PDF 核心素養導向教學設計教案國際文化二上

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核心素養導向教學設計教案-國際文化二上

壹、設計理念

一、人的生活與飲食和各種消費選擇密不可分，而十二年國民基本教育重視適性學習與學習者的情意因素，在國語文領域中，更強調語言溝通互動的功能性、自主與終身學習的能力與習慣，除此之外，也強調引導學生思考、訊息處理的能力，進而培養學生社會參及國際觀。有鑑於此，本校之校訂課程設計除了簡單的基本單字及資訊獲取之外，並結合學生健康與體育課本內容作為學習依據，讓學生在跨域學習時運用健康與體育課所學之先備知識更進一步了解國際文化相關用語與對話。

二、議題融入與跨科／領域統整的規劃：兒童天生好奇，喜愛探索從過程中獲得樂趣、

遭逢問題並解決。最自然的學習從自發的活動開始，在學童想要、願意氛圍中透過教師引領繼續滋長著其自主學習與終身學習的傾向與能力。並結合健體課程，做跨學科的學習，將健體課本內容呈現給學生，使其更容易進入議題。也經由閲讀英文繪本等文本，培養思辨反省能力，理解文明社會的基本價值，關懷當代環境，尊重多元文化，開展國際視野。

三、重要教學策略與評量的說明：採多元評量，兼顧形成性與總結。課堂上課時運用形成性評量，了解學學習狀況及個別進步情形，對各個學生課程引導分層差異性評量。

採口說、聽力評量方式，以上課的口語練習為依據。

總綱核心素養面向總綱核心素養項目

領綱核心素養具體內涵主要教學內容

A 自主行動

A1 身心素質

與自我精進

健體-E-A1 具備良好身體活動與健康生

活的習慣，以促進身心健全發展，並認識個人特質，發展運動與保健的潛能。

國-E-A1 認識國語文的重要性，培養國語

文的興趣，能運用國語文認識自我、表現自我，奠定終身學習的基礎。

生活-E-A1 透過自己與外界的連結，產

生自我感知並能對自己有正向的看法，進而愛惜自己，同時透過對生活事物的探索與探究，體會與感受學習的樂趣，並能主動發現問題及解決問題，持續學習。

數-E-A1 能堅持不懈地探索與解決數學

問題，具備數學思考能力以及精確與理性溝通時所必需的數學語言，並擁有學習力以成就優質的生涯規畫與發展。

能理解 Youtube 影片與繪本所傳遞的英語訊息，進而了解並達成學習目標

A2 系統思考與

解決問題

健體-E-A2 具備探索身體活動與健康生

活問題的思考能力，並透過體驗與實踐，處理日常生活中運動與健康的問題。

數-E-A2 具備基本的算術操作能力、並能

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指認基本的形體與相對關係，在日常生活情境中，用數學表述與解決問題。

B 溝通互動

B1 符號運用與

溝通表達

健體-E-B1 具備運用體育與健康之相關

符號知能，能以同理心應用在生活中的運動、保健與人際溝通上。

國-E-B1 理解與運用國語文在日常生活中

學習體察他人的感受，並給予適當的回應，以達成溝通及互動的目標。

運用影片做問與答之教學並運用學習單來讓學生更能理解所學內容

B2 科技資訊

與媒體素養

健體-E-B2 具備應用體育與健康相關科

技及資訊的基本素養，並理解各類媒體刊載、報導有關體育與健康內容的意義與影響。

生活-E-B2 運用生活中隨手可得的媒材

與工具，透過各種探究事物的方法及技能，對訊息做適切的處理。

C 社會參與

C2 人際關係與

團隊合作

國-E-C2

與他人互動時，能適切運用語文能力表達個人想法，理解與包容不同意見，

樂於參與學校及社區活動，體會團隊合作的重要性。

提供老師與學生及學生與學生之間之問答學習

C3 多元文化

與國際理解

國-E-C3

藉由閱讀不同類型文本，培養理解與關心本土及國際事務的基本素養，以認同自我文化，並能包容、尊重與欣賞多元文化。

貳、主題與單元架構

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參、學習活動設計

食物與我(Food and I)

領域／科目／跨

領域

^國際文化^/^食在美味^/^{跨語文、健體}

實施年級二年級總節數共 6 節，240 分鐘

單元名稱食物與我 (Food and I)

