 6 節 | ||
國際教育議題實質內涵 | 國J3 展現認同我國國家價值的行動 國J8 覺察外語與探究學習對國際能力養成的重要性 國J9 運用跨文化溝通技巧參與國際交流 |
||
相關領域學習表現 | [綜合] 1a-IV-2 展現自己的興趣與多元能力,接納自我,以促進個人成長 2b-IV-1 參與各項團體活動,與他人有效溝通與合作,並負責完成分內工作。 2b-IV-2 體會參與團體活動的歷程,發揮個人正向影響,並提升團體效能。 [英語] 5-IV-9 能聽懂簡易廣播,並能以簡單的字詞、句子記下重點 6-IV-1 樂於參與課堂中各類練習活動,不畏犯錯。 8-IV-3 能了解國內外風土民情及主要節慶習俗並加以比較 [科技] 運p-IV-1 能選用適當的資訊科技組織思維,並進行有效的表達。 運p-IV-2 能利用資訊科技與他人進行有效的互動。 |
||
校訂國際教育雙語學習內容 | |||
領域學習內容 | |||
1. 烹飪節目實境秀 2. 欣賞世界各國的三明治文化並進行與在地化的連結與反思 |
|||
語言學習內容 | |||
目標字詞target words: cooking show, role, challenge, overcome, improve, process, feedback, suggestions, reflection, future 目標句型target sentences:
|
|||
單元學習目標(50~100字內) | 學生透過錄製烹飪節目的形式,能分享世界各國三明治的食譜與文化歷史背景,欣賞他人作品,學習以英語文表達、分享心得,反思與回饋。 | ||
國際教育雙語學習活動 | 步驟 | 教學資源 (結合投影片及視覺資訊圖表等媒材) |
認知能力 |
< Lesson 5: Cooking Show Presentation >
Extended activities:
|
Classroom Preparation: •Camera / Phone (to take pictures) •Video camera •Tripod •Butter knives x 5 (one per group) •Fruit knives x 5 (one per group) •Plastic trays x 15 (3 per group) – for placing ingredients •Tongs x 10 (2 per group) •Plates x 10 (different shapes and sizes) •Place mats x 5 (one per group) •Acrylic desk name plates x 5 (one per group to indicate the country) •Table cloths x 5 (one large table cloth per group to cover entire table) |
||
Task 1: Preparation (10 mins) Say: You now have 10 minutes to prepare and set-up. Good luck! Do: Set timer for 10 minutes. |
Timer |
學生能藉由實境秀的角色扮演表達分享小組的三明治的作法、歷史背景並展示成品與他人分享 |
|
Task 2: Cooking Show Presentation (30 mins) 各組輪流進行3-5分鐘節目錄製 As each group is done with their presentation, have the class give a round of applause and make several positive remarks before continuing on to the next group. Cooking Show Presentations: 3-5 minutes per group Group 1: Presentation Group 2: Presentation Group 3: Presentation Group 4: Presentation Group 5: Presentation Please note: If teachers can find an assistant to help record the presentations and another assistant to help take photos, it’ll be easier for the teacher to focus on the presentations. |
Timer |
||
Conclusion (3 mins) Say: Everyone did a fantastic job! Let’s clean up! Raise your hands once your group is done cleaning. I will come by and check. The first group to finish will earn points. |
|||
Opening (1 min) Say: Hello class! Last week you’ve all done a terrific job on your cooking show presentations! I really liked how you all worked as a team. I’m really proud of all of your hard work! Today, we’ll be watching everyone’s presentations. After each presentation, each group can give feedback and suggestions. When you give feedback, please be specific. For instance, I really liked your group’s opening. Using different languages to greet everyone was really powerful. |
Cooking show videos |
||
Task 1: Feedback & Suggestions (35 mins) Say: We’re all here to learn and we all hope that we can improve. So, when we give feedback to others, we need to be specific and let others know exactly what they did well, and what may still need improvement. Remember, the purpose of giving feedback is to compete with your own personal best rather than each other. Remember, group points will be added to those who share. Unit 3 Worksheet Say: Please write down your feedback and suggestions on your worksheet. Please write two positive comments, say something you like about the Do: After each presentation video, ask each group to give immediate feedback and suggestions before continuing on to the next video. Encourage students to share and give feedback. |
U3學習單 |
學生能總結他組的優點,列舉幾點,給予適切的回饋與建議 |
|
Task 2: Reflection (8 mins) Say: Now, it’s reflection time. What is reflection? |
|||
Unit 3 Worksheet: Questions:
Answers:
Do: Depending on time, the teacher can have several students share their answers. |
U3學習單 |
學生能運用學習單的主題句型練習總結這段時間的收穫 |
|
Conclusion (1 min) 結語 Say: This concludes our sandwich lesson. I hope everyone enjoyed making sandwiches from different parts of the world. Remember, there is no right or wrong way of making sandwiches. You can also combine ingredients from different cultures. Be as creative as you want. It’s easy and it’s fun! Remember, sandwiches can bridge gaps between cultures and classes. So, no matter where you go, odds are you’ll find a variation on that simple sandwich. Lastly, remember there’s always a little story behind every sandwich. So, the next time you eat a sandwich, think about it. What’s their story? |
學生能思考透過製作三明治的過程能和世界各國做交流與連結 |
It’s Showtime!評量規準(2節)
1.形成性評量:
(1)課堂即時回饋:能以雙語或目標字詞句回饋他組
(2)學習單:能以雙語歸納、摘要製作實境秀的學習
2.總結性評量:
完成烹飪實境秀的任務:學生能藉由小組合作完成實境秀的演出,並透過所扮演的角色,運用雙語與他人分享該國三明治的文化歷史背景,促進國際間的交流。
評量標準 | 評量等第: 優秀A | 評量等第: 通過B | 評量等第: 待改進/未通過C |
Delivery 表達 | 1. 吸引全場注意力,少看筆記。 2. 說話音量適中、語調有起伏維持聽眾興趣,並強調重點。 |
1. 與觀眾進行最少的眼神交流,且大部分邊看筆記邊說明 2. 說話音量不夠,語調幾乎沒有變化 |
1. 與觀眾脫節。,不與觀眾進行眼神交流,完全看筆記講解 2. 音量非常小、語調很單一 |
Teamwork團隊合作 | 所有人都能合作的很好,每個人也都平均分配工作 | 團體內不太和諧 | 有個人幾乎沒有貢獻 |
Plating擺盤 | 擺盤方式很吸引人並具有創意 | 擺盤方式尚可接受並略有創意 | 擺盤方式需要改進且缺乏創意 |
History Behind their Country’s Sandwich 代表國家的三明治歷史 |
1. 分享歷史、成分和有趣的瑣事。 2. 資訊豐富且有趣 |
1. 分享一些有價值的訊息 2. 努力和全班對話 |
1. 很少或沒有新訊息 2. 全班覺得無趣 |