1

> Inferring 推論
會考試題示例
(16-17)
16. What are “Daddy and me” doing in the poem?
Making goulash (A) Eating.
we don’t talk much, (B) Singing.
(C) Dancing.
Daddy and me.
(D) Cooking.

“The talking’s in the making, son,” 17. What can we most likely know about the
speaker?
he smiles.
(A) He seldom understands his father.
I see what he means. (B) He enjoys his time with his father.
(C) He often makes goulash for his father.
(D) He wants to be as famous as his father.
It’s in the knife
meeting the beef,

in the dancing of potatoes

as they turn in the water, likely 可能
in the singing
of boiling soup in the pot.

There are enough words

in the way
Daddy teaches me his famous dish
and the way he hugs me
when we finish.

Making goulash Q16：從文章裡圈起來的關鍵字，可以推測

出他們正在煮菜。
we don’t talk much,
Daddy and me,
Q17：參照文章中畫線的兩個段落，可藉由 I
see what he means 和 Daddy teaches me h
but everything is said. is famous dish 這兩句推論出選項(A)跟
(C)都是不對的；選項(D)在文章中並未
(Ideas from Candace Pearson’s poem) 提到，故答案為選項(B)。

poem 詩

《108 年會考》
2 Organizing 組織–文本結構分析

The sky is turning bright and clear.

The earth is wearing red and green.
Winter is gone; spring has come.
The air smells fresh and sweet.

The summer heat is not yet here;

A little fox comes out to play.
A bird is busy in a tree
Waking a daisy from her sleep.

Little daisy, little daisy,

People call the flower the “day’s eye.”
When she opens her eye,
The springtime brings us cheer.

《107 年會考》

小字典 poem 詩
1. Which season is this poem about?
(A) Spring.
(B) Summer.
(C) Autumn.
(D) Winter.

2. What is a daisy?
(A) A body part.
(B) A kind of bird.
(C) A kind of flower.
(D) A kind of smell.

Q1：由文中提示春天來臨的句子 ~ ，再配合fresh 和sweet 等形容詞，可

推論出此詩描述的季節為「春天」。

Q2：由第二段的句子 及第三段的句子 可推知，daisy 為某一種花。

 3

Below is what Josie wrote in her notebook.

Dec. 15
A very sad day. A school bus was hit by a truck. Many kids were badly hurt. A little boy
lost his life. His mom was the kids’ teacher. We couldn’t bring her back, either.

Dec. 22
Lonnie said she’ll wear all white to the Christmas party. I said she’s lost her mind. We
wear white all the time. Who would still want to wear white on Christmas Eve?

Dec. 25
People kept coming in and asked for our help because they got hurt. Why do people
always do stupid things on holidays?

Dec. 31
The police brought in a young man who broke his leg when he was trying to enter a
house. When taking care of his leg, I asked him why he wanted to enter another person’s
house, and he said he just wanted to borrow a pot. But Officer Clarke said he’s been
borrowing many pots from strangers’ houses.

Jan. 3
I knew my lunchtime was over when Howell came to my table. He’s a nice guy. But how
many heads he’s cut open is the last thing I’d want to know when I’m eating beef
sandwiches.

《103 年會考》
1. Where does Josie work?
小字典 poem 詩
(A) In a school.
(B) In a hospital.
(C) In a restaurant.
(D) In a police station.

Q1：本題詢問 Josie 在哪裡工作，但在文中並沒有明確指出工作地點，所以

我們需從上下文中推敲；從句子 、 、 可以猜測工作的內容；而
句子 則可得知 Josie 的制服顏色；而句子 則可得知同事的工作內
容；由以上的種種描述，我們可以推論 Josie 在醫院工作。
4 Organizing 組織–文本結構分析

Life is a long trip.

Both good and bad things happen on the road:
People love and hate,
They share and hide things.
Some things make me smile;
Some things make me cry.
Some days are sunny,
Some days are rainy—
Life is a trip full of opposites.

I can’t decide what will happen,

So I have decided to be happy right now, every minute of my life.
To remember all that is beautiful;
To let go of all that makes me sad—
In this way I will live my life to the fullest.
~Johnny Wang~

《103 年會考》

1. What does the writer think of life?

(A) He thinks that life is short.
(B) He wants to enjoy life as much as he can.
(C) He is glad to find that life can be planned.
(D) He thinks that love is the most important thing in life.

2. What does opposites mean in the reading?

(A) Clear and fine days.
(B) The joy and hope of life.
(C) The bright and dark sides of life.
(D) People who are sad about their lives.

