Josephine's Reflection Paper
Josephine’s Reflection Paper (93951010)
Introduction:
In this course, I‘ve learned a serious topics that can be truly applied to my senior I class to arouse students’ interests in English learning. Among these methods, I’m especially interested in tongue twister, interactive drama and group discussion, so I’d like to design well-organized teaching plans of the above topics to make the lessons go more smoothly.
Tongue Twister
1. How Tongue Twisters are usually taught in senior high school
Though tongue twisters are widely introduced in some text books, they are just taught so shallowly and randomly that students may fail to understand why they should learn tongue twister and they may have no ability to create other tongue twisters.
2. Teaching Procedures
Firstly, I’d like to either read some classic tongues to my students, such as “Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?” by myself or broadcast them several times until they get familiar with the pronunciation, tones, and rhymes. Then, I‘ll have the students read some classic tongue twisters aloud all together. And then, five students will be in one group and each of them is encouraged to take turns reading the tongue twister in groups for about ten minutes. After that, each group will appoint one representative to perform one tongue twister in public.
3. Assignment
After class, the students will be assigned to find at least three more tongue twisters on the Internet individually and then they need to cooperate with other group members to create five tongue twisters and all these tongue twisters created by themselves will be corrected by the teacher and then compiled together.
Interactive Drama
1. How dramas are usually taught in senior high school
Since both listening and speaking competence are not tested in all entrance exams, Most English teachers are neither interested in dramas nor motivated to have any long-term teaching plans of teaching dramas inside or outside class. Take my school as an example,
2. Teaching Procedures
According to Alun LW. Rees, the teacher-author of the ID will of course adapt the language culture, and social setting of whodunit he selects to the sophistication and interests of the performers and their anticipated audience. Therefore, since how to prompt my shy, passive students to speak English more spontaneously in class has already become my problem for a long time, the first thing I need to do is to make some adjustments of the existing playwrights created by my classmates in ETMA this summer. Besides, although they may take highly interest about some controversial plots, I’ll try to avoid some too complicated ones related to sex and violence. And then, I’ll have each of the performers do some brain-storming and preparation beforehand so that the ID will get much more smoothly. Finally, all the performers will be encouraged to act out bravely on stage, just trying to present a different personality which has never found by others. One thing for sure is that nobody will get hurt or feel uncomfortable during the ID and each one is highly motivated to learn English well through the performance.
3. Assignment
The students need to create their own ID playwrights whose contents are not necessarily required to be too complicated so that the students can play them out and get involved in the plots without any difficulties. Every two weeks, as long as we have sufficient time in English class, they will be asked to perform one ID playwright so that they will not only dare to speak out in English but also sharpen their English communicative competence consequently.
Group Discussion
1. How Group Discussions are usually applied in senior high school
Although group discussions are often demonstrated in class, but, most of the time, they are just designed to answer a certain kind of questions, thought to be not too authentic or conflicting to arouse students’ interests.
2. Teaching Procedures
The activity I am going to conduct in class is more like decision-making techniques, but would be simpler to fit my EFL senior high school students in Taiwan. For example, students will be divided into several groups, and five students in group. They will get the profiles of six applicants of one vacancy beforehand to look up some new words in a dictionary in order to save class hours. Then, next day, each member will be asked to act as supervisors to decide who they would hire within an hour. Though this process, they need to use English to persuade other people to change their mind or just change their mind to reach common consensus. Finally, each group need to select one person to present their result and explain the reasons why they would choose the applicant.
3. Assignment
Have the students hand in one learning sheet which should contain the process of their discussion by answering the following questions: How and why did they make the agreement? Why were some of them willing to be persuaded? How did they feel about this result? Were they satisfied with it or just feeling offended and why?
Conclusion:
Conducting any one of the above of the group work may be both changeable and exhausting, because the class may be totally out of control or use the native language, etc. But if the teacher can make very well-prepared teaching plans of them beforehand and adopt others’ experiences, the situation will be totally different. The whole class will definitely become not only much more interested in English learning but also more willing to speak English in public after joining the activities and start to learn automatically.
