11. - 10 -
打造低成就學生的「悅讀」春天:差異化的高中英語故事閱讀教學
附錄五:課文選文
San Min Book 2, Lesson 2: Hey, Thanks!
It all happened when I was a freshman in high school. I was walking home on a
Friday when I saw my new classmate, Kyle. He wore glasses and was carrying a huge
pile of books. Immediately, I thought he must be a nerd, because no one with a good
social life would take so many books home for the weekend.
I kept on walking. Suddenly, a group of boys ran toward him and knocked the books
out of his hands. They pushed him to the ground. His glasses flew off, landing three
meters away. The boys ran off as Kyle struggled to find his glasses. He had such a sad
expression on his face that my heart went out to him. I picked up his glasses, helped
him collect the books, and asked if he was all right.
“Don’t worry,” I told him, “those boys are just mean.”
“Hey, thanks!” he said with a grateful smile.
I helped him carry his books as we walked home together. On the way, we
chatted and laughed. “He’s pretty cool,” I thought to myself. Before we said goodbye,
I asked him whether he wanted to play football over the weekend. He said yes. Soon,
we became best friends.
Three years later, Kyle and I were seniors. His glasses now suited him. At that time, he
had become a handsome, popular young man. Though sometimes I still teased him
about being a nerd, he was so popular that almost every girl wanted to go out with
him.
On the last day of high school, Kyle was assigned to give a speech. I patted his
shoulder and said, “Hey, big guy, you’ll do a great job!”
He looked at me with the very same grateful smile as the one he had given me
on the first day we talked.
“Hey, thanks!” he said.
After stepping up to the podium, Kyle cleared his throat and began his speech.
“Graduation is a good time to thank those who have helped you make it through the
tough years—your parents, your teachers, maybe your coach, but mostly, your
friends. I am here to tell all of you that being a friend is the best gift you can give.”
I just looked at Kyle in disbelief as he told the story of the first day we talked.
He said he had cleaned out his locker and taken everything home so that his mom
wouldn’t have to do it for him—after he had killed himself. Then, he looked at me
and said, “Thankfully, I was saved. My friend saved me from doing the
unspeakable.” I heard a gasp going through the crowd as this handsome, popular
young man told us all about his weakest moment. Then, I saw his mom and dad
looking at me with the same grateful smile. At that moment, it dawned on me just
how strong our friendship had been, and how much I had helped Kyle that day when
we walked home together for the first time.
—Adapted from Stories for a Teen’s Heart, Book 2,
published by Multnomah Publishers, Inc.
12. - 11 -
打造低成就學生的「悅讀」春天:差異化的高中英語故事閱讀教學
附錄六:初階組學習單 (左)
Literary Elements of Fiction
Characters: main characters & supporting characters
Setting: when and where did the story take place
Problem or Conflict: usually introduced early on; can be external or
internal
Plot: text structure (see Scholastic’s plot diagram link below); the rise
and fall of action
Solution: or resolution; how the problem or conflict is solved
Theme: more than the topic of the story, the “message” the author is
trying to send through the use of the story
B2 U2 嘿,謝了!
