From the pronunciation of vocabulary to sentence reading, picture description, and simple conversation, Miss Tsao checked stdudents' oral proficiency with a face to face oral interview based on the lessons they've already learned. The whole process of the test was around 10 to 15 minutes for each student, and once the test began both the tester and the testee should use English only. Students were asked to give feedback which helped the teacher to know not only what they thought about their test result, but what caused it. Please check here for complete information.
By introducing the changing of female clothing, the teacher motivated her students not only visually, but physically. Rich photos of typical clothing on one hand led students back to that specific period of time; on the other hand helped them practice the key grammar: the position of prepositions (after a noun or noun phrase). Besides, students had to play the role as models to help involve in this class and refresh what they have learned.
Reporter 2: 立新國中 廖加鈴老師
Topic 2: 英語歌曲比賽 與 單字王大賽 (Please check here.)
A brief introduction about of how these two competitions were held in 立新 junior high school.
Reporter 3: 長億高中 郭淑華老師
Topic 3:合作學習在英語教學上之應用 與 英語讀本在英語學上之應用 (Please check here.)
Miss Guo practiced cooperative learning style into the performance of readers theater, and role play. Students had to read together; therefore, team work also encouraged slow leaner's to take a part in the play no matter how many lines they actually spoke. By doing so, her students learned to communicate and help each other.
To make a good use of the books in the library, Miss Guo helped the talented students to make up their story by the training of rewriting and summarizing. Furthermore, students had to recall what they had learned in the computer class in order to finish their own story book. At the end of the semester, everyone had a chance to introduce their own piece of work with a formal report, including the use of power point.
Reporter 4: 太平國中 賴娟蓮老師
Topic 4:分組教學 與 讀者劇場(Please check here.)
Observing the photos of her class, students were involved in the card game about phonics. Miss Lai gave orders and all the groups had to worked together to find out the answers quickly and correctly. Students became the center of the class, and all the teacher did was to stay behind and let them control the teaching process. Cooperative learning was highly admired by the students because they could think, ask, and talk together to work out any problem immediately.
Reporter 5: 中平國中 詹效嘉老師
Topic 5:有效教學之英語歌唱比賽 (Please check here.)
If all your favorite songs become your learning materials, won't you be eager to learn English? In Miss Zhan's class, students chose their favorite songs, got closer to them, and then they had to introduce these songs formally. Learning English songs was no longer filling into the gaps.
Topic 6:交通安全教育融入英語教學 (Please check here.)
A good way to help students learn English naturally is to bring them into daily life situations. Traffic signs are everywhere, but they can also be the materials for learning Imperative sentences. Traffic rules are boring, but once your classmates or teachers play the roles as "live" rules to tell you dos and don't, you learn everything.