設計依據

學習重點

學習表現

健康與體育

2b-Ⅰ-2 願意養成個人健康習慣。

3b-Ⅰ-2 能於引導下，表現簡易的人際溝通互動技能。

4a-Ⅰ-2 養成健康的生活習慣。

4b-Ⅰ-1 發表個人對促進健康的立場。

語文

1-Ⅰ-2 能學習聆聽不同的媒材，說出聆聽的內容。

1-Ⅰ-3 能理解話語、詩歌、故事的訊息，有適切的表情跟肢體語言。

5-Ⅰ-6 利用圖像、故事結構等策略，協助文本的理解與內容重述。

5-Ⅰ-9 喜愛閱讀，並樂於與他人分享閱讀心得。

核心素養

A 自主行動

A1 身心素質與自我精進

國-EA1認識國語文的重要性,培養國語文的興趣,能運用國語文認識自我、表現自我,奠定終身學習的基礎。

A2系統思考與解決問題

健體-E-A2 具備探索身體活動與健

康生活問題的思考能力，並透過體驗與實踐，處理日常生活中運動與健康的問題。

B 溝通互動

B1符號運用與溝通表達

健體-EB1具備運用體育與健康之相關符號知能,能以同理心應用在生活中的運動、保健與人際溝通上。

國-EB1理解與運用國語文在日常生活中學習體察他人的感受,並給予適當的回應,以達成溝通及互動的目標。

學習內容

Ea-Ⅰ-1 食物的認識、體驗與珍惜 Ea-Ⅰ-2 飲食習慣的培養和觀察 Ac-I-2 簡單的基本句型。

Ac-I-3 基本文句的語氣與意義。

Ad-I-3 故事、童詩等。

Bb-I-3 對物或自然的感受。Ca-I- 1 各類文本中與日常生活相關的文化內涵。

議題融入

議題／

學習主題

人、食物與健康消費中的「人與食物」

議題實質內涵

有鑑於國人對飲食漸趨重視，但卻仍有許多人不了解健康飲食對自己身體影響，所以從小開始健康飲食觀念的建立，以理解食物對人的意義與重要性，探討影響飲食選擇的因素，製作或選擇符合個人的需求的飲食，培養對食農、食安的重視，以確保健康飲食習慣的落實。其學習內涵包括食物與營養、均衡飲食與選擇、食物產製與保存、飲食趨勢與文化、飲食運動與體型觀等關鍵概念。

與其他領域／

科目的連結  健康與體育

教材來源  翰林版 2 上健康與體育教科書、網路知識及繪本故事。

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學習目標

1.

能運用先備知識結合顏色與蔬果。

2.

能說出對不同顏色蔬果之感覺。

3.

能用英文表達自己喜好的食物。

Food and I(Session 1)

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

第一節

I. Warm up(1:00)

Greetings: Good morning. How are you? ...

II. Review the colors.(3:00)

red, orange, yellow, green, blue, purple, white, black (flashcards attachment file: PDF & PPT)

III. Discuss and give an example to a color.(10:00)

Motivate the students to think of as many food as possible and the teacher can give examples.

IV. Touch and say.(8:00)

Encourage the students to come to the front. The teacher says a kind of food and the student tries to touch and says the color.

V. Ask and answer.(10:00)

What color is the (apple)? It’s _______.

VI. Wrap up.(1:00)

Have the students notice what they usually eat in their daily life.

Listening and speaking skill.

This is aimed to help the students recall the knowledge of the colors.

The students can speak out the colors by themselves.

教學設備／資源：

Computer, Projector, Flashcards, PPT slides

I. Warm up(1:00) 第

二節

II. Review the colors.(3:00)

red, orange, yellow, green, blue, purple, white, black

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III. Tell the story, “Handa’s Surprise”.

Interact with the students.(20:00)

Before the story starts, some of the information about the book and the author is also very important. Besides, the animals and the fruits in the fly leaf pages should be showed to the students. Then, tell the story and interact with the students. The teacher can arise the students’ interests and ask the students to guess what will be the next animal and what fruit will the animal take from Handa.

IV. Show the fruits in the fly leaf page and review them.

(10:00)

The teacher can lead the students to read the fruits name out.

At the same time, do the retrival practice. Get the students to think about the aniamls and the fruits again.

V. Let’s watch the animation. (4:00)

Handa's Surprise-世界暢銷兒童繪本動畫精選

https://www.youtube.com/watch?v=vnRI5t-gWUM (3:45) VI. Wrap up. (2:00)

Listening and speaking skills.

When the students see the fruits, they can try to say them out.

Computer, Projector, Flashcards, Picture book(Handa’s Surprise), PPT slides, Videos from Youtube

第三節

I. Warm up(3:00)

Listen to the song to start the lesson today.

Are You Hungry? | Kids Songs | Super Simple Songs

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https://www.youtube.com/watch?v=ykTR0uFGwE0 (1:59) II. Review the food learned in Session I. (5:00)

apple, banana, carrot, brocoli, blueberry, egg, coffee, grapes III. Let’s watch the animation. (7:00)

The Very Hungry Caterpillar - Animated Film

https://www.youtube.com/watch?v=75NQK-Sm1YY (6:48) IV. Encourage the students to express what they want when they are hungry. (15:00)

(Prepare some food pictures which can be from the Carrefour catalog.)

A: I am hungry.

B: What do you want to eat?

A: I want ______.

(Then A gives B the food. B can be the teacher or the students. The first time the teacher demostrates and then calls the students to do it.)

V. Let’s sing songs. (8:00)

Food Song for Kids | I'm Hungry! | Fun Kids English https://www.youtube.com/watch?v=nqwxYlix7Fw (4:03) VI. Wrap up.(2:00)

Before break, the whole class practice the dialog together and finish the lesson today.