Q1：從句子 及 可推論，作者想要盡可能地享受生命。

Q2：由文中的字詞 good/bad，love/hate，share/hide，smile/cry，sunny/rainy
為反義詞，可推知作者認為生命是一場充滿「相對」的旅程。
 5

> Inferring 推論
一、定義
善用各種方法進行合理的猜測，例如：預測、使用前後文意線索或連接先備知識。

二、策略的教學應用
推論策略著重於閱讀理解、分析及邏輯推理能力。讀者要能依據文本脈絡與線索，
整合相關資訊進行「合理」猜測，意即「在字裡行間詳閱」(reading between the lines)。對於
教導推論技巧，Marzano(2010)提出四點基本假設：

1. 發現答案前，我們必須要找到線索。
2. 把線索與我們已知或已讀到的資訊結合。
3. 正確答案是開放性的，不一定僅有一個。
4. 我們必須要能支持提出的推論。

推論的應用層次很廣泛，從基礎字詞與句意可以靠上下文推論得知答案，到進階
釐清文章主旨、文章結論及作者觀點等，但皆須具備歸納及訊息整合能力。

三、策略在文本中的操作建議
在進入文章前，搭配本策略設計了三張存在微妙差異的圖片，由於要選出符合文
章敘述的圖片，學生必須仔細閱讀文章並圈出解謎的關鍵字，才能做出正確推論，是
非常適合訓練推論能力的完整設計。
6 Organizing 組織–文本結構分析

看標題
Who Am I ?

找線索、做記號：
引導學生從文中
找出說話者的特
徵（形容詞或名
詞）。圈出與外型
特徵相關的字詞
（形容詞）：big、t
all、strong、hairy。

排除可能性：在
名詞elephant和bea
r 上打叉叉。

圈選其他相關線
索並做合理推論：
居 住 在 forest （ 推
測為動物）、最愛
的食物是fruit（非
肉食性）、圖示的f
ootprint （ 非 四 隻
腳行走的動物）等

以劃記的線索為
依據，綜合推論：
學生依線索推論
可能的動物，無
依據或不合理的
推論則刪除。

《出自南一英語第一冊P. 29》
 7

>小試身手

1. Look 觀察下方三張圖片差異處
2. Read and Circle 閱讀下方謎語，並圈出解謎關鍵字
3. Check 將謎底（正確圖片）打勾

Who Am I?
I am a woman, but I am not beautiful.
My skin is green, and my clothes are black.
I live in a candy house in the woods.
I eat little children.
A black cat is my good friend.
Look! This is my big pot.
I use it to do magic.
Who am I?
8 Organizing 組織–文本結構分析

>仿寫練習

1. Look 觀察下方三張圖片差異處
2. Read and Circle 閱讀下方謎語，並圈出解謎關鍵字
3. Check 將謎底（正確圖片）打勾

Who Am I?
 9

>Organizing: Mind Map 心智圖

會考試題示例

《106年會考》
( )16. What is the book festival for?
(A) Selling second-hand books.
(B) Telling people how to choose books.
(C) Inviting people to change books with each other.
(D) Knowing what kinds of books are the most popular.
( )17. Sonja is busy packing some books for the book festival. Which is most
likely one of them? likely 可能
(A) An old dictionary of medicine.
(B) A book of short stories in English.
(C) A picture book with her own notes.
(D) A workbook she used in her math class. calendar 月曆
( )18. Look at the calendar. If Sean has a book festival card, when can he
use it?
(A) March 3.
(B) March 14.
(C) March 23.
(D) March 29.

Q16：此公告為舊書交換的宣傳，故選(C)邀請人們來彼此交換書本。

Q17：書本不能為學校的課本、漫畫、字典，且書本不能缺頁或有筆記，故只有(B)英
文的短篇故事書符合。

Q18：Sean 有書展卡，可於三月 16-31 日使用，但週一沒有開門，故只能選(C)。

10 Organizing 組織–文本結構分析

《105年會考》
( )18. What is FunGana 2016 for?
(A) Studying sea animals in Gana.
(B) Giving courses in water sports.
(C) Giving weather reports in Gana.
(D) Helping people experience Gana.
( )19. What does the reading say about Piso Island?
(A) It makes the best cars in Gana.
(B) It has nice weather in every season.
(C) It is the most popular island in Gana.
(D) It has the most mud springs in the world.
( )20. What does adjacent to mean?
(A) Like.
(B) Near.
(C) Bigger than.
(D) Warmer than.

Q18：第二段提到 FunGana 已經帶人們去過 Gana 很多的地方，與選項訢的意思最接近。

Q19：第二段提到 Piso Island 的天氣，一年四季都很適合度假。

Q20：第二段提到 Piso Island 坐船「只 (only)」距離 Wako Island 十五分鐘，可推知距離「不

遠；在附近」。
 11

>Organizing: Mind Map

組織：心智圖
一、定義
可讀性高的文本通常會有清楚的文本結構，辨識文本結構有助於學生理解文意，
降低部分的認知負荷，而組織即是用有系統的方式呈現這些結構。
圖像式組織圖（Graphic Organizer）是常見又有效率呈現文本結構的方式，其類型
有很多，可大致歸納出最常見的三種類型：樹狀圖（E-chart）、時間軸（timeline）和
表格（table），本課的心智圖即屬於樹狀圖的一種，常用來將文本中零散訊息和中心
主題的關聯方式視覺化呈現。

二、策略的教學應用
心智圖就是將中心主題與關聯概念（次級主題）連接起來的一種方法。不同於一般
在閱讀文本時的直線性思考，心智圖運用全腦思考，刺激想像力和創造力。心智圖的應
用方式：
1. 統整：將文本的主要概念或想法置於中心位置。
2. 分析：尋找文本中訊息間的關聯性，建立次級主題。
3. 歸納：將屬於次級主題的關鍵字句填入正確的位置。

