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English-Teaching Project: a Conversation Class

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Julia Chang

on 5 June 2013

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Transcript of English-Teaching Project: a Conversation Class

699210692 Julia Chang English-Teaching Project:
a Conversation Class 1. Brief Introduction to the Class 2. Teaching activities & rationales 3. Students' observed progress
and feedback Time: a 12-session 90-minute conversation class lasting for 3 months on Monday evenings
Student: about 13 to 17 students in a class. Their age ranges from 13 to 40 years old.
Learning goal: intrinsic motivation × instrumental orientation
Proficiency level: beginning intermediate * Macro-skill practice:
Speaking problems diagnosis * Macro-skill practice:
Role play * Macro-skill practice:
Song cloze * Sentence pattern practice * Conversation text focus Students are asked to predict the general situation from the picture given.
They will read, listen to, and chorally repeat the conversation between two speakers as an introduction to that day's main topic.
They can review the words they have learned before and recognize some common conversation fillers. Students will know the way to form statements, questions, and negations with a certain sentence pattern (e.g., to use present-perfect tense, to use future tense, to describe an event, to make requests politely, to give suggestions...)
They will have a chance to practice a conversation with neighbors and take turns asking the same questions again while their partner provides true information. Pop songs are easy access to Western cultures. To enable students to see English in the authentic use, pop songs are selected as listening material.
Twenty to twenty-five words are removed for them to listen and predict from the context at the same time.
It may help them to know there are ways to learn English outside the classroom. Students form 3 groups of ‘fast-food restaurant’, ‘brunch diner’, and ‘coffee shop’. Each group is given an authentic menu from Burger King, Sunday Brunch, and Starbucks. They have to use the restaurant language.One plays the role of waiter/waitress with the rest being customers. For the second round, menus are exchanged among groups and members change the role they play. Students write down the problems they have about English speaking without specifying their names. The instructor collects all sheets and categorizes them as (1) worries about grammar, (2) lack of enough vocabulary, (3) problems about pronunciation/accent, and (4) no opportunity to practice outside the classroom. Students form groups of 3 to 4 to discuss possible solutions to the common problems Taiwanese students meet. Each group can share anything about this topic they what to and the instructor helps them to navigate the challenging situations. * Willingness to take risks at using newly learned forms
* Courage to ask questions in front of the class when they have confusions
* Greater L2 self-confidence
* More accuracy and fluency
* Getting used to the interactive atmosphere 4. Overall reflection 5 to 6 hours to prepare 90-minutes
class 3 hours to keep a teaching journal * Rapport building among students * My own speaking skills * Grammatical rules explanation
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