1. No category

Award Scheme on Instructional Design
2007 / 2008
Form IV Yearly Oral Plan –
How to enhance students' interest in
English through effective teaching and
creative topics
Serial No.: C037
Subject: English
Level: S1 (Form 4)
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Introduction
Subject:
English Oral
Teaching targets:
Form IV students
Time for this lesson plan: the whole 07-08 academic year
No. of weeks in the year 07-08:
events and school examinations)
40 (including opening ceremony, holidays, school
No. of periods per week: 1
Time for one period: 40 minutes
No. of students in one class:
40
Overall design of this lesson plan:
This lesson plan is written for Form 4 students in a secondary school for their oral
lessons. The class meets once a week on every Saturday morning.
This secondary school has incorporated the oral lesson into the traditional English
reading lessons since it was established in 2001. In my previous teaching years,
most of oral materials were taken from the conversation textbooks which were
published in Hong Kong. However, it is found that the students lost interest in those
teaching materials. Through many meetings and careful consideration, the English
teachers in this school concluded the reasons for students’ low interests in the
materials. First, the topics are not related to their daily lives. Second, the content
of the textbook does not relate to the actual situation since the textbook is published in
Hong Kong and thus, is somewhat related to Hong Kong society. Therefore, the
progress of the students and their well-maintained interest in English conversation
require a more challenging task. Under many trial lessons, we, the English teachers,
have come up with the following programs of study.
Following the student-centred approach, this program contains interesting topics,
funny games, interactive activities and effective evaluation. Each lesson is so
carefully planned that it starts with simple self introduction, presentation and then
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
deeper discussion. Starting with the self-introduction in the first period, students are
more familiar with their English teachers. Thus, the teachers should develop a good
relationship with their students. By getting along with each other well, the students
feel relaxed and can begin to speak English in a non-threatening environment.
Warming-up activities such as guessing the names of the classmates and passing the
message enable students to get along well with their classmates. This also serves as
a first step to have a good communication for the preparation of group work and
presentation in the coming lessons.
The topics in this program of study, like lifestyles and adjectives about feelings are all
related to their daily lives. Students can get to know the relevant vocabulary and
know whether they lead a healthy lifestyle and whether they have a balanced diet or
not.
The topics are related to their social situation, too. For instance, in the last project,
the students are required to comment on the work of one of the governments in Macau.
Students have to approach their chosen department and have direct interview with the
officers or search the information in the newspapers and Internet. The special
feature of this program is that each of the student
Interview with foreigners enable the students to get their first experience to
communicate with foreigners in English. This serves as a first step to guide them to
overcome their usual fear when communicating with strangers especially the ones
with foreign language. Through this valuable experience, the students can know
their strong points and weaknesses and the most important of all, the overall image of
Macau by foreigners.
Overall teaching objectives:
The overall aim of courses of initial teacher education is to prepare students to
become competent and thoughtful learners, who are committed to absorbing high
quality information for them. This curriculum ensures that students acquire the
insights, knowledge and skills necessary for achieving the highest academic standards
in spoken English. Through this course, the teachers are able to foster their students'
personal, social, emotional and moral development and encourage them to take
pleasure in learning. The courses should assist students to reflect on their practice and
assist them to consider the ways of improving their effectiveness. In designing this
curriculum, we have considered the needs of our pupils beyond the confines of the
classroom; help pupils prepare for the next stage in their education; and identify how
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
the educational experience will help them prepare for the world of work and the wider
responsibilities of citizenship.
Through this program, students can:
z participate in dialogues
z have a deep discussion about the topics introduced
z raise questions about the topics
z give relevant answers to the questions raised by others
z prepare the drama and act well in it
z exchange ideas with their classmates
z present their own ideas
z evaluate the performance of others
z have a chance to concern about their society
Creativity and Special Features:
This program of study is a breakthrough from the traditional and boring coursework
which are provided to the students in the previous years of teaching. The traditional
coursework involves a high degree of involvement by teachers whereas this program
provides a good opportunity for students to work independently and exert a high
degree of involvement. This student-oriented program emphasizes on students’
communicating ability in participating in the group work and presenting their own
ideas n English.
This program highly enhances their creativity in which students have to invent a
product which does not exist in the world. By forming a group of two, students can
learn the idea of their group members. At the end of this part, students have to
present their own created invention in front of the whole class. Thus, in return,
students can learn their classmates’ creativity.
One special feature of this program is that each presentation is followed by a briefing
from the teachers and a lively discussion from the last period. Teachers ensure that
each topic is well explained so that every student knows what they are going to
present. After attending the briefing, students have to form groups to have a deep
discussion. At the end, they have to present their own work. Perhaps the most
special feature of this program is the collection of students’ work.