三、策略在文本中應用
1. 先請學生仔細閱讀文本，並找出文本中的主題（the Taj Mahal）。
2. 根據文本中訊息間的關聯性，歸納出幾個圍繞中心主題發展的次級主題（泰姬
瑪哈陵的地點、「真實身分」、外觀顏色和背後的故事）。
3. 將文本中的關鍵字句，正確填入於對應的次級主題之下。
12 Organizing 組織–文本結構分析

1.閱讀前提問
請學生看圖預測

1. Q1: Please look at the picture on the postcard. What is the place?
→ It’s the Taj Mahal (in India).
2. Q2: What do you think it is?
→ It’s a tomb (of a beautiful queen).
請學生快速尋找明信片資訊（寄件人/ 寄件處/ 收件人/ 收件處）

1. Q3: Read the words on the postcard. Where is the postcard from?
→ It’s from India.
2. Q4: Who is the postcard from? / Who wrote the postcard?
→ It’s from Amit.
3. Q5: Who is the postcard for?
→ It’s for Tina.
4. Q6: Where does the person/ the receiver live?
 13

→ She lives in Taipei City.

14 Organizing 組織–文本結構分析

2.閱讀中提問
請學生閱讀文本，尋找關鍵字句，並畫線標註

1. Q7: What is the postcard mainly about? Please underline the key words or sentences. (明
信片中主要說明的訊息是什麼？)
→ It’s mainly about the Taj Mahal.
2. Q8: What is it?
→ It’s a famous landmark. It’s the tomb of a beautiful queen.
3. Q9: What color is it?
→ It’s pink in the morning.
→ It’s white at noon.
→ It’s golden at night.
4. Q10: Where is it?
→ It’s in India.
5. Q11: What is it about?
→ It’s about a touching story of a queen and her husband.

3.請學生將找出的訊息內容填入心智圖圖表中
 15

>小試身手

Hello Lana,
I am Matteo. I am a tour guide from Italy. I am 24
years old. In the photo, it’s the Trevi Fountain. It is a
famous landmark. People throw coins in it for good
luck. About 3,000 euros are in the fountain every day.
The coins are used to buy food for needy people.
Matteo.
16 Organizing 組織–文本結構分析

Read and Fill In

閱讀左頁明信片，並將正確字詞填入空格中。

People throw in it for good luck.

About are in the Trevi Fountain
every day.

The Trevi Fountain

It's in . It's a famous .

The coins are used to

for needy people.
 17

>仿寫練習
18 Organizing 組織–文本結構分析

Read and Fill In

閱讀左頁明信片，並將正確字詞填入空格中。
 19

>Scanning 掃讀1
會考試題示例

( )18. Which is true about City Sight Bus tickets? 《108年會考》

(A) It costs less to buy tickets on the Internet.
(B) People must pay the full ticket price for a pet.
(C) Tickets are more expensive in the high season.
(D) People save 10% if they buy two tickets for the same line.

( )19. Which is true about the bus lines?

(A) Line B takes more time. (B) Both lines cross Farmers’ Bridge.

Q18：從文中倒數第三行得知，在網路上訂票可節省10%的票價，故選(A)。

Q19：從圖中可看出 Line A 和 Line B 都是由 Central Station 出發，故選(C)。

20 Organizing 組織–文本結構分析

（20-22）
Sarah: You’re VERY popular today. I’ve had seventeen calls asking for you.
Mike: Finally! After all these years of kicking and running, I’ve got my own fans! So what did
they want? My photos? Do I need to sign my name? Are they starting a fan club for me?
Sarah: Well, let me ask you this: What day was yesterday?
Mike: Friday... Why?
Sarah: Did you forget something?
Mike: Did I forget... OH, NO! I didn’t pick up my soccer team’s sport shirts from the shop!
And we’re having this big game tomorrow!
Sarah: Yeah. And from what I’ve heard, it’s your team’s most important game this season.
Mike: OK. I have to go fix this now.
Sarah: Too late. They’ve tried. It’s not open on the weekend. And if you want to know, they are
Johnny, Ricky, Archie, Freddie...
Mike: I know, I know, everyone on my team. Oh, I’m a dead man now.
Sarah: Yeah, that was what they said on the phone, seventeen times.
《108年會考》
( )20. Why were there seventeen calls asking for Mike?
(A) His team was angry at him.
(B) He is a popular soccer player.
(C) He did not show up for the game on Friday.
(D) His name did not appear on the list of players.
( )21. What does It mean in the dialogue?
(A) The shop. (B) The fan club. (C) The soccer game. (D) The soccer season.
( )22. What can we learn about Mike?
(A) He is nice to people from his fan club.
(B) He plays soccer with Johnny and Ricky.
(C) He found a way to fix the trouble he made.
(D) He decided not to go to the game on Sunday.