Computer, Projector, Flashcards, Booklet Worksheet, Videos from Youtube

I. Warm up.(1:00)

II. Review the food learned in Session 1.(6:00) 第

四節

apple, banana, carrot, brocoli, blueberry, egg, coffee, grapes III. Talk about the food showed in their Healthy and Physical Education book.(8:00)

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IV. Talk about the food learned. (8:00)

Discuss whether the students like the food or not.

Encourage them to express how they think about the food.

V. Let’s sing songs.(6:00)

Do You Like Broccoli Ice Cream? | Super Simple Songs https://www.youtube.com/watch?v=frN3nvhIHUk (2:42) Do You Like Juice? - Easy ESL Songs

https://www.youtube.com/watch?v=1CEUzORyalc (1:19) VI. Ask their likes and dislikes.(10:00)

Use the flashcards of the food learned.

Do you like ______? Yes, I like ______.

No, I don’t like ______.

VII. Wrap up.(1:00) 教學設備／資源：

Computer, projector, flashcards, Healthy and Physical Education book(翰林版 2 上), Video from Youtube

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第五節

I. Warm up. (1:00)

II. Review the food learned in Session 1 and what they learned in their Healthy and Physical Education book. (8:00)

III. Let’s sing songs. (6:00) Sing and practice.

I LIKE FOOD SONG Year 1

https://www.youtube.com/watch?v=7lKclr67ajY (2:51) IV. Ask and answer. (10:00)

What do you like? I like ______.

V. Let’s make a mini booklet.(13:00)

Have the students color the mini booklet. Prepare the booklet worksheet for the students. The teacher can get the shapes of the food for them first.

(Play the song learned as the background music.)

VI. Wrap up. (2:00)

Collect all the booklet back.

The students who can answer the teacher’s question and show what they like get the points.

Computer, projector, flashcards, booklet worksheet, Healthy and Physical Education book(翰林版 2 上), Videos from Youtube

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第六節

I. Warm up. (1:00)

Greetings: Good morning. How are you?...

II. Review the colors and the food together. (5:00)

III. Review the sentence patterns. (5:00) What do you like? I like ______.

IV. Let’s learn the alphabets together. (8:00)

Food Alphabets ABC Phonics Song - A For Apple Pie - Alphabet Rhymes with Sounds for Children

https://www.youtube.com/watch?v=KBoyNMSkhHo (7:27) V. Individual learning and checking. (20:00)

(Play the food alphabets song as the background music.) If there are any students who haven’t finished the booklet, they can finish it in this session.

(Oral speaking)What do you like? I like ______.

VI. Wrap up. (1:00)

The teacher asks the

students question and if the students answer very well, they can get stickers.

Computer, Projector, Flashcards, Video from Youtube 參考資料：

Youtube, 繪本 Handa’s Surprise, 繪本 The Very Hungry Caterpillar 翰林版健康與體育 2 上第 8-9 頁

附錄：

Handa's Surprise-世界暢銷兒童繪本動畫精選 https://www.youtube.com/watch?v=vnRI5t-gWUM (3:45) Are You Hungry? | Kids Songs | Super Simple Songshttps://www.youtube.com/watch?v=ykTR0uFGwE0 (1:59) The Very Hungry Caterpillar - Animated Filmhttps://www.youtube.com/watch?v=75NQK-Sm1YY (6:48) Food Song for Kids | I'm Hungry! | Fun Kids Englishhttps://www.youtube.com/watch?v=nqwxYlix7Fw (4:03) Do You Like Broccoli Ice Cream? | Super Simple Songshttps://www.youtube.com/watch?v=frN3nvhIHUk (2:42) Do You Like Juice? - Easy ESL Songs https://www.youtube.com/watch?v=1CEUzORyalc (1:19)

I LIKE FOOD SONG Year 1https://www.youtube.com/watch?v=7lKclr67ajY (2:51)

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食物王國(Food Kingdom)

領域／科目／跨

領域

實施年級二年級總節數共 4 節，160 分鐘

（聚焦之）單元名

稱食物王國 (Food Kingdom) 設計依據

學習重點

學習表現

健康與體育

1a-Ⅰ-1 認識基本的健康常識。

4a-Ⅰ-1 能於引導下，使用適切的健康資訊、產品與服務。

語文

1-Ⅰ-1 養成專心聆聽的習慣，尊重對方的發言。

核心素養

A 自主行動

A1身心素質與自我精進

國-E-A1認識國語文的重要性,培養國語文的興趣,能運用國語文認識自我、

表現自我,奠定終身學瞥的基礎。

健體-E-A1其備良好身體活動與健康生活的習慣,以促進身心健全發展,並認識個人特質,發展運動與保健的潛能。

B 溝通互動

B1 符號運用與溝通表達

國E-B1理解與運用國語文在甘常生活中學習體察他人的感受,並給予適當的回應,以達成溝通及互動的目標。

B2 科技資訊與媒體素養

健體-E-B2其備應用體育與健康相關科技及資訊的基本素養,並理解各類媒體刊載、報導有關體育與健康内容的意義與影響。

學習內容

Ea-Ⅰ-1 食物的認識、體驗與珍惜 Ea-Ⅰ-2 飲食習慣的培養和觀察 Ac-Ⅰ-2 簡單的基本句型。

Bb-Ⅰ-2 人際交流的情感。

議題融入

議題／

學習主題

議題實質內涵

與其他領域／

科目的連結  健康與體育

教材來源  翰林版 2 上健康與體育教科書、網路知識。

學習目標

4.