Teaching Evaluation:
This program highly reflects and emphasizes the evaluation both by teachers and
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
students. First, students’ work can be evaluated by both their own, other English
teachers and their classmates. In each students’ presentation, students can receive a
mark by their English teachers as well as a mark by their classmates. At the
beginning of each presentation, teachers will distribute an evaluation form to the
classmates in which they have to give marks to the presenters during the presentation.
In what ways can the students’ work be evaluated by the other English teachers who
are not teaching them in that academic year? Students have to participate in a
project in which they have to interview an English teacher who is not teaching them in
that academic year. They have to design all the questions in the interview and then
make an appointment to arrange for the interview with the English teacher. During
the interview, they can ask any questions they planned and most important of all, they
have to tackle any uncertainties. At the end of the interview, they receive a mark
given by that English teacher.
In what ways can the teachers be evaluated by the students? Teachers can also be
evaluated by the students by giving out a course evaluation form to every student in
the class at the end of this program.
Since the students do not need to write their
names in the form, they feel free to give any suggestions and improvements which can
be made for the existing program.
In this way, teachers can have feedback and
have insight on how to improve the program and to work better for the next academic
year. They also know the needs of the students and in return, the students can have a
tailor-made for the next year.
Suggestions:
The followings are my suggestions:
1. In forming groups for the presentation, teachers can let students to choose their
group members only for the first or the second time. At the beginning of the
new academic year, students may not know all their classmates. Therefore, we
can let them choose their group members. For the following presentations,
teachers should not let them choose on their own. Instead, the teachers should
choose the groups members for the students according to the average level of
English standard among each group. In this way, the students can learn from
different group members. At the same time, this can avoid any unfair situation
appears when all the proficient students always stay in one group.
2. Teachers should also monitor closely at every students’ discussion to make sure
that the students are speaking English. If not, the students may have the
temptation or tendency to speak in their mother tongue, Cantonese.
3. Although the students have to work on their own in every presentation, teachers
2007/2008 學年教學設計獎勵計劃獲獎作品
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
should play an important role in assisting their students whenever difficulties
arise. Teachers should always be ready to answer any questions when students
want to consult any English words.
Teachers should also check their interview questions before the students interview the
foreigners. Besides from checking the grammatical mistakes, teachers should be
careful about the courtesy problem since it affects the whole image of Macau.
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Oral Teaching Schedule
Time: the whole 07-08 academic year
No. of weeks in the year 07-08: 40 (including opening ceremony, holidays, school
events and school examinations)
No. of periods per week: 1
Level: Form IV
Semester Week
1
Date
1
1st Sep, 07
2
8th Sep, 07
Module
Topic
Duration
Page
(period)
School new academic year
commencing ceremony
1
th
Self-introduction
1
9
3
15 Sep, 07 2
Warm-up Activities:
- Guessing the English names
- Passing the message
1
12
4
22nd Sep, 07 3
Lifestyles and advices
4
15
Adjectives with feelings
4
27
Adjectives with feelings
4
2
Best Invention in the world
4
37
4
37
Best Invention in the world
4
37
Making our school greener
4
48
th
5
29 Sep, 07
6
6th Oct, 07
7
13th Oct, 07
8
20th Oct, 07 4
9
27th Oct, 07
10
3rd Nov, 07
11
10th Nov, 07
12
17th Nov, 07 4
13
14
15
th
24 Nov, 07 5
st
1 Dec, 07
th
8 Dec, 07
School Anniversary
5
Best Invention in the world
th
16
15 Dec, 07
17
22nd Dec, 07
18
School 1st term examination
Christmas holiday
th
29 Dec, 07 5
th
19
5 Jan, 08
20
12th Jan, 08
21
19th Jan, 08
6
School 2nd term examination
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Semester Week
2
1
Date
26th Jan, 08
Module
6
Duration
Page
(period)
Making our school greener
4
48
Environmental protection drama
3
66
3
66
3
75
nd
2
2 Feb, 08
3
23rd Feb, 08 7
st
4
1 Mar, 08
5
8th Mar, 08
6
15th Mar, 08 7
8th March Female Festival
Environmental protection drama
nd
7
22 Mar, 08
8
29th Mar, 08 8
9
Topic
Easter holiday
th
5 Apr, 08
Ching Ming Festival
th
10
12 Apr, 08
11
19th Apr, 08
Limericks
School 3rd term examination
8
Limericks
3
75
9
Foreigners’ interviews
3
83
Interview with English teachers
3
96
th
12
26 Apr, 08
13
3rd May, 08
th
14
10 May, 08
15
17th May, 08
16
24th May, 08 10
st
17
31 May, 08
18
7th June, 08
19
14th June, 08
School 4th term examination
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
One
Title:
Self-introduction
Duration:
One period
Teaching Method:
z
z
z
Teaching Aid:
Handouts
Objectives
z
z
z
z
z
Difficulties
z
z
Giving a self-introduction by the teacher
Students, in return, give an introduction about themselves
Introducing the requirement of this program
To get to know the English teacher and the classmates
To train the students to get a rough description about
themselves in just a short period of time
To develop students’ speaking skills
To get to know the requirement of this academic year
To have a good preparation for the coming projects
Students may be shy to speak in front of their classmates,
especially the ones whom they don’t know.