Q20：從文中的第一行及第七行得知，Mike 的隊友打了17 通電話給他，因為他忘了去

領取明天重要比賽要穿的運動衫，可推知大夥很生氣，故選(A)。

Q21：從文中的第七行得知Mike 未去店裡取運動衫，而商店週末未營業，故選(A)。

Q22：從倒數第八行、第三～四行得知，Johnny 和Ricky 是Mike 的足球隊隊友，故選(B)。

 21

>Scanning 掃讀 I
一、定義
快速地閱讀文本找到特定訊息，掃讀其主旨並非細讀全文，而是專注於搜尋關鍵
字，擷取特定訊息或概念。傳統閱讀強調字字精讀，而掃讀技巧則特別適合用有時間壓
力下的閱讀。

二、策略的教學應用
1. 建立清楚的掃讀目標可以幫助提升閱讀效率。學生先概略了解題目要詢問的問題
再帶著問題進入文本搜尋答案。
2. 掃讀時，輔以手指定向可以提升搜尋速度，也可將指向的區塊資訊都一併閱讀。
3. 可使用不同文本與閱讀題材練習掃讀技巧。如使用字典查詢單字、在節目表中搜
尋想看的節目時刻、電話簿中尋找特定朋友的電話號碼，或是在報紙專欄中尋找
分類廣告。

要成功掃讀，讀者必須要清楚文章架構與內容，才能快速定位所需要的關鍵字句。

三、策略在文本中的操作建議
1. 右頁是一封派對邀請信，提醒學生必須在不讀完信件的前提下，找出派對的相
關資訊：when問派對時間、who問參加對象、where問派對地點、what問注意事項
（考量學生初次接觸此策略，為降低作答難度，what欄位無需填寫）。
2. 請學生快速閱讀邀請信，找到所需的人、時、地等資訊，並可視情況給予學生相
關提示，例如when欄位可以找數字（時間或日期）、who 欄位可以找人名或身分
where欄位可以找地點。
3. 最後將找到的資訊填入對應的欄位中。
22 Organizing 組織–文本結構分析

閱讀前提問內容 1. 請學生思考：在派對邀請函上，我們會看到什麼訊息？
例如：date（日期）、time（時間）、place（地點）、who（邀請對
象）、what（注意事項）
2. 觀看圖表中的疑問詞：when（何時）、where（何地）、who（何
人）、what（注意事項）

文本內容掃描 快速瀏覽此封電子郵件，找到與疑問詞相對應的資訊，並畫線標示：
→when: 11 a.m. to 3 p.m., Double Ten Day
→where: Jason’s house
→who: Rosa, Marco and Ming
→what: Please bring your favorite dish.
Please wear something from your country.
Don’t bring any drinks.

將資訊填入圖表 將找到的資訊填入圖表中。
 23

>小試身手

1. Look 觀察下方圖表中的 疑問詞 。

2. Read 快速閱讀右頁信件找到與 疑問詞 的對應資訊。

3. Fill In 將正確資訊填入圖表。
24 Organizing 組織–文本結構分析

Hank; Tina; Amy

Yvonne's baby shower

Hey everyone,

How are you doing? I’m doing great!

You are welcome to my house for Yvonne’s surprise
baby shower. It’s on November 15th from 2-6 p.m.
Please bring a baby gift for a boy.
Remember to not say anything to Yvonne. It’s a
secret! ;) By the way, don’t bring any food. Snacks
are on me.

Your friend,
Tom
 25

>仿寫練習

1. Look 觀察下方圖表中的 疑問詞 。

2. Read 快速閱讀右頁信件找到與 疑問詞 的對應資訊。

3. Fill In 將正確資訊填入圖表。
26 Organizing 組織–文本結構分析

Write文本練習
 27

>Scanning 掃讀 Ⅱ
會考試題示例

《108年會考》
( )24. What does this trick mean in the reading?
(A) Having eggs of different sizes.
(B) Growing stronger inside the egg.
(C) Saving food for weaker baby birds.
(D) Helping baby birds break out of the eggs.

( )25. What can we learn about superb fairy-wrens from the reading?
(A) Male birds can usually live for ten years.
(B) Baby birds grow well in hot, dry weather.
(C) Young male birds share the job of feeding the baby birds.
(D) Mother birds make smaller eggs when there is less food outside.

Q24：由第一段得知，鳥媽媽為了要使牠的小孩在孵化前更強壯，以適應炎熱乾燥的
氣候和食物較少的環境，因此牠必須產出大一點的蛋，故選(A)。

Q25：由第二段第一～三行得知，至少一隻的公幼鳥會出去覓食來幫助鳥媽媽餵食更
小的幼鳥，故選(C)。
28 Organizing 組織–文本結構分析

（22-24）
Ruth: I’ve got two tickets for a football game. The Lions vs. the Sharks, front-row seats, next
Saturday. Interested? You can take Jessica to the game.
Nate: How did you get the tickets?! They were all sold out months ago!
Ruth: And a table for two at Leeds.
Nate: Leeds?! But I called them yesterday and they said they were all booked for the year!
Ruth: Now it’s yours. You and Jessica can have a lovely dinner there after the game.
Nate: Wait a second. This is just not like you. What’s the catch?
Ruth: Well, you know this Friday I’m leaving for my vacation in London, and....
Nate: And what?
Ruth: And I was thinking if Charlie could stay with you next week.
Nate: The whole week?!
Ruth: Please! I can’t just leave him in my apartment.
Nate: You know I hate that stupid dog! And he hates me too.
Ruth: Please! You’re my last hope.
Nate: I need to think about it.
Ruth: OK, but not too long.
《106年會考》
( )23. What does it mean in the dialogue?
(A) Taking care of Charlie.
(B) Having dinner with Jessica.
(C) Going to the football game.
(D) Going to London for vacation.

