Functions 教學 A Test-Teach-Test Lesson

2021/3/3 分類：教學實務 作者：劉淑嫻 Suzanne Liu 點閱次數：2984

上期分享了 Vocabulary 的拼字教學 （以Text -based 課程為大綱），今天我們來談談functions 教學，這次要運用的則是 Test-Teach-Test 教學模式。Test-Teach-Test 教學（以下簡稱T-T-T）是需要兩篇文本的一種教學方法。兩個文本的意義不同，第一篇文本用於讓老師了解學生掌握了什麼，而第二篇則是用於鞏固已學知識並釐清誤區，因此非常適合複習已經教過的內容，然後再次以該教法讓學生更清楚認知語言內容，包括functions, vocabulary, grammar 等。本次的教案中我會結合一些教具，以 T-T-T 為主軸來設計教學。這次的教學內容是 functions，很多人會疑惑教語言為何需要教 functions？到底 functions 是什麼？在回答之前，我首先問大家兩個問題：一個單字／句子／片語，在不同場合表達出來，是否都是一樣的意思？我們如何分辨他們的不同呢？例如下面的圖片，同一句話，意義卻不一。


我們為何要教 functions？因為能讓彼此之間更容易溝通，能夠用多種方式表達自我，以及理解語言表達出的各種感情。而我覺得之所以必須在教學中加入 functions，是讓學生更清楚表達的內容和聲調不同，會影響你的語意和目的。而到底什麼是 functions 呢？很多翻譯都無法表達出其意義，所以我用英文解釋，讓大家的理解能更精確。其中包括：asking permission, requesting,offer ing, giving advice, checking ability, threatening, giving opinion, inviting, apologizing,making a suggestion 等都是 functions。所以簡單來說，就是這句話背後的用意是什麼，為何要講這句話。前面我們提到的 "I'm sorry." 這句話，如果是為了做錯了事而道歉，會是圖三；如果是要求別人道歉，會是圖一。所以用意不同，表達方式就會不同。下面我們直接進入 functions 練習課吧！


在 lead-in 的環節裡不一定需要大量的教具，同一教具變化玩法也可以實現。這次我用的是木質字母拼字組。

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這款木質字母有大小寫兩種不同組合。除了經典拼字遊戲，練習字母大小寫對照外，還能用來玩猜單字遊戲。對方看不到拼好的單字，卻可以知道有多少個英文字母，就能從字數來猜單字。教 functions 時也可以巧妙地使用木質拼字組：老師用詢問的語氣問 "What time is it?"，接著展示一張圖片，讓孩子們用木質字母拼出答案，並用不同的語音語調表達出來。學生拼出"Five/five"，然後用回答問題的語氣說 "Five/five"。老師用生氣的語氣問 "What time is it?" 學生則用內疚的語氣說 "Five/five"（學生遲到的情境）；老師用高興的語氣問 "What time is it?"，學生用興奮的語氣說 "Five/five" （學生期待下課的情境）。同樣的回答內容，但是意義和情緒都不同。

第二步驟是讓學生選擇具備相同 functions的字彙或句子，藉此來了解學生對 functions 的理解程度。我們以閱讀為例，先用 5-10 分鐘引導學生快速閱讀以理解內容，並且透過二選一的方式，決定哪個 function 更適合當下的文本環境。以「Giving advice」為例，請學生找出文本中哪些是給予建議的句子。根據句型提問，透過簡單的任務，就可以帶入 You should, You can, You shouldn't 等句型結構。最後請學生列出經常使用
這類句型的生活場景為何。

Alexi: Doctor, I am not sure I understand all the instructions.
Doctor: OK, le's go over them again. It is very important that you understand.
Alexi: Yes, I know. I just forget easily.
Doctor: That's OK. You can read all about it here on the back of the medicine. It says, "Take three pills two times a day with water."
Alexi: Water?
Doctor: Water is best, but you can take it with juice if you like.
Alexi: Thanks. Is it OK to drive?
Doctor: No, you shouldn't drive. It says that here, under "Precautions." Oh, and take aspirin every day, too.
Alexi: OK. I will take the aspirin and the other medicine as you have directed me. Thank you!


這個步驟是釐清學生理解程度的關鍵，我會引出關鍵句「You shouldn't drive.」從而找出句型結構是「S + __________ do something.」讓學生
填空並完成相對應的練習，之後問出 CCQs：
1. Is this polite? (No.)
2. Can we say this to our boss? (No.)
3. Can we say this to a friend? (Yes.)
確定理解無誤後，我會讓學生自己比較哪種表達更委婉。如：


Noelia: Argh, this is just ridiculous!
Paul: Susan again?
Noelia: Yeah, Susan. She just keeps emailing me about things that have nothing to do with work and nothing todo with me. What do you think I (1)________ do?
Paul: Well, if I were you, I (2)______ email and ask her to stop sending them.
Noelia: I'm not sure that's a good idea. I have to be careful what I say as she's quite an important client.
Paul: Erm, I'm not sure then. Perhaps you (3)______ try talking to Yuna about it?
Bob: Er... why don't you try doing nothing?
Noelia: Sorry?
Bob: Perhaps you (4)_______ just... do nothing?
Noelia: Really? I'm not too sure about that.
Bob: Well, I remember this guy I used to work with, Mark, and he kept emailing again and again, about all sorts, mostly unrelated to work. Well, I kept responding politely and he kept sending them. In the end, I stopped replying to his emails unless they were only about work.
Paul: And what happened?
Bob: He stopped sending them. It's a bit like being faced with a dangerous snake. If you move quickly, it'll bite you, but if you keep very still and do nothing, eventually it'll move away and leave you alone.
結合第二份文本，整個流程讓學生有再次思考和選擇的空間，並作出判斷。讓學生在填寫完後做一些練習，例如選出哪種用法更有禮貌？由學生進行小組討論，有分歧的地方可以全班討論，再由老師分析和說明。
• What do you think I should do?
• If I were you, I'd ask her.
• I'm not sure that's a good idea.
• Perhaps you could try talking to Yuna.
• Why don't you try doing nothing?
• I'm not too sure about that.

接下來的小遊戲是運用突發狀況紙條做隨機問答互動。全班一人拿一張紙條，然後老師播放音樂，所有人在教室裡走動直到音樂停止，學生
A 要向離自己最近的學生 B 尋求建議。例如「I have left my phone on the bus.」B 就可以運用「You'd better...」來造句，給出真正的建議。音
樂再次響起，再去問一個新朋友的建議。最後讓大家選出自己心目中的最佳建議和最差建議。

最後可以讓學生自己思考並提出問題，讓其他人給出建議。可以給他們提示和引導，先從日常情境開始，例如自己生病的時候，尋求朋友／
醫生的建議，或是購買新手機的時候，尋求父母／朋友的建議，從而創造屬於自己的一段對話，如此未來在生活中也能運用自如了。