Students may feel under pressure when they know that
they have to deal with so many projects in the coming
year. Thus, the teacher should guide them to have a
positive attitude.
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
1.
2.
3.
prepare a name list of the
students for recording their
English names and some basic
information
prepare a self-introduction on
areas like age, teaching years,
family, etc.
prepare a handout stating the
2007/2008 學年教學設計獎勵計劃獲獎作品
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
requirement of each project
During the class:
Step 1:
z
z
(5 mins)
give a self-introduction as an
z
example for students to
follow.
Teacher’s self-introduction:
Hello! Good morning, my
dear students! My name is
Ms. Anita Tang or you can
call me Ms. Anita. I am your
Oral teacher for this academic
year. Hope we can work
together well! My age is
twenty-nine and I am married.
I have a son who is now 3
years old. He is very cute
and I love him and my
husband very much. I enjoy
my work as a teacher since I
get satisfaction whenever
students achieves something.
During my leisure time, I like
to listen to soft music. What
about yours?
Ask the students if they want
z
to know something more
about the teacher.
Step 2:
z
Teachers’ Self-introduction
Listen attentively to
the teacher’s
self-introduction in
preparing for their
own introduction.
z
To get along well
with the students so
that the students
can work in a
non-threatening
environment.
Think what other
information they
would like to have to
know more about the
teacher.
z
To make students
feel curious and
feel relaxed to ask
any questions they
think of.
Try their best to give
a simple introduction
Discuss with their
seatmates for a better
one.
z
To make students
have the first
chance to speak in
front of their
classmates which
they may not know
since it is just the
Students’ introduction (25 mins)
Ask each student to give their z
own introduction. They can
either follow their teacher’s
z
sample or add any information
they like.
2007/2008 學年教學設計獎勵計劃獲獎作品 10
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
beginning of the
new academic year.
Step 3:
z
z
Introducing the coursework and stating the requirement of each project (10 mins)
Introduce the teaching
method, grading scales of
each project, frequency of
projects, classwork and
assignments as well as the
requirement of each project.
Ask students if they have any
questions.
z
Listen attentively to
the requirement of
each of the projects.
z
z
z
Raise any questions.
To make students
have a preparation
of the coming
projects.
To let them know
how to get good
marks by
introducing the
grading scales.
Evaluation:
Nearly all the students can have a good introduction about themselves since this is just
a simple introduction. This class serves as a first step to say things in English freely
in the classroom.
Suggestions:
Since this is the first lesson, teacher should build up a friendly image in front of the
students so that they feel relaxed to speak things in English. As we know that
feelings of fear hold off many things.
References:
1. http://web.smartwebservers.com/~wxf.org/xq/blog/na/2008/06/self-introduction.ht
ml, students can follow Victor Liu’s introduction.
2. http://ec.hku.hk/peas/self_intro.htm for things to notice in the self-introduction
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
Two
Title:
Warm-up Activities:
- Guessing the English names
- Passing the message
Duration:
1 period
Teaching Method:
z
z
z
Introduce the rules of the games.
Monitor the whole games.
Make a conclusion in stating the aims and effectiveness o
the games.
Teaching Aid:
z
z
A lucky draw box for picking up the students
Several pieces of paper with one sentences on each
Objectives
z
z
To arouse students’ interest in English.
To build up students’ confidence to begin with simple
English.
To train students’ speaking and listening skills.
To widen students’ vocabulary.
To give a correct message to the students that “they will
not always lose if they try hard.”
z
z
z
Difficulties
z
The classroom may become a market or a very noisy
room if you cannot control their voices and their order.
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
Guessing the names of your
classmates
Prepare a small lucky draw
box containing the English
names of all the students.
z
Try hard to
remember the
English names of all
of your classmates.
z
z
z
Passing the message
To choose one
student to come out
to guess the name
of his or her
classmate.
To name your
classmates.
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Prepare several pieces of
paper with one sentence on
each. For fairness, the level
of English and the number of
words of all the sentences
should be more or less the
same.
During the class:
Step 1:
z
z
z
z
Teacher explains the rules of
the game
From the lucky draw box,
pick up one student to come
out to stand with his back
facing his classmates.
Ask one student, inside the
class, to speak a sentence, for
example, “Good morning,
have you eaten your breakfast
yet?”