( )24. What do we know from the dialogue?

(A) Ruth will go to London next Saturday.
(B) Ruth had trouble booking a hotel room in London.
(C) Nate is the first person that Ruth thought of for help.
(D) Nate is surprised that Ruth was able to book a table at Leeds.

Q23： 對話倒數第七行 Ruth 提出她的需求：請 Nate 幫忙照顧她的狗 Charlie 一個星期。

而 Nate 需要再想想。故 it 代表的是「照顧狗」這件事。 故選(A)。

Q24： 文章開頭提到 Nate 自己都無法預約訂到 Leeds 餐廳，因此對於 Ruth 能夠訂到

座位感到十分驚訝，故選(C)。
 29

>Scanning 掃讀 Ⅱ
一、定義
快速地閱讀文本找到特定訊息，掃讀其主旨並非細讀全文，而是專注於搜尋關鍵
字，擷取特定訊息或概念。傳統閱讀強調字字精讀，而掃讀技巧則特別適合用有時間壓
力下的閱讀。

二、策略的教學應用
1. 建立清楚的掃讀目標可以幫助提升閱讀效率。學生先概略了解題目要詢問的問題
再帶著問題進入文本搜尋答案。
2. 掃讀時，輔以手指定向可以提升搜尋速度，也可將指向的區塊資訊都一併閱讀。
3. 可使用不同文本與閱讀題材練習掃讀技巧。如使用字典查詢單字、在節目表中搜
尋想看的節目時刻、電話簿中尋找特定朋友的電話號碼，或是在報紙專欄中尋找
分類廣告。

要成功掃讀，讀者必須要清楚文章架構與內容，才能快速定位所需要的關鍵字句。

三、掃讀策略在文本中的應用
1. 先請學生觀看p.85上方有哪些動物。
2. 再請學生快速閱讀文本找到相關訊息（可先找到動物名稱，再確認其位置）。
3. 將動物的代號填入 p.84 房子內的正確位置。

文本內容掃描
1. Look at the title and the picture on p.85. What place is it?（看 p.85 的標題與 p.84
的圖片，這是何處？）
2. Read the article quickly. Find the animal names and where they are. Circle the
names and their places.（快速閱讀文本，找出動物名稱及其所在位置，將他們圈
選出來。）
→monkey ; kitchen
→pandas ; living room
→hippos ; bathroom
→parrot ; Dr. Wildman’s shoulder, bedroom
3. Put the animal stickers in the correct places.（將動物貼紙貼到 p.84 的正確位置
上。）
30 Organizing 組織–文本結構分析

《出自南一英語第一冊PP. 84–85》
 31

>小試身手
32 Organizing 組織–文本結構分析

Read and Match

快速閱讀文本，將動物們的代號填入左頁正確位置。

Welcome to Valerie Wildman’s Pet Shop

Valerie Wildman is Dr. Wildman’s wife. She is a

very smart businesswoman. There are many cool

things in her shop. Let’s take a look!

In aisle 1, there is pet food. It is very healthy.

There are some great toys in aisle 2. They are

colorful. Valerie’s dog Max is sleeping in aisle 3. A

yellow ball is his favorite toy. There are some white

rabbits in the shop. They are very cute. There are

some small orange fish, too.

Valerie’s Pet Shop is nice and clean!

 33

>仿寫練習
Draw畫出文本描述的場景
34 Organizing 組織–文本結構分析

Read and Match

快速閱讀文本，將 的代號填入左頁正確位置。
A B C

Write文本練習
 35

>Organizing: Text Structure Analysis

組織–文本結構分析
會考試題示例

《107年會考》
35. Below are the writer’s points in the reading:
a. Whether we should stop tribespeople whaling
b. The problem of whaling
c. Whaling as a way of life
order 順序
In what order does the writer talk about his points?
(A) a→c→b. (B) b→c→a. (C) c→a→b. (D) c→b
36 Organizing 組織–文本結構分析

36. Which idea may the writer agree with?

(A) We should stop all kinds of whale hunting.
(B) We should not worry about the number of whales.
(C) Tribespeople’s way of living is as important as animal lives.
(D) Working with the whaling business can make tribespeople’s lives better.

37. What can we learn from the reading?

(A) Tribespeople believe whales bring good luck.
(B) Tribespeople become rich by selling whale oil.
(C) Whaling was not a problem until 1,500 years ago.
(D) Whaling helped tribespeople’s lives in different ways.

