引用自：http://www.ep66.com.tw/Vout.htm   英語傳教士

從「字首 (pre-)，字幹 (dict)，字尾 (-able) =predictable」

談英文單字記憶十大要訣

On Ten Ways to Gain Word Power

(Outline)

金  陵

July 3, 2000

A.前言 (Introduction)

1. 英文字彙的種類
2. 記憶法
3. 英文字彙的七種結構

B. 英文單字記憶十大要訣 (Ten Ways to Gain Word Power)

引自：http://cet.cavesbooks.com.tw/e_magazine/e_magazine_article.aspx?sn=279&language1=0

敦煌英語教學電子雜誌

	西洋歌曲教學讓英語學習更自然
	◎ 吳貞瑩	刊期 ：2008/07/21
前言 　 　　西洋歌曲一直是學習英語的好素材，因為透過歌詞和旋律，孩子們可以在具上下文（contextual）和有意義（meaningful）的情境下學習文法或詞彙。筆者基於這樣的信念，遂試著在目前教授的四、五年級課堂上，讓孩子透過一首首動聽的西洋歌曲，學習西方文化和語言。筆者將與讀者們分享西洋歌曲教學的心得，包括如何選歌、如何與課程及學習程度搭配，以及相關的教學活動等。　 　 歌曲選擇

引自：http://www.readingrockets.org/article/3479  Reading rockets

Seven Strategies to Teach Students Text Comprehension

Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension.

The following seven strategies appear to have a firm scientific basis for improving text comprehension.

1. Monitoring comprehension

Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

• Be aware of what they do understand
• Identify what they do not understand
• Use appropriate strategies to resolve problems in comprehension

2. Metacognition

Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.

Students may use several comprehension monitoring strategies:

• Identify where the difficulty occurs

  "I don't understand the second paragraph on page 76."

• Identify what the difficulty is

  "I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"

• Restate the difficult sentence or passage in their own words

  "Oh, so the author means that coming to America was a very important event in her grandmother's life."