Ask that student, standing in
front, to guess who the
speaker is. He has 5 chances
to guess it correct. If it
exceeds 5 chances, he will
lose.
Step 2:
z
z
z
Starting with the first game: guessing the names of your classmates (15 mins)
z
Listen attentively to
the rules of the game
z
z
To train up
students’
attentiveness.
To get students
used to following
the instructions of
every game.
Playing the next game: passing the message (20 mins)
Teacher divides the whole
z
class into groups by no. of
columns in the class.
According to the seat plan, we
have around 8 columns in
each class.
Give the last student in each
z
column a piece of paper with
a sentence on it.
Ask the last student to wait for
the signal to start telling the
z
To build up
students’
attentiveness to the
instructions of the
game.
The last student reads z
the sentence
carefully in his heart
and waits for the
teacher to give a
To train students’
pronunciation in
English as
everyone has to
speak the sentence
Listen attentively to
the rules of the game
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
one in front the sentence.
z
Ask the first one in each
column to write the sentence
on the blackboard.
z
Decide which group wins.
Those groups which come out
the first and with the correct
message will win.
Step 3:
z
z
z
signal to start telling
his classmate sitting
in front.
The first one in each
column writes the
whole sentence on
the blackboard.
correctly.
z
To widen students’
vocabulary as the
first one has to
write the sentence
on the blackboard.
z
To build up
students’
confidence in
praising the
winners.
To encourage the
losers to work
better next time.
Conclusion of the period (5 mins)
Concludes the aims and
effectiveness of these two
games.
Praise the winners and
encourage the losers.
z
Students share their
thinking and feeling
of this period.
z
Evaluation:
z Everyone, including the students and the teacher, participated the games actively.
z The students feel relaxed in the classroom and they begin to speak simple
English.
Suggestions:
Since these two are just warm-up activities, they are marked in the students’ English
Oral grade. The teacher should emphasize this point so as to establish a warm and
relaxed atmosphere for students to begin to learn English.
References:
Students can try to visit this website http://www.cbe21.com/subject/english/index.php
for more interesting English games.
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
3
Title:
Lifestyles and advices
Duration:
4 periods
Teaching Method:
1st
z
z
z
& 2nd period (briefing & discussion: step 1-9 ):
Instruct students on how to accomplish the project.
Introduce the grading criteria of the project.
Provide help as to the vocabulary, materials, books and
websites.
rd
3 & 4th period (presentation: step 10):
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Teaching Aid:
z
z
z
z
z
z
Instruction sheet on how to do the project
Food pyramid
Table for recording the eating habits and exercises
Table for calculating calories consumed and burnt
Table for advice on eating habits and exercises
Oral presentation evaluation form
Objectives
z
z
z
z
z
To build up students’ organizing skills.
To let students have an understanding of healthy lifestyle.
To develop a good relationship with their classmates.
To train students’ speaking and listening skills.
To widen students’ vocabulary on vocabulary like food,
fruits, vegetables, exercises, etc.
Difficulties
z
Students may have wrong pronunciation and spelling of
the word “dairy” and “diary” when talking about food
pyramid.
Some students may not be honest in reporting what food
they consume each day.
Some weak students may encounter problems in writing
z
z
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
complete sentences in the oral report.
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
z
z
z
Prepare a handout for the instruction on finishing
the project
Design the grading criteria and deadline of the
project
Prepare the food pyramid, table for recording the
eating habits and exercises, table for calculating the
calories consumed and calories burnt and lastly, the
table for advice on eating habits and exercises
Prepare the grading sheet
z
Preview information
on food pyramid,
lifestyles, eating
habits and regular
exercising.
z
To make
students get used
to the habit of
previewing the
lesson
beforehand.
z
Make students
have a general
idea on what the
project is.
z
Let students
know how to get
good marks
During the class:
Step 1: Introducing the requirement and grading criteria of this project (5 mins)
z Tell students to form groups of two by themselves z Read the handout
and distribute the handouts.
z
Tell the student to limit their presentation within 4 z
minutes for each group.
z
Explain the rules:
carefully
Listen attentively to
the instruction of the
teacher.
1 partner is going to talk about his/her daily eating
habits and how much exercise he/she does in one
day whereas the other partner will have to give z
his/her partner some wise advices.
z
Explain the marking scheme:
Content & grammar
40%
Pronunciation
35%
Degree of proficiency
15%
Creativity
10%
Step 2:
z
Listen attentively to
the grading criteria
Distributing and explaining the tables with eating habits and lifestyles (5 mins)
Ask students to analyze their partner’s lifestyles in
recording the types of food he/she eats and the
physical exercises during leisure time by filling in
the following table.
z
Read and
understand what
items they have to
fill in the table.
z
To help students
understand what
a healthy
lifestyle is.