能運用先備知識指出健康的蔬果。

5.

能學會不同顏色的蔬果對於身體的益處。

6.

能知道食物六大類的英文及舉例。

Food Kingdom (Session 1)

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節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

第一節

I. Warm up(1:00)

Greetings: Good morning. How are you?

II. Review the food learned. (5:00)

III. Talk about the six food groups. (15:00)

Six basic food groups:

① (Grains) Bread and cereals

② Vegetables

③ Fruits

④ Dairy (milk)

⑤ (Protein Foods) Meat, meat substitutes and other substitutes

⑥ Fats, oils and sweets

IV. Help the students to sort the food. (6:00)

Food pyramid showing the types and amount of food groups

III. Questions and answers. (5:00) Sort the food into six groups.

IV. Sing and dance. (6:00)

Good Foods | Healthy Foods Song for Kids

https://www.youtube.com/watch?v=5dR22hbln6w (2:59)

This is aimed to help the students recall the knowledge of the food.

The students can speak out some food.

The students listen and try to sing along with the video.

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V. Wrap up.(2:00)

Computer, Projector, Picture book, Flashcards, Worksheet, Healthy and Physical Education book(翰林版 2 上), Videos from Youtube

I. Warm up(1:00)

II. Review the food. (5:00)

The teacher can choose some words to review to get into the lessons in this session.

III. Talk about the benefits of eating the six group food. (10:00)

第二

節 IV. Activity:

1. Find out the food that the teacher mentions. (5:00) Show the students the pages in Healthy and Physical

Education book, and ask the students to point the food out.

2. Worksheet learning: Draw some food related to the food group. (10:00)

Hand out the blank worksheet to the students and ask them to draw at least 2 or 3 kinds of food in each blank.

3. Share the works with the others. (8:00) V. Wrap up.(1:00)

Listening Skill: the students know what the teacher says and know the food the teacher wants them to point out.

Speaking skill: the

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students try to speak out what they know.

Computer, Projector, Picture book, Flashcards, Worksheet, Healthy and Physical Education book(翰林版 2 上)

第三節

I. Warm up(1:00)

III. Show the food in the Taiwan figure separately. (2:00)

IV. Questions and answers. (5:00) What do you see?

I see ______. (Name the food.)

V. Find the letters hiding in the pictures. (food pictures with letters) (10:00)

VI. Cut and paste. (15:00)

Have the students to collect the catalog from Carrefour… etc.

The students cut the pictures and paste on the shape of Taiwan.

VII. Wrap up.(2:00)

Computer, Projector, Flashcards, Worksheet

第四節

I. Warm up(1:00)

II. Foods in the bag(10:00)

Put the food items in the bag and let the students to touch them. Try to feel the food items without seeing them. The students then learn how the items feel.

III. What's In The Bag Game(20:00)

1. Put one kind of food in the bag, and let the students guess what is inside the bag.

2. Put all the foods in the bag and ask the students to take out what the teacher designates.

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IV.Let’s eat the food.(8:00)

The teacher brings some certain kind of food, such cucumber, carrots, etc. Cut them into tiny pieces and let the students taste the food.

V. Wrap up(1:00) 教學設備／資源：

Computer, Projector, Real Objects, Some food, a clothing bag 參考資料：

Youtube,

翰林版健康與體育 2 上第 10-13 頁附錄：

Food pyramid showing the types and amount of food groups https://www.researchgate.net/figure/8-Food- pyramid-showing-the-types-and-amount-of-food-groups-in-a-h ealthy-diet_fig6_279329687

Good Foods | Healthy Foods Song for Kids https://www.youtube.com/watch?v=5dR22hbln6w (2:59)

健康飲食(Healthy Diet)

領域／科目／跨

領域

實施年級二年級總節數共 4 節，160 分鐘

（聚焦之）單元名

稱健康飲食 (Healthy Diet) 設計依據

學習重點

學習表現

健康與體育

1a-Ⅰ-1 認識基本的健康常識。

1b-Ⅰ-1 舉例說明健康生活情境中適用的健康技能和生活技能。

3b-Ⅰ-2 能於引導下，表現簡易的人際溝通互動技能。

語文

2-Ⅰ-2 說出所聽聞的內容。

2-Ⅰ-3 與他人交談時，能適當的提問、合宜的回答，並分享想法。

5-Ⅰ-4 了解文本中的重要訊息與觀點。

核心素養

A 自主行動

健體-E-A1 具備良好身體活動與健康

生活的習慣，以促進身心健全發展，

並認識個人特質，發展運動與保健的潛能。

A2 系統思考與解決問題

健體-E-A2 具備探索身體活動與健康

生活問題的思考能力，並透過體驗與實踐，處理日常生活中運動與健康的問題。

B 溝通互動

健體-EB1具備運用體育與健康之相關符號知能,能以同理心應用在生活中的運動、保健與人際溝通上。

國-EB1理解與運用國語文在日常生活

學習內容

^Ea-^Ⅰ^-1食物的認識、體驗與珍惜

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Ea-Ⅰ-2 飲食習慣的培養和觀察 Bb-Ⅰ-1 自我情感的表達。Bb-