整件事情發生在我高一的時候。某個星期五我正走路回家時,看到了我的新同學 Kyle。他
戴著眼鏡並且抱著一大疊的書。我馬上認定他是個書呆子,因為社交生活豐富的人,才不會帶這
麼多書回家過週末。
我繼續走著。突然間,有一群男孩跑向他,還撞掉他手中的書。他們把他推倒在地上;他的
眼鏡飛了出去,然後掉到三公尺遠的地方。男孩們在 Kyle 吃力找眼鏡的時候跑走了。他臉上的
表情如此愁苦,讓我十分同情他。我撿起他的眼鏡,幫他把書收好,並問他還好嗎。
別擔心,」我告訴他。「那群男生就是這麼壞。」
「嘿,謝了!」他帶著感激的微笑說。
我們一起走回家時,我幫他拿書。一路上我們有說有笑。「他還滿酷的,」我心想。在我們
互相道別之前,我問他週末要不要一起打橄欖球。他答應了。很快地我們倆變成了最要好的朋友。
三年後,我和 Kyle 都已經是應屆畢業生了。他現在的眼鏡和他很搭。那時候,他已經成為了
一個又英俊又受歡迎的年輕人。雖然有時我還是會揶揄他是個書呆子,但他超受歡迎,幾乎每個
女生都想跟他約會。
在高中的最後一天,Kyle 被指派上臺演講。我拍拍他的肩膀,對他說:「嘿,大塊頭,你
會做得很好的!」
他還是如我們第一天交談時,面帶感激的微笑看著我。
「嘿,謝了!」他說。
步上講臺後,Kyle 清了清他的喉嚨,接著便開始演講。「畢業是個好時機,可以感謝那些
曾幫助你熬過艱苦歲月的人你的父母、老師,或是你的教練,但最主要是,你的朋友。我在這裡
要告訴在座所有人,當一個朋友是你們能給的最佳禮物。」
當 Kyle 訴說著我們第一天交談的故事時,我難以置信地看著他。他說他把自己的置物櫃清
空,把所有的東西都帶回家,這麼一來,他媽媽就不必替他收拾了在他自殺之後。然後他看著我
說:「謝天謝地,有人拯救了我。我的朋友使我免於做出那不堪言的事情。」當這位帥氣、受歡
迎的年輕人將關於他最脆弱時刻的事告訴我們時,我聽到群眾都倒抽一口氣。接著,我看見他的
爸媽以同樣感激的微笑看著我。就在那一刻,我領悟到我們的友誼是多麼深厚,以及那天當我和
Kyle 初次一起走路回家時,我幫了他多大的忙。
13. - 12 -
打造低成就學生的「悅讀」春天:差異化的高中英語故事閱讀教學
初階組學習單 (右) Story Telling Organizer – Version A
Class__________Name __________No_________
Directions: Please write down the key words of the story elements with the aid of
Chinese version.
Rubric for story reading
Name: NO.
項目 項次 評分(1-5 分)
內容完整度
Content
評量依照學習單各欄位完成度多寡評分。
(一欄位完成者給 1 分,最高 5 分)
正確度
Accuracy
評量依照學習單各欄位正確度評分。
(每一欄位完成且皆正確者給 1 分,最高 5 分)
創意度
creativity
依照學生作答內容創意度給分。
(每一欄位完成且具高度創意者給 1 分,最高 5 分)
個人回饋
reflection
依照學生對文本與個人經驗聯結多寡評分。
(充分理解課文並加入個人獨特見解者給,,按程度給 1~5 分)
. Total scores:____/20
14. - 13 -
打造低成就學生的「悅讀」春天:差異化的高中英語故事閱讀教學
附錄七:中階組學習單 (左)
Literary Elements of Fiction
Characters: main characters & supporting characters
Setting: when and where did the story take place
Problem or Conflict: usually introduced early on; can be external or
internal
Plot: text structure (see Scholastic’s plot diagram link below); the rise
and fall of action
Solution: or resolution; how the problem or conflict is solved
Theme: more than the topic of the story, the “message” the author is
trying to send through the use of the story
Story Telling Organizer – Version B
Directions: Please read the story and identify the elements of the story with the
key sentences from the text or you may use your creativity to illustrate the story
on your own,
16. - 15 -
打造低成就學生的「悅讀」春天:差異化的高中英語故事閱讀教學
附錄八:進階組學習單 (左)
Literary Elements of Fiction
Characters: main characters & supporting characters
Setting: when and where did the story take place
Problem or Conflict: usually introduced early on; can be external or
internal
Plot: text structure (see Scholastic’s plot diagram link below); the rise
and fall of action
Solution: or resolution; how the problem or conflict is solved
Theme: more than the topic of the story, the “message” the author is
trying to send through the use of the story
Story Telling Organizer –Version C
Direction: Complete the chart by completing the diagram. Then, answer the following
four questions about character development (how the character changes and evolves
through the story) with your own words.
17. - 16 -
打造低成就學生的「悅讀」春天:差異化的高中英語故事閱讀教學
進階組學習單 (右)
Advanced Activitity:
Write a Letter:
Your best friend, Kyle, was bullied by the rest of the classmates. Please write a letter
to those people, and tell them the effect and the results of bullying at school, and ask
them to stop bullying.