2007/2008 學年教學設計獎勵計劃獲獎作品 17
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
MY EATING HABITS & LIFESTYLES
Breakfast
Lunch
Dinner
Snacks
Beverages
Physical activities during leisure time
Exercises you do
Time spent
Step 3: Explaining food pyramid (10 mins)
z Ask students to classify the food their partner’s z
eating habits according to the food pyramid and
draw a food pyramid on a separate piece of paper
Students understand z
what a food pyramid
is.
and put the items in the correct sections.
z
Give
examples
of
food
belonging
to
each
z
z
classification.
z
Ask students to give some more examples
z
Draw a food pyramid on the board and model how
students can write in the food items their partner
consumed.
z
Understand which
category of food
belongs to which
level in the food
pyramid.
Try to give more
examples
Give a general
idea about what
a food pyramid
is.
Let students
understand
which kind of
food belongs to
which level in
the food
pyramid.
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Step 4: explaining how to calculate the calories (10 mins)
z Ask students to calculate how many calories their z
partner consumes every day, using the calorie
counter below.
z
Ask students to search the food labels in the
supermarket if an item in the list does not appear in
z
the calorie counter.
z
Give one example on how to calculate calories
z
z
Ask students to try to calculate the calories for other
items in setting 2 questions for them.
z
Students understand
the number of
calories needed for
different
individuals.
Know how to
calculate the total
number of calories
See if understand
the table.
z
Write the answers
on the board.
z
z
Make students
recognize how
many calories
are actually
needed for a day.
To encourage
students to work
independently
without the help
of the teachers
in finding the
food labels.
Test if students
really
2007/2008 學年教學設計獎勵計劃獲獎作品 19
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
understand.
Step 5: explaining how to calculate the number of calories burnt (10 mins)
z Look at your partner’s activities and calculate how z Read and
many calories he/she burn each day.
Use the
z
following table to help you.
For example: eating
2.5 hrs * 80 cal/hr = 200 calories burnt
z
Ask students to try to calculate the calories burnt for
other items in setting 2 questions for them.
z
Step 6: instructing on how to write the oral report (13 mins)
z Instructs the students that the oral report should z
include the following information.
1.
Did he/ she eat a balanced diet or not?
2.
Did he/she consume the right amount of food or not?
(comment on the amount)
3.
Did he/she consume the right kind of food?
z
Make students
recognize which
kind of activity
burn the highest
number of
calories.
Write the answers
on the board.
z
Test if students
really
understand.
Students read
carefully of each of
the questions.
z
To teach
students on how
to report ideas
they collected.
To help them
with the order of
information.
understand the table.
Know how to
calculate calories
burnt.
z
(comment on any problems)
2007/2008 學年教學設計獎勵計劃獲獎作品 20
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
4.
Were there things that were sensible, unwise or silly
of him/her to do?
5.
What advice can you give to help him/her develop a
healthier
lifestyle?(write
your
answer
in
the
following table)
z
Give simple sentences as samples for students in
z
Read and
understand what
should be needed to
fill in the table
z
Read through the
text thoroughly.
writing the oral report.
ADVICE ON MY PARTNER’S EATING HABITS
& LIFESTYLES
Breakfast
Lunch
Dinner
Snacks
Beverages
Physical activities during leisure time
Exercises my partner do
Time spent
z
z
Give a sample of the oral report to students.
Guide students what points should be emphasized.
z
z
To improve their
reading ability.
To help them
catch the general
idea.
2007/2008 學年教學設計獎勵計劃獲獎作品 21
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Step 7:
z
Going over the references (5 mins)
z
Ask students to go to the following websites for
information on leading a healthy lifestyle
1. www.health-fitness-tips.com
2.
www.bupa.com.hk/eng/tips/az_healthtips_inde
x.asp
3.
www.healthymenumailer.com/articles/healthy-
Students should pay
attention to the
instruction on
searching the
information on the
net.
z
eating-habit.html
4.
www.dietitian.com/healthy.html
5.
www.associatedcontent.com/article/48893/heal
z
Learn how to
find the
information
sources by the
searching
engines.
Learn how to
extract ideas and
information
from net sources
thy_eating_habits_and_dining_halls.html
6.
http://www.quakeroatmeal.com/qo_managing
Weight/kids/teachHealthyEating/index.cfm
7.
http://www.info.gov.hk/elderly/english/healthin
fo/lifestyles/exercisegamese.htm
Step 8:
z
Raising any questions (2 mins)
Ask the students if they have any questions
z
Think thoroughly of
z
To encourage
2007/2008 學年教學設計獎勵計劃獲獎作品 22
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
regarding this project.