引言：過去幾年，鯨魚的數量已驟減許多；人們認為所有的捕鯨行為應該要
在太遲之前禁止。
支持句：(1) 有人要全球都禁止捕鯨，但卻忽略了捕鯨在成為問題之前其實已
經由來已久。
(2) 1500年前捕鯨是部落人們生計的來源（鯨魚肉餵飽家人）；鯨魚脂
肪用來製作蠟燭或油燈。
(3) 過去40年只有10%的鯨魚是由部落人們所捕獵；其他90%是死於捕
鯨魚營利的商業行為。

結論：禁止所有捕鯨行為時，應該思考我們怎麼做才是解決此問題最好的方
式。

Q35：首段提出捕鯨的問題說明捕鯨是部落人們的生活方式是否應該禁止部落人們
捕鯨。

Q36：由作者最後的結論（畫線部分）可推知，部落人們的生活方式與動物的生命一樣
的重要。

Q37：由第三段畫線部分中看到鯨魚在部落人們的生活中以不同的方式呈現：鯨魚肉可
食、鯨魚脂肪可做蠟燭與油燈製作的原料。
 37

Ryan Kim 7/15/2013

Guesses about Carolyn Cole have been flying around since last
week, and now things have taken a new turn.
Last week Carolyn Cole won the Inscriber Prize, the country’s
biggest book prize, with her book Paper Soldier. Cole herself did not
show up for the prize. It was not only the first time in history that a first-
time writer won the prize, but also the first time that the winner did
not appear.
Now here comes another “first time” for the Inscriber: Cole is not
real. “She” is in fact Thomas Goode. Goode is known for his picture
books. His best-known book, Blue Moon, won him two national book
prizes and sold over one million copies.
Goode had tried to write “serious” books before. His first try was
Parent, which came out in 2006. Sadly, Goode’s big name did not help,
and there was little interest in Parent. Goode’s friend told NBN that he
wanted to write a book under a different name. Goode thought that
people might treat his book seriously if they did not know it was from a
picture book writer.
For the moment, there has been no word from Goode yet.

《107年會考》
38. From the news story, which fact is seen as a new turn?
(A) Carolyn Cole is a first-time writer.
(B) Carolyn Cole won the Inscriber Prize.
(C) Carolyn Cole is not the winner’s real name.
(D) Carolyn Cole did not appear for the Inscriber Prize.

39. Which is most likely true about the Inscriber Prize?

likely 可能
(A) It was started by NBN News.
(B) It is a new prize for picture books.
(C) It is a prize only for first-time writers.
(D) It is treated seriously by writers in the country.
38 Organizing 組織–文本結構分析

40. What can we learn about Thomas Goode?

(A) He has won the Inscriber Prize twice.
(B) He told NBN that Paper Soldier was his work.
(C) He wants to be more than just a picture book writer.
(D) His life as a picture book writer has not been successful.

41. What do we know about Thomas Goode’s books?

(A) The sales of Parent were bad.
(B) Paper Soldier is his best-selling book.
(C) His first picture book came out in 2006.
(D) Blue Moon was written under a different name.

Q38： 第三段提到，事實上 Carolyn Cole 的本名是 Thomas Goode，故選(C)。

Q39： 第二段提及 Inscriber Prize 是這個國家最大的書籍獎項，故選(D)。

Q40： 第三段提到，Goode 向來以他的圖畫書聞名，但第四段提到，他試著寫較嚴肅

的作品，故選(C)。

Q41： 四段第三行提到，Goode 的名氣並沒有提高 Parent 的銷售量，故選(A)。

 39

>Organizing: Text Structure Analysis

組織–文本結構分析
一、定義
Organize information visually to show solutions to a known problem.
圖像化整理資訊，將已知問題的解決方式視覺化呈現。
組織是將文本中的結構概念，有系統地呈現出來。可讀性高的文本通常有清楚的結構，
而不同的文本會有不同類型的結構發展模式。辨識文本的結構有助於學生理解文意，降
低部分的認知負荷，使用圖像式的組織圖（Graphic Organizer）能更清楚地呈現文本結
構。
圖像式組織圖的類型有很多，可大致歸納成最常見的三種類型：樹狀圖（E-chart）、時
間軸（timeline）和表格（table），本課以表格方式來拆解文本。

二、策略的教學應用
透過分析文章中的引言、主體和結論，來歸納文章中的訊息。
引言（Introduction）
引言為文章的第一段，通常用來揭示整篇文章的重點或點出主題。
主體（Body）
在引言和結論之間的段落，通常為支持引言中主題發展的句子，這些句子即稱為
支持句（supporting sentences）。
結論（Conclusion）
結論位於文章結尾，可用來呼應主題、提供問題的解決方式、對未來進行預測、提
出問題讓讀者思考，或對全段內容加以概述。
要成功掃讀，讀者必須要清楚文章架構與內容，才能快速定位所需要的關鍵字句。

三、策略在文本中的操作建議
1. 先請學生仔細閱讀文本，觀察文本中各段落的特性。
2. 閱讀文本後得知主題為奇美博物館，第一段為引言，第二段為描述細節的支持
句，第三段為結論。
3. 針對第二段，分別歸納出介紹外觀及內部的描述。
4. 將文本中的句子填入至對應的欄位，完成圖表。
40 Organizing 組織–文本結構分析

文 1. How many paragraphs are there in the reading? (這篇閱讀有幾個段落？)