Ⅰ-2 人際交流的情感。Ca-Ⅰ-1 各類文本中與日常生活相關的文化內涵。

中學習體察他人的感受,並給予適當的回應,以達成溝通及互動的目標。

議題融入

議題／

學習主題

議題實質內涵

與其他領域／

科目的連結  健康與體育

教材來源  翰林版 2 上健康與體育教科書、網路知識。

學習目標

7.

能運用先備知識列舉健康的蔬果。

8.

知道健康食物與垃圾食物之區別。

9.

能知道健康食物的益處與垃圾食物之壞處。

Healthy Diet (Session 1)

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

第一節

I. Warm up(1:00)

II. Review the food learned.

(Teachers choose some of the food words and review.) III. Let’s sort the food. (15:00)

Talk about the food related to the students’ book.

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Healthy food and junk food:

Healthy food: 50 Foods That Are Super Healthy

https://www.healthline.com/nutrition/50-super-healthy-foods Junk food: fried chicken, French fries, chocolate, cake, pizza III. Show and Talk (15:00)

Below are two videos which can be the materials showed to the students. When teaching, mute the sound (it’s not American spoken English). Play, show and introduce.

Healthy v.s. Unhealthy Food - Learning Food - Educational Video For Kids

https://www.youtube.com/watch?v=KTdxTk7J0rM (3:37) Healthy vs Unhealthy Foods - Learning Video For Kids - Part 2 https://www.youtube.com/watch?v=RUOeqrc5QqU (5:32) IV. Let’s sing a song. (8:00)

Below is a song to talk about the healthy food and junk food.

At the same time, we review the sentence patterns which are learned in Unit I with the students.

Healthy Food Vs Junk Food Song!

https://www.youtube.com/watch?v=fE8lezHs19s (2:41) V. Wrap up.(1:00)

This is aimed to help the students recall the

knowledge of the healthy and junk food.

Computer, Projector, Flashcards, Healthy and Physical Education book(翰林版 2 上), Video from Youtube

I. Warm up(1:00)

(Teachers choose some of the food words and review.) III. Talk about the benefits of eating healthy. (20:00) 第

二節

What are the benefits of eating healthy?

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Choose some points to show the kids.(PPT for kids) 1. Weight loss

2. Reduced cancer risk 3. Diabetes management

4. Heart health and stroke prevention 5. The health of the next generation 6. Strong bones and teeth

7. Better mood 8. Improved memory 9. Improved gut health

10. Getting a good night’s sleep IV. Let’s sing along. (5:00) Sing the song, “I Am Healthy”

https://www.youtube.com/watch?v=q3XWjexSHH8 (1:21) The Healthy Eating Song

https://www.youtube.com/watch?v=-JldSBUQB34 (1:35) V. Color the food. (8:00)

The teacher can put some food in a worksheet and ask the students to find out the food designated. Otherwise, the teacher finds some hidden picture from the internet and let the students to find out the things showed on the top or the side.

VI. Wrap up.(1:00)

The students are able to sing the songs.

The students can find out the food hidden in the picture.

Computer, Projector, Flashcards, Worksheet, Healthy and Physical Education book(翰林版 2 上), Video from Youtube

I. Warm up(1:00)

第三節

II. Review the songs. (5:00)

“I Am Healthy” & The Healthy Eating Song III. Healthy Unhealthy Food Quiz (10:00) (Play and stop.) Healthy Unhealthy Food Quiz https://www.youtube.com/watch?v=GnfTHsdTodA

(Teachers can prepare more foods to ask the students which are

The students can tell between the healthy and the junk food.

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healthy and unhealthy foods.) IV. Activities and games.

1. Teachers prepare flashcards of healthy and junk food. Have the students take healthy or junk food. Make sure the students get the right ones. (10:00)

2. Show the alphabets in fruits and have the students write the alphabets. (worksheet) (10:00)

When the students work on their worksheet, the teacher can play the song learned.

V. Wrap up. (4:00)

Before break, students sing the songs together.

Computer, Projector, Picture book, Flashcards, Worksheet, Video from Youtube

第四節

I. Warm up(1:00)

II. Story Time (20:00)

The Berenstain Bears: And Too Much Junk Food by Stan and Jan Berenstain

(Reference: Read Along Story Book)

The Berenstain Bears: Too Much Junk Food (animation) III. Questions and answers. (5:00)

According to the story book, prepare some questions to ask the students. Encourage them to speak English and try to answer the questions.

IV. Find and color. (10:00)

Find out the alphabets hidden in the picture and color them.

V. Wrap up. (4:00)

Review the lessons about healthy and junk food.

The students know how the junk food affects their bodies and choose to eat healthy food.

