為何我都做不完考試中閱讀大題？
GEPT考試的閱讀大題，絕大部分是在考英文字彙量與文法句構的概念。GEPT的字彙多強調生活與校園，所以針對各主題字彙(購物、用餐、師生關係等)的累積便是平時應有的準備。閱讀文章時要先掃瞄一下文章後的題目，先了解問題的方向(主旨題？細節題？推測題？)，之後再閱讀文章內容，如此便可節省閱讀每篇文章所花費的時間。文法的幾個常見主題，如時態(tense)、詞類(part of speech)與子句(clause)等，要盡量熟練到有精準的概念與判斷的能力。
The most prepared language teachers have been language students at one time. I have been a student of many languages over the years, most recently, of Mandarin Chinese. One thing that I have noticed when communicating in a second or other language is that I imagine how my language teachers over the years might express what I want to express. As it happens, when I began my Mandarin study, the Mandarin Chinese model that I most often heard was that of an older female teacher. She repetitively modelled questions, answers, vocabulary, and common expressions for the whole class and for each student in their turn. As a result, some people used to note that I would speak Mandarin like a middle-aged Taiwanese woman! Nonetheless, I have been able to use that model to communicate with other Mandarin speakers, each of whom I have also been able to use as a language model, thereby giving me more ability to adapt myself to different situations. As a language teacher, many of your students will come into class with some models already, but some will not. Either way, your modelling of the language will make your students more versatile communicators and give them a solid foundation to pursue their language goals in the future.
While modelling is important, no language class should feature an instructor modelling language for the entire period. Students should be invited to interact with the instructor in the initial modelling period, and then encouraged to interact with their classmates in the target language. Interviews are an effective way of encouraging students to use the models that they have heard in a focused way, with prescribed questions and a range of possible answer formats. In the interviews, students will be able advise each other on their pronunciation and clarity because they will not be able to provide answers if they can’t understand the questions. Indeed, it is at this point that students can begin using their classmates as models, while they negotiate the meaning of their partners’ questions and answers with the instructor’s intermittent guidance as he or she circulates among the student pairs or groups.
Interviews will be a source of stress for language students, not only because of the language requirements to fill the information gaps, but also because of the social pressure of talking to someone they might not know very well in a new language. Once they have completed their interviews, the instructor needs to take advantage of the increased heart rates in the room to get the students to perform in front of the group. It may be a role-play or a presentation. Either way, make it clear that the audience will share some of the pressure. Audience members will have to listen carefully to the performances and answers specific questions about them. Teachers can write a few example questions and answer formats on the board, so that the audience members will be able to handle their task with more confidence and accuracy.
遊戲學單字：運用遊戲把美語課變有趣！Nora 善用精美可愛桌遊和學生練習英文！LiveABC x Nora 老師聯合設計
KK音標如何幫助學習精準英文發音呢?
KK音標（英語：Kenyon and Knott），屬於美式發音的音標。比起KK音標，近年的英語學習提倡初學者以「自然發音法」為主，自然發音法對於認讀單字跟拼寫很有幫助，同時訓練學習者直觀的看到單字就能唸出來，相對適合英語初學者。
然而英文單字來源非常多元，包含拉丁文及法文等等，有些單字無法完全套用自然發音規則來學習。
所以，隨著學習的字彙量增加，學習者的邏輯能力由具體轉為抽象的能力也增加，建議在五、六年級銜接國中的階段，開始學習KK音標，進而了解更多發音規則，就算遇到很長的單字也能精準地唸出；特別是有輕重音之分的相似字，更是善用KK音標的一大優勢喔~
It’s important for English instructors to demonstrate that patterns exist in English, as in their students’ own languages. English prepositions in particular impose one of the greatest difficulties on English learners, but they can be used to expand vocabulary through the types of phrases they are used in, prepositional phrases (preposition + noun) and phrasal verbs (verb + preposition = new meaning). For instance, the topic of transportation brings many opportunities for teachers to introduce prepositional phrases, as with the phrases “in the car”, “in the truck”, and “in the helicopter”, but “on the bus”, “on the train”, “on the plane”, and “on the boat/ferry”. Staying with transportation, we might build a lesson on phrasal verbs which included terms like “get in/out [of the car/truck/helicopter]”, “get on/off [the bus/train/boat/ferry]”. Focusing on phrases rather than individual words will build students’ vocabulary more efficiently.
Derivational Vocabulary Building:
English is a hybrid language, with strong influences of Greek, Latin, German, and French. Most English words are derived from roots from these languages, and we can highlight one here. In Latin, for example, there is the verb fugere, which translates to English as “flee” or “run away”. Two commonly used English nouns are derived from this: refugee and fugitive. Curiously, native English speakers will likely have a very different opinion about someone described as a refugee from one called a fugitive. A refugee is someone who is trying to escape from a dangerous area, like a warzone, where it is understood that they will be in great danger if they return. A fugitive, on the other hand, is understood as someone who is trying to evade capture by the police, under suspicion of having committed a crime. Students could be invited to label people as either “refugee” or “fugitive” based on series of prepared sample situations. (Students might also learn when a person might be described as both a “refugee” and a “fugitive”, as in the case of someone escaping from a territory under the control of a tyrannical government.) Language teachers need to apprise themselves of the history of the language that they teach so that they can show these linguistic relationships to their students, thereby building the students’ vocabularies. As a start, English teachers should make the most of medical and scientific dictionaries that highlight Greek and Latin roots of English words.
Contextual and Grammatical Vocabulary Building:
Taiwanese students of English often keep notebooks with page after page of hand-written English vocabulary lists with Mandarin translations. Unfortunately, the vocabulary items on these lists too often lack real-life context, with the words on the lists likely being copied from prescribed vocabulary tables for use in standardized test preparation. Of course, in many cases teachers are under great pressure to assist their students in such test prep, but there are better ways. The most difficult and time-consuming lesson that a teacher might prepare is to take such a randomized list of words and fit them into a dialogue, from which students might learn through context. However, there are a few simple tools that can be used to help students learn vocabulary in context.
Large Language Models (LLMs)
(LLMs) can be quickly used to provide situational context to seemingly unrelated vocabulary in dialogues and compositions, but one drawback is that the articles that are produced by such programs often seem forced and robotic to native speakers.
If an instructor would prefer to avoid the use of LLMs, there is a way to impose at least a grammatical context, with a focus on English parts of speech. By having the students create a table, with the titles Noun, Verb, Adjective, and Adverb along the top row, teachers can show how English vocabulary often changes form depending on the part of speech, which is a particularly difficult thing for students whose native language vocabulary requires little or no such change.
An example is the adjective “possible”, which goes with the corresponding noun “possibility” and with the adverb “possibly”. (Note that these words are all derived from the Latin verb posse, which translates to the English phrase “to be able”). These present three different ways to say the same thing, as the following examples show:
1. Adjective: “It is possible that it will rain today.”
2. Noun: “There is a possibility that it will rain today.”
3. Adverb: “It will possibly rain today.”
Regular quizzes can then be used to reaffirm the students’ retention of vocabulary and their ability to adapt words for different grammatical needs.
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