本 → three paragraphs
內 2. Which paragraph is talked about in detail? (哪一個段落有詳細的描述？)
容 → the second paragraph
提 3. What is the first paragraph mainly about? Underline the key sentence.(第一段的主要內容為
問 何？劃記出關鍵句。)
與 → Ted and matt are at the Chimei Museum.
探
4. There are two parts in the second paragraph. What are they? Circle the key words. (第二段有
討
兩個部分，分別是什麼？圈出關鍵字詞。)
→ Part 1: inside the museum
→ Part 2: outside the museum
5. What is the first part of the second paragraph mainly talking about? Underline the sentences.
(第二段第一部分最主要在談論什麼? 將句子畫底線。)
Part 1: Inside the museum
There are shops, restaurants, and showrooms.
Some people are lining up for tickets.
Some people are looking at the artworks.
Part 2: outside the museum
There is a plaza, a meadow, and many statues.
Around the plaza, people are taking pictures.
In front of the plaza, there is a bridge. Twelve statues are standing on it.
Ted and Matt are taking a selfie.
In the meadow, some families are picnicking.
6. What is the third paragraph mainly about? Circle the key words. (第三段最主要在談論什麼?
圈出關鍵字詞。)
→ a museum for all
7. 將你找出的分段訊息填入p.100的圖表中。
 41

>小試身手

A Park for All

It’s a sunny morning in New York City.

Monica and Rachel are at Central Park. It’s big
and beautiful. They’re having a good time.
Central Park is a great place. Inside the
park, there is a lake, a meadow and many
bridges. There is a zoo in the park, too. Some
people are dancing. Some people are drawing. In
the middle of the park there is a castle, a theater and a garden.
Around the lake, many people are walking their dogs. In front of the lake is
Strawberry Fields. There is a memorial to John Lennon there. Monica and Rachel are
putting some flowers there. in the garden, some children are playing. Everyone is having
fun.
Central Park is not just about nature. It is also a place of joy. It is a park for all.
42 Organizing 組織–文本結構分析

Read and Write

閱讀前頁課文，分析結構，並將句子正確填入下方圖表。

Introduction 引言

Body 主體
Inside the park

1.

2.

In the middle of the park

Around the lake

In front of the lake

1.

2.

3.

In the garden

Conclusion 結論
 43

>仿寫練習
Write文本練習
A for All

Draw畫出文本描述的場景
44 Organizing 組織–文本結構分析

Read and Write

閱讀前頁課文，分析結構，並將句子正確填入下方圖表。
 45

>Organizing: Problem and Solution

組織–問題與解決方案
會考試題示例

( )27. What does Wonky Markt care about?

(A) Supermarkets often sell “seconds” at a lower price.
(B) Farmers don’t know how to grow fewer “seconds.”
(C) “Seconds” are thrown away because of how they look.
(D) People don’t know much about picking fresh “seconds.”

Q27：第一段將「問題」點出：描述不好看的蔬菜水果不被市場所喜愛，所以往往超市
不會向農民購買這類的「次級品 (seconds)」。畫線的部分也提到這些「次級品 (sec
onds)」的去處就是被丟到垃圾桶，即「問題」的呈現。
第二段提出「解決方法」：從畫線的部分可得知Wonky Market協助販賣這些賣相
不佳的「次級品 (seconds)」，減少這些蔬果被丟棄的機會，製造雙贏的局面，故
這題的答案為C。
46 Organizing 組織–文本結構分析

Dear Aunt Tara,

I have a problem with my homework. We have to do it in a
group. It has to be finished this Friday, but Gary, the boy in our
group, has done nothing helpful. He just keeps rocking the boat.
Every time we talk about the work with him, he always says,
“Don’t worry. I’ll do it later.” But the seldom does his job. And
when he does, he does it the wrong way. Someone has to do it
for him again. What’s worse is when Ms. Lin asks about our
group, Gary always tells her that we others don’t work hard
enough. I’m really mad at Gary about this. We’re in the same
group. Shouldn’t we help each other to do a better job?
Kate

Dear Kate,
It is important for students to learn how to work together
in a group. Maybe you should talk to Gary about the problem
and tell him you all need his help. If he still doesn’t change, go
talk to your teacher. I believe she can make Gary do his job.
Aunt Tara

( )31. What do we know from Aunt Tara’s letter? 《102 年會考》

(A) Gary has decided to change himself.
(B) Kate is the leader of Ms. Lin’s class.
(C) Gary should be put in another group.
(D) Kate should let Gary know how she feels.