Step 9:
z
z
z
z
z
z
z
z
z
z
z
z
z
z
z
students to ask
questions.
Students exchange
z
ideas within their
group.
Students decide who z
will be responsible
for which part.
z
Students make
detailed plan and
schedule of this
project.
To learn others’
strengths in the
discussion
To organize
useful ideas.
To build up the
relationship with
classmates.
z
To build up their
confidence to
speak in front of
the classroom.
To train their
speaking skills.
Discussion (20 mins)
Ask students to exchange ideas within the group
Ask students to make a good plan for this project.
Monitor and assist them when they have any
questions
Remind students that they have to present their oral
report next week.
Step 10:
any questions
regarding every
aspects of this
project.
Presentation (75 mins)
For fairness, pick up the names from the lucky draw z
box to select students to come out for their
presentation.
Remind students to limit their oral report in 4
minutes since there are 20 groups, and thus, the total
time is 75 minutes.
Listen carefully for their presentation.
Jot down any points for further discussion.
Mark the students’ strengths and weaknesses and
discuss them later.
Grade the students’ work.
Present their oral
reports.
Distribute the oral presentation evaluation form.
z
Ask students to fill in the form to grade other groups
while they are doing their presentation.
z
(attachment I)
Listen attentively to
other groups.
Have a grade to
other groups.
z
z
To make
students identify
which areas to
praise and which
areas others
should try to
2007/2008 學年教學設計獎勵計劃獲獎作品 23
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
improve.
Step 11:
z
z
z
Conclusion (5 mins)
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
z
z
z
Listen attentively
for further
improvement
z
z
To build up their
confidence
To correct their
mistakes.
2007/2008 學年教學設計獎勵計劃獲獎作品 24
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment I - Oral Presentation Evaluation Form
Group No.: ____________
Please put a tick in the following boxes.
4=
3=
2=
1=
0=
very good
good
fair
unsatisfactory
Poor
Effective use of visual aids
Clear and interesting?
Interaction with audience
Enough eye contact?
Signalling
Clear beginning and ending?
Clarity of voice and pronunciation
Clear and loud? Correct pronunciation?
Good use of vocabulary?
Preparation Well prepare?
Information Creative?
Any interesting ideas?
Organization and structuring of presentation
Total
Any other comment?
______________________________________________________________________
2007/2008 學年教學設計獎勵計劃獲獎作品 25
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Evaluation:
z This project is popular with most of the students since they recognize the
importance of healthy lifestyle and how to lead a healthy lifestyle.
z Students’ reading and listening skills were improved.
z Students’ organizational skills were trained.
z Students’ vocabulary was enlarged.
z Students have an idea of the food pyramid and identify what food belongs to
which level.
Suggestions:
z Since this is the first project, teacher should praise the students more for building
up their confidence to work better for the coming projects.
z Teachers can let students choose their own group members this time since they
may not recognize some of their classmates at the beginning of a new academic
year.
References:
1. www.health-fitness-tips.com
2.
www.bupa.com.hk/eng/tips/az_healthtips_index.asp
3.
www.healthymenumailer.com/articles/healthy-eating-habit.html
4.
www.dietitian.com/healthy.html
5.
www.associatedcontent.com/article/48893/healthy_eating_habits_and_dinin
g_ha lls.html
6.
http://www.quakeroatmeal.com/qo_managingWeight/kids/teachHealthyEati
ng/in
7.
dex.cfm
http://www.info.gov.hk/elderly/english/healthinfo/lifestyles/exercisegames_
e.htm
8.
http://www.cmi.hku.hk/project/mat0203/kings/e_form.pdf
for
the
oral
presentation evaluation form.
2007/2008 學年教學設計獎勵計劃獲獎作品 26
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
4
Title:
Adjectives with feelings
Duration:
4 periods
Teaching Method:
1st & 2nd period (step 1-11)
z Introduce feelings with adjectives
z Differentiate the use of present and past participle
z Practise sample dialogue
3rd & 4th period (step 12-13)
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of the
students.
Teaching Aid:
z
z
z
z
Exercise with feelings of adjectives
Powerpoint on the difference between present & past participle
Sample dialogue of the project
Oral presentation evaluation form
Objectives
z
z
To recall what prepositions and adjectives are.
To know the meanings of some of the words combining
adjectives and prepositions.
To learn the expressions with adjectives.
To recognize the use of present participle.
To recognize the use of past participle.
To differentiate the use of present participle & past participle.
To improve students’ speaking and reading skills.
To strengthen students’ grammatical skills.
To get students know the tone of the speaker in the dialogue
z
z
z
z
z
z
z
Difficulties
z
Students may feel confused about some adjectives with different
prepositions since some adjectives take different prepositions
when talking about people or things, e.g. angry at or angry with.