Computer, Projector, Picture book, Flashcards, Worksheet 參考資料：

Youtube, Internet websites

翰林版健康與體育 2 上第 14-17 頁附錄：

Healthy food: 50 Foods That Are Super Healthy https://www.healthline.com/nutrition/50-super-healthy-foods Healthy v.s. Unhealthy Food - Learning Food https://www.youtube.com/watch?v=KTdxTk7J0rM (3:37)

Healthy vs Unhealthy Foods - Part 2 https://www.youtube.com/watch?v=RUOeqrc5QqU (5:32) What are the benefits of eating healthy? https://www.medicalnewstoday.com/articles/322268

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Sing the song, “I Am Healthy” https://www.youtube.com/watch?v=q3XWjexSHH8 (1:21) The Healthy Eating Song https://www.youtube.com/watch?v=-JldSBUQB34 (1:35) Healthy Unhealthy Food Quiz https://www.youtube.com/watch?v=GnfTHsdTodA

The Berenstain Bears: Too Much Junk Food/Go to Camp https://www.youtube.com/watch?v=VkqMiKIc6wE Hidden picture coloring https://printablefreecoloring.com/drawings/nature/summer-season/32/

Hidden pictures https://www.pinterest.com/qistinaazra/hidden-pictures/

Find food, visual game.

https://www.dreamstime.com/stock-illustration-find-food-visual-game-solution-hidden-layer-illustration-eps-vector-mode-each-elements-isolated-separate-image45272751 我會點餐(Take an Order)

領域／科目／跨

領域

^國際文化^/^食在美味^/^{跨語文、生活}

實施年級二年級總節數共 3 節，120 分鐘

（聚焦之）單元名

稱我會點餐 (Take an Order) 設計依據

學習重點

學習表現

語文

生活

2-I-5 運用各種探究事物的方法

及技能，對訊息做適切的處理，

並養成動手做的習慣。

2-Ⅰ-2 說出所聽聞的內容。

核心素養

A 自主行動

國-E-A1認識國語文的重要性，培養國語文的興趣，能運用國語文認識自我、表現自我，奠定終身學習的基礎。

B 溝通互動

國-E-B1理解與運用國語文在日常生活中學習體察他人的感受，並給予適當的回應，以達成溝通及互動的目標。

B2 科技資訊與媒體素養

生活-E-B2 運用生活中隨手可得的媒材與工具，透過各種探究事物的方法及技能，對訊息做適切的處理。

C 社會參與

C2人際關係與團隊合作

國-E-C2與他人互動時，能適切運用

語文能力表達個人想法，理解與包容不同意見，樂於參與學校及社區活動，體會團隊合作的重要性。

學習內容

戊 C-I-4 事理的應用與實踐。

戊 C-I-5 知識與方法的運用、組

合與創新。

辛 D-I-4 共同工作並相互協助。

Ac-I-2 簡單的基本句型。

Ac-I-3 基本文句的語氣與意義。

Ca-I-1 各類文本中與日常生活相

關的文化內涵。

議題融入

議題／

學習主題

議題實質內涵

與其他領域／

科目的連結  生活

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教材來源  網路及生活科教材。

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學習目標

1.

知道餐廳菜單上所呈現的食物。

2.

知道夜市攤位的食物。

3.

能用英文表達自己想吃的食物。

Take an Order (Session 1)

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

第一節

I. Warm up(1:00)

II. Menu reading. (10:00)

Prepare a menu (the restaurant version).

Talk about the food and review the food on it.

III. Make a menu.

1. The teacher shows how to make a menu step by step.(10:00) 2. The students make the menus by themselves.(10:00)

IV. Let’s talk about your menu.(8:00)

Ask the students to come up to the front and show everybody what kind of menu they make.

V. Wrap up.(1:00)

The students learn how to read a menu. The teacher can observe their

performance and give points to them.

The teacher can evaluate from their works.

Speaking skill evaluation.

第二節

I. Warm up(1:00)

II. Food stand menu reading. (10:00) Prepare a menu (the night market version).

Talk about the food and review the food on it.

III. Let’s sell the food. (10:00)

The students choose some food from those which the teacher prepare, and take them to the stand for sale. Then, the teacher guide them to speak out the food in English.

IV. Hide and seek.

1. The teacher place some food here and there in the classroom or pass down the flashcards prepared to the whole class.

The students find out the food which can be found in the night market. (8:00)

2. Let’s find the food which can be bought in the night market.

The teacher can evaluate

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The teacher prepare the pictures first. The pictures can be searched from the internet. (10:00)

V. Wrap up.(1:00)

from their works.

Computer, Projector, Picture book, Flashcards, Worksheet

第三節

I. Warm up(1:00)

Review the food mentioned in the 1^stand 2^ndsessions.

III. Dialoug learning: (8:00)

Food Song | Learn 15 Food and Drinks | Learn English Kids https://www.youtube.com/watch?v=6IwulRrYnzQ (5:51) Can I take you order? (menu worksheet)

I would like __________.

IV. Dialoug practice:

1. drill practice with the teacher (10:00) 2. role-play (10:00)

Ask two students to practice the dialog learned above.