Introduction:
In this course, I‘ve learned a serious topics that can be truly applied to my senior I class to arouse students’ interests in English learning. Among these methods, I’m especially interested in tongue twister, interactive drama and group discussion, so I’d like to design well-organized teaching plans of the above topics to make the lessons go more smoothly.
Tongue Twister
1. How Tongue Twisters are usually taught in senior high school
Though tongue twisters are widely introduced in some text books, they are just taught so shallowly and randomly that students may fail to understand why they should learn tongue twister and they may have no ability to create other tongue twisters.
2. Teaching Procedures
Firstly, I’d like to either read some classic tongues to my students, such as “Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?” by myself or broadcast them several times until they get familiar with the pronunciation, tones, and rhymes. Then, I‘ll have the students read some classic tongue twisters aloud all together. And then, five students will be in one group and each of them is encouraged to take turns reading the tongue twister in groups for about ten minutes. After that, each group will appoint one representative to perform one tongue twister in public.
3. Assignment
After class, the students will be assigned to find at least three more tongue twisters on the Internet individually and then they need to cooperate with other group members to create five tongue twisters and all these tongue twisters created by themselves will be corrected by the teacher and then compiled together.
Interactive Drama
1. How dramas are usually taught in senior high school
Since both listening and speaking competence are not tested in all entrance exams, Most English teachers are neither interested in dramas nor motivated to have any long-term teaching plans of teaching dramas inside or outside class. Take my school as an example,
2. Teaching Procedures
According to Alun LW. Rees, the teacher-author of the ID will of course adapt the language culture, and social setting of whodunit he selects to the sophistication and interests of the performers and their anticipated audience. Therefore, since how to prompt my shy, passive students to speak English more spontaneously in class has already become my problem for a long time, the first thing I need to do is to make some adjustments of the existing playwrights created by my classmates in ETMA this summer. Besides, although they may take highly interest about some controversial plots, I’ll try to avoid some too complicated ones related to sex and violence. And then, I’ll have each of the performers do some brain-storming and preparation beforehand so that the ID will get much more smoothly. Finally, all the performers will be encouraged to act out bravely on stage, just trying to present a different personality which has never found by others. One thing for sure is that nobody will get hurt or feel uncomfortable during the ID and each one is highly motivated to learn English well through the performance.
3. Assignment
The students need to create their own ID playwrights whose contents are not necessarily required to be too complicated so that the students can play them out and get involved in the plots without any difficulties. Every two weeks, as long as we have sufficient time in English class, they will be asked to perform one ID playwright so that they will not only dare to speak out in English but also sharpen their English communicative competence consequently.
Group Discussion
1. How Group Discussions are usually applied in senior high school
Although group discussions are often demonstrated in class, but, most of the time, they are just designed to answer a certain kind of questions, thought to be not too authentic or conflicting to arouse students’ interests.
2. Teaching Procedures
The activity I am going to conduct in class is more like decision-making techniques, but would be simpler to fit my EFL senior high school students in Taiwan. For example, students will be divided into several groups, and five students in group. They will get the profiles of six applicants of one vacancy beforehand to look up some new words in a dictionary in order to save class hours. Then, next day, each member will be asked to act as supervisors to decide who they would hire within an hour. Though this process, they need to use English to persuade other people to change their mind or just change their mind to reach common consensus. Finally, each group need to select one person to present their result and explain the reasons why they would choose the applicant.
3. Assignment
Have the students hand in one learning sheet which should contain the process of their discussion by answering the following questions: How and why did they make the agreement? Why were some of them willing to be persuaded? How did they feel about this result? Were they satisfied with it or just feeling offended and why?
Conclusion:
Conducting any one of the above of the group work may be both changeable and exhausting, because the class may be totally out of control or use the native language, etc. But if the teacher can make very well-prepared teaching plans of them beforehand and adopt others’ experiences, the situation will be totally different. The whole class will definitely become not only much more interested in English learning but also more willing to speak English in public after joining the activities and start to learn automatically.
posted by Josephine Chung at
12:42 AM
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