2007/2008 學年教學設計獎勵計劃獲獎作品 27
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
z
z
Photocopy the exercise with feelings of
adjectives to each of the students.
Prepare some examples of present and past
participles
Photocopy the sample dialogue of the
project to each of the students.
z
z
To get students
used to the habit
of preview
materials before
classes.
z
To recall what
preposition is.
Read the sentence
z
To acknowledge
students the use of
feelings with
adjectives.
Give the answer,
“feelings”.
z
To broaden
students’
vocabulary.
Complete the
sentences orally.
z
To practice
students writing
sentences with
feelings of
adjectives.
Preview present &
past participle
During the class:
Step 1:
z
Ask students to give some common
prepositions
Step 2:
z
z
z
z
z
Think of any
prepositions and
tell the teacher.
Enlightening the use of feelings with adjectives (9 mins)
Write the example sentence with a
z
preposition and an adjective on the board.
e.g. I am happy about the examination
results.
Ask students what the adjective “happy” in
the sentence describe.
z
Explain that when these adjectives are
followed by a preposition, the feeling is
caused by the person or thing mentioned
after the preposition.
Write some sentences on the board with
the beginning and ask students to continue
with them.
e.g. I am proud of _________.
I am embarrassed about
z
________________________.
I am pleased with _________.
Step 3:
z
Introducing some common prepositions (2 mins)
Practising the use of feelings with adjectives in a dialogue (15 mins)
Ask students to read through the nine
adjectives given to fill in the dialogue.
z
(Attachment II)
z
Read through the
nine adjectives
Find out the
z
To broaden
students’
vocabulary
2007/2008 學年教學設計獎勵計劃獲獎作品 28
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
z
Help students to think about how the
prepositions express the cause of the
feelings if they say each expression
followed by someone or something.
Tell students to read through the whole
dialogue first before trying to complete the
sentences
Remind students that some of the
sentences can have more than one answer.
Tell students to check if they have used an
appropriate preposition for each adjective
and that preposition is correct for the
person or thing that follows it.
z
z
z
meanings of the
nine adjectives by
dictionary if they
don’t know.
Read through the
whole
conversation
before filling in
the blanks.
Check answers by
themselves.
Check answers
with classmates.
z
To promote
students’ reading
skills
z
To get students
used to checking
their answers
before submitting
their work.
z
To strengthen
students’
grammatical
skills.
z
To strengthen
students’
grammatical
skills.
Step 4: Introducing present participle –ing (2 mins)
z
z
z
z
Emphasize the use and functions of present z
participle as an adjective
Tell students that it relates to the cause of
the feeling.
Give examples of present participle.
e.g. annoying, exciting, etc.
Ask students to give some examples of
z
present participle.
Step 5:
z
z
z
z
Understand the
use of present
participle
Think of more
examples of
present participle.
Introducing past participle –ed (2 mins)
Emphasize the use and functions of past
participle as an adjective
Tell students that it relates to the receiver
of the feeling.
Give examples of past participle.
e.g. annoyed, excited, etc.
Ask students to give some examples of
past participle.
z
Understand the
use of past
participle
z
Think of more
examples of past
participle.
2007/2008 學年教學設計獎勵計劃獲獎作品 29
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Step 6: Distinguishing between -ING Present Participle and -ED Past Participle (10 mins)
z
Show the powerpoint for demonstrating
the concept of the difference between
present and past participle.
z
-ING Present Participle vs. -ED Past Participle
Students learn the
difference
between present
and past participle
z
z
The clown was entertaining the family.
z
z
CAUSE OF THE
FEELING: -ing
RECEIVER OF THE
FEELING: -ed
The clown was
entertaining.
The family was
entertained.
Show the next page of powerpoint
z
demonstrating some examples of present
and past participle.
Hide some of words and ask students to fill
in the table.
z
CAUSE OF THE
FEELING
alarming
frightening
frustrating
encouraging
entertaining
embarrassing
surprising
relaxing
confusing
z
z
RECEIPT OF THE
FEELING
Alarmed
Frightened
Frustrated
Encouraged
Entertained
embarrassed
Surprised
Relaxed
Confused
Show an exercise for students to practice.
Ask students to select the -ed or -ing form
that goes with the context of each
sentence.
z
z
To broaden
students’
vocabulary
z
To check whether
students
understand the use
of present and past
participle.
Learn the
examples with
present and past
participle.
Think of other
words of present
and past participle.
Try to give
answers.
To strengthen
students’
grammatical
skills.
To differentiate
the use of present
and past participle.
2007/2008 學年教學設計獎勵計劃獲獎作品 30
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
1.
My bath was _______.
I feel ____________ now.
2.
Joe is ______ because he
had a _________ day.
3.