V. Wrap up.(5:00)

Before break, the whole class practice the dialog together and review the lesson learned in this unit.

Computer, Projector, Flashcards, Worksheet, Video from Youtube 參考資料：

Youtube,

附錄：

Food Song | Learn 15 Food and Drinks | Learn English Kids https://www.youtube.com/watch?v=6IwulRrYnzQ May I take your order? I'd like a pizza. (At the Restaurant) https://www.youtube.com/watch?v=IWMMkp35d6Y

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用餐時間(Time for Dinner)

領域／科目／跨

領域

^國際文化^/^食在美味^/^{跨語文、數學}

實施年級二年級總節數共 4 節，160 分鐘

（聚焦之）單元名

稱用餐時間 (Time for Dinner) 設計依據

學習重點

學習表現

數學

n-I-9 認識時刻與時間常用單

位。B1/A2 語文

1-Ⅰ-1 養成專心聆聽的習慣，尊重對方的發言。C2/B1

2-Ⅰ-3 與他人交談時，能適當的提問、合宜的回答，並分享想法。

C2/B1

核心素養

A 自主行動

數-E-A1 能堅持不懈地探索與解決數學問題，具備數學思考能力以及精確與理性溝通時所必需的數學語言，並擁有學習力以成就優質的生涯規畫與發展。

國-E-A1認識國語文的重要性，培養國語文的興趣，能運用國語文認識自我、表現自我，奠定終身學習的基礎 A2系統思考與解決問題

數-E-A2 具備基本的算術操作能力、

並能指認基本的形體與相對關係，在日常生活情境中，用數學表述與解決問題。

B 溝通互動

國-E-B1理解與運用國語文在日常生活中學習體察他人的感受，並給予適當的回應，以達成溝通及互動的目標。

學習內容

N-1-1 一百以內的數：含操作活

動。用數表示多少與順序。結合數數、位值表徵、位值表。位值單位「個」和「十」。位值單位換算。認識 0 的位值意義。N-

2-13 鐘面的時刻：以操作活動為

主。以鐘面時針與分針之位置認識「幾時幾分」。含兩整時時刻之間的整時點數（時間加減的前置經驗）。

Ac-I-2 簡單的基本句型。

Ca-I-1 各類文本中與日常生活相

關的文化內涵。

議題融入

議題／

學習主題

議題實質內涵

與其他領域／

科目的連結  數學

教材來源  網路及數學科教材。

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學習目標

4.

能運用先備知識列舉健康的餐點。

5.

能用英文說出簡單的時間。

6.

能說出想要的食物的數量。

Time for Dinner (Session 1)

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

第一節

I. Warm up(1:00)

II. Review the food learned. (8:00)

Teachers choose some of the food words and review. Then, show a story book to the students. It can either the picture book or the video below.

Read Aloud - Eat Your Peas - Children's Book - by Kes Gray https://www.youtube.com/watch?v=Rab3Iw0qT1U (5:26) III. Table Manners for Kids! (10:00)

Talk about the table manners to the students.

https://www.superhealthykids.com/parenting/table-manners-kids-meal-time-rules-printable/

VI. Activity. (10:00)

Teacher show the video or just teach the rhyme “Who Took The Cookie?” to the student. Practice it until some of the students are familiar with it.

V. Activity into practice. (10:00)

Then, play the “Who Took The Cookie?” game with the students.

VI. Wrap up.(1:00)

The teacher can evaluate when the words are reviewed. Check if the students can recall those words easily or not.

The teacher can evaluate the students’ performance from the activity.

Computer, Projector, Flashcards, Worksheet, Video from Youtube

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第二節

I. Warm up(1:00)

II. Review the food and the numbers. (5:00)

III. Time learning. (10:00)

Show the students the clock although the students have already learned it in math class. Teach the students how to express the time one o’clock, two o’clock, three o’clock…etc.

IV. Questions and answer. (10:00) Teacher: What time is it?

Students: It’s 7:00.

Teacher: Time for breakfast/ lunch/ dinner.

Students: I want a ______.

V. Worksheet (12:00)

The teacher prepares a worksheet with clocks and plates. The students can draw the time and the food they want.

VI. Wrap up.(2:00)

The teacher know if the students have learned from the worksheets they do.

第三節

I. Warm up(1:00)

II. Review the dialog learned in Session I. (5:00)

Teacher can ask the students to look at their worksheet.

Teacher: What time is it?

Students: It’s 7:00.

Teacher: Time for breakfast/ lunch/ dinner.

Students: I want a ______.

III. Review the numbers. Teach numbers from 11 to 20. (10:00) One, two, three, four, five, Once I caught a fish alive

https://www.youtube.com/watch?v=--BhTBXdc1o (1:20) (Teacher either sing the simple song or play it.)

IV. Teach the sentence patterns. (8:00) How many ______do you want?

I want __(No.)__.

Listening and speaking skill. The students are evaluated when they listen and answer.

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V. Drill practice (8:00)

How many ______do you want?

I want ______.

VI. Unit review. (6:00)

Review the lessons learned in this whole unit. Get the students to retrieve from their memories and practice again.