Q31：此封書信內容畫線的部分即提出Kate目前所面臨的「問題」—小組成員Gary在小
組作業上並沒有做出任何的貢獻。
Aunt Tara的回信中，Aunt Tara建議的「可行之道」為：
(1) 跟Gary說明這個問題，並表明小組需要他的協助。
(2) 若無改善，再跟老師說明，尋求老師的協助。
由此可知，Aunt Tara的回信中，建議Kate應該要讓Gary知道她的想法與感受
為何。
 47

>Organizing: Problem and Solution

組織–問題與解決方案
一、定義
Organize information visually to show solutions to a known problem.
圖像化整理資訊，將已知問題的解決方式視覺化呈現。
組織是將文本中的結構概念，有系統地呈現出來。可讀性高的文本通常有清楚的結
構，而不同的文本會有不同類型的結構發展模式。辨識文本的結構的有助於學生理解文
意，降低部分的認知負荷，使用圖像式的組織圖（Graphic Organizer）更能清楚地呈現
文本結構。
圖像式組織圖的類型有很多，可大致歸納成最常見的三種類型：樹狀圖（ E-char
t）、時間軸（timeline）和表格（table），本課「問題與解決方案」屬於樹狀圖的一種。

二、策略的教學應用
「問題與解決方案」通常用來呈現文本中提到的主要問題，以及解決此問題的方法。
例如一篇文章提到了能源不足導致電力短缺的問題，為了解決此問題，作者提出發展
太陽能為解決方案。像這樣的文章就非常適合使用此策略來分析文本。

三、掃讀策略在文本中的應用
本文設定情境為居住在所羅門島的島民Kathy寫信向Super 4求救（延續對話超級英
文團隊的概念），因為地球暖化、冰山融化導致海平面上升，島民生活陷入危機，因此
Kathy希望藉由超級英雄的力量改善這問題。學生必須仔細閱讀並找出各超級英雄可以
為島民做的幫助為何，並正確填寫。
48 Organizing 組織–文本結構分析

指引學生看p.122、p.123的圖片，提出以下問題：
1. Look at the picture on p.123. What' s happening to the islands/the houses?
2. Look at the people on pp.114-115.What are their names? Circle their names in this
reading.

指引學生看p.122，提出以下問題：
1. It is a letter from Kathy. Who does Kathy write to?
2. Why does Kathy write the letter?
3. Find the problem in the reading and highlight it.

請學生看已圈出的Super 4的名字，從文章中找出他們的超能力。
1. Find the names you just circled. What are they good at? Please underline their
power.
2. What is Ice Queen good at?
3. What is Clunk good at?
4. What about Captain Brave?

引導學生說出Super 4的能力可以怎麼樣幫助Solomon Islands這個島國。

1. What can they do to help Solomon Islands?
2. Please write down the solutions to the problem the country face.
 49

>小試身手

Dear Super 4,
We need help! My city is beside a big volcano. This volcano is going to
erupt very soon. We must leave the city, but we have too many people. We
don’t have time to save everyone!
Ice Queen, you can freeze anything. Please freeze the lava and slow it.
Clunk, you are so strong. Please help carry people to another city. Captain
Brave, you can help more people be brave, too. They can listen to you and feel
safe.
Please save us! We don’t want to die!

Love,
Stephen.

Read and Write 閱讀課文，分析結構，並將句子正確填入。

50 Organizing 組織–文本結構分析

>仿寫練習
Dear ,

Read and Write 閱讀課文，分析結構，並將句子正確填入。

 51

>小試身手解答
p.7

1. Look 觀察下方三張圖片差異處
2. Read and Circle 閱讀下方謎語，並圈出解謎關鍵字
3. Check 將謎底（正確圖片）打勾

Who Am I?
I am a woman, but I am not beautiful.

My skin is green, and my clothes are black.

I live in a candy house in the woods.

I eat little children.

A black cat is my good friend.

Look! This is my big pot.

I use it to do magic.

Who am I?
52 Organizing 組織–文本結構分析

p.15
Read and Fill In
閱讀左頁明信片，並將正確字詞填入空格中。

People throw coins in it for good luck.

About 3 ,000, euros are in the Trevi Fountain
every day.

The Trevi Fountain

It's in ltaly . It's a famous landmark.

The coins are used to buy

food for needy people.
53
54 Organizing 組織–文本結構分析

p.22

1. Look 觀察下方圖表中的 疑問詞 。

2. Read 快速閱讀右頁信件找到與 疑問詞 的對應資訊。

3. Fill In 將正確資訊填入圖表。

2 p.m. to 6 p.m., November 15th.

Hank Tom's house

Tina

Amy

Please bring a baby gift for a boy.

Don't bring any food.

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p.30

C B A
56 Organizing 組織–文本結構分析

p.41

Introduction 引言

Monica and Rachel are at Central Park.

Body 主體
Inside the park

1.

2. There is a lake, a meadow and many bridges.

There is a zoo.
In the middle of the park

Around the lake

There is a castle, a theater and a garden.

In front of the lake

1. Many people are walking their dogs.

2.

3.
There is a Strawberry Fields.
In the garden
There is a memorial to John Lennon.

Monica and Rachel are putting some flowers there.

Conclusion 結論

Some children are playing.

It is a park for all.

 57

p.48

Dear Super 4,
We need help! My city is beside a big volcano. This volcano is going to
erupt very soon. We must leave the city, but we have too many people. We
don’t have time to save everyone!
Ice Queen, you can freeze anything. Please freeze the lava and slow it.
Clunk, you are so strong. Please help carry people to another city. Captain
Brave, you can help more people be brave, too. They can listen to you and feel
safe.
Please save us! We don’t want to die!

Love,
Stephen.

Read and Write 閱讀課文，分析結構，並將句子正確填入。

Freeze the lava and slow it.

Help carry people to another city.

Help more people be brave.

58 Organizing 組織–文本結構分析