VII. Wrap up. (2:00) 教學設備／資源：

Computer, Projector, Sentence pattern stripes, Flashcards, Worksheet, Video from Youtube

第四節

I. Warm up(1:00)

II. Review the words and sentences. (9:00) What did you learn in this semester?

III. Presentation (15:00)

Teacher uses ppt slides to show the class all the words and sentences they’ve learned in this semester with students’ help.

IV. Sing the Songs. (10:00)

Teacher helps the class to review and sing the songs they’ve learned in this semester.

V. Wrap up.(5:00)

Before break, the wstudents share what they think about the things they’ve learned in this semester.

Computer, Projector, PPT, Youtube, Internet websites 附錄：

Read Aloud - Eat Your Peas - Children's Book - by Kes

Grayhttps://www.youtube.com/watch?v=Rab3Iw0qT1U Talk about the table manners to the students.https://www.superhealthykids.com/parenting/table-manners-kids-meal-time-rules-printable/ One, two, three, four, five, Once I caught a fish alive https://www.youtube.com/watch?v=--BhTBXdc1o

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肆、附件

Unit 1 Food and I Session 1

Unit 1 Food and I Session 5

Unit 2 Food Kingdom Session 2

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PDF 核心素養導向教學設計教案 國際文化二上

核心素養導向教學設計教案-國際文化二上

壹、設計理念

二、議題融入與跨科／領域統整的規劃：兒童天生好奇，喜愛探索從過程中獲得樂趣、

三、重要教學策略與評量的說明：採多元評量，兼顧形成性與總結。課堂上課時運用形 成性評量，了解學學習狀況及個別進步情形，對各個學生課程引導分層差異性評量。

採口說、聽力評量方式，以上課的口語練習為依據。

貳、主題與單元架構

參、學習活動設計

領域／科目／跨

領域

實施年級 二年級 總節數 共 6 節，240 分鐘

單元名稱 食物與我 (Food and I)

設計依據

學習 重點

學習表現

核心 素養

學習內容

議題 融入

議題／

學習主題

議題 實質內涵

與其他領域／

科目的連結  健康與體育

教材來源  翰林版 2 上健康與體育教科書、網路知識及繪本故事。

學習目標

能運用先備知識結合顏色與蔬果。

能說出對不同顏色蔬果之感覺。

能用英文表達自己喜好的食物。

節 數

學習活動設計 學習引導內容及實施方式

（含時間分配） 學習評量 備註

領域／科目／跨

領域

實施年級 二年級 總節數 共 4 節，160 分鐘

（聚焦之）單元名

稱 食物王國 (Food Kingdom) 設計依據

學習 重點

學習表現

核心 素養

學習內容

議題 融入

議題／

學習主題

議題 實質內涵

與其他領域／

科目的連結  健康與體育

教材來源  翰林版 2 上健康與體育教科書、網路知識。

學習目標

能運用先備知識指出健康的蔬果。

能學會不同顏色的蔬果對於身體的益處。

能知道食物六大類的英文及舉例。

節 數

學習活動設計 學習引導內容及實施方式

（含時間分配） 學習評量 備註

領域／科目／跨

領域

實施年級 二年級 總節數 共 4 節，160 分鐘

（聚焦之）單元名

稱 健康飲食 (Healthy Diet) 設計依據

學習 重點

學習表現

核心 素養

學習內容

議題 融入

議題／

學習主題

議題 實質內涵

與其他領域／

科目的連結  健康與體育

教材來源  翰林版 2 上健康與體育教科書、網路知識。

學習目標

能運用先備知識列舉健康的蔬果。

知道健康食物與垃圾食物之區別。

能知道健康食物的益處與垃圾食物之壞處。

節 數

學習活動設計 學習引導內容及實施方式

（含時間分配） 學習評量 備註

領域／科目／跨

領域

實施年級 二年級 總節數 共 3 節，120 分鐘

PDF 核心素養導向教學設計教案國際文化二上

三、重要教學策略與評量的說明：採多元評量，兼顧形成性與總結。課堂上課時運用形成性評量，了解學學習狀況及個別進步情形，對各個學生課程引導分層差異性評量。

實施年級二年級總節數共 6 節，240 分鐘

單元名稱食物與我 (Food and I)

學習重點

核心素養

議題融入

議題實質內涵

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

實施年級二年級總節數共 4 節，160 分鐘

稱食物王國 (Food Kingdom) 設計依據

學習重點

核心素養

議題融入

議題實質內涵

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

實施年級二年級總節數共 4 節，160 分鐘

稱健康飲食 (Healthy Diet) 設計依據

學習重點

核心素養

議題融入

議題實質內涵

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

實施年級二年級總節數共 3 節，120 分鐘

稱我會點餐 (Take an Order) 設計依據

學習重點

核心素養

議題融入

議題實質內涵

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註

實施年級二年級總節數共 4 節，160 分鐘

稱用餐時間 (Time for Dinner) 設計依據

學習重點

核心素養

議題融入

議題實質內涵

節數

學習活動設計學習引導內容及實施方式

（含時間分配）學習評量備註