How to get the cheese was
________.
The mouse was ________.
So much homework was ____.
The student felt ______.
4.
Step 7: Introduce the requirement and grading criteria of this project (5 mins)
z Tell students to form groups of two by z Listen attentively
z
z
themselves and distribute the handouts.
to the instruction
Tell the student to limit their presentation
of the teacher.
idea on what the
project is.
within 5 minutes for each group.
z
Make students
have a general
Explain the rules:
Create a conversation among 2 to 3
persons using present and past participle.
z
Explain the marking scheme of this task:
Content & grammar
20%
Pronunciation
50%
Degree of proficiency
20%
Creativity
10%
Step 8:
Give a sample of the dialogue to students.
z
(Attachment III)
Guide students what points should be
emphasized.
z
Listen attentively
to the grading
criteria
z
Let students know
how to get good
marks
z
To improve their
reading ability.
To help them
catch the general
idea.
instruct on how to write the dialogue (13 mins)
z
Step 9:
z
z
Read through the
text thoroughly.
z
Going over the references (5 mins)
Ask students to go to the following
websites for information:
1. http://www.lcp.edu.hk/teaching/eng/v
ocabulary/form2/form2.htm for more
adjectives describing feelings
z
Students should
pay attention to
the instruction on
searching the
information on the
z
z
Learn how to find
the information
sources by the
searching engines.
Learn how to
2007/2008 學年教學設計獎勵計劃獲獎作品 31
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
2.
3.
Step 10:
z
z
z
z
z
z
z
z
extract ideas and
information from
net sources
Raising any questions (2 mins)
Think thoroughly
of any questions
regarding every
aspects of this
project.
z
To encourage
students to ask
questions.
Students exchange
ideas within their
group.
Students decide
who will be
responsible for
which part.
Students make
detailed plan and
schedule of this
project.
z
To learn others’
strengths in the
discussion
To organize useful
ideas.
To build up the
relationship with
classmates.
Present their oral
reports.
z
Discussion (15 mins)
Ask students to exchange ideas within the
group
Ask students to make a good plan for this
project.
Monitor and assist them when they have
any questions
Remind students that they have to present
their dialogue next week.
Step 12:
z
net.
Ask the students if they have any questions z
regarding this project.
Step 11:
z
http://www.talkingdice.co.uk/uploads/
pdfs/teachers_notes_ex_p12.pdf for
an exercise practising adjectives of
feelings
http://www.grammar-quizzes.com/pas
sive3a.html for differentiating
between -ING Present Participle and
-ED Past Participle
z
z
z
z
z
Presentation (75 mins)
For fairness, pick up the names from the
lucky draw box to select students to come
out for their presentation.
Remind students to limit their oral report
in 5 minutes since there are 10-15 groups,
and thus, the total time is 60 minutes.
Listen carefully for their presentation.
Jot down any points for further discussion.
Mark the students’ strengths and
z
z
To build up their
confidence to
speak in front of
the classroom.
To train their
speaking skills.
2007/2008 學年教學設計獎勵計劃獲獎作品 32
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
Distribute the oral presentation evaluation
form.
Ask students to fill in the form to grade
other groups while they are doing their
presentation.
(attachment I)
Step 13:
z
z
z
z
weaknesses and discuss them later.
Grade the students’ work.
Conclusion (5 mins)
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
z
z
Listen attentively
to other groups.
Have a grade to
other groups.
z
z
To make students
identify which
areas to praise and
which areas others
should try to
improve.
z
Listen attentively
for further
improvement
z
z
To build up their
confidence
To correct their
mistakes.
Attachment I - Oral Presentation Evaluation Form
Group No.: ____________
Please put a tick in the following boxes.
4=
3=
2=
1=
0=
very good
good
fair
unsatisfactory
Poor
Effective use of visual aids
Clear and interesting?
Interaction with audience
Enough eye contact?
Signalling
Clear beginning and ending?
Clarity of voice and pronunciation
Clear and loud? Correct pronunciation?
Good use of vocabulary?
Preparation Well prepare?
Information Creative?
Any interesting ideas?
Organization and structuring of presentation
Total
Any other comment?
______________________________________________________________________
2007/2008 學年教學設計獎勵計劃獲獎作品 33
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment II – an exercise practicing the use of feelings with adjectives
2007/2008 學年教學設計獎勵計劃獲獎作品 34
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment III – Sample dialogue
Tommy:
What are you going to do this weekend?
Harry:
Well, I feel very tired so I might sleep for most of the time.
Tommy:
Yes, it was quite a tiring week, wasn’t it? I think we had too many tests. I was so
worried about the tests that I didn’t sleep very well.
Sally:
Tommy! Harry! I’ve got some exciting news to tell you.
Tommy:
You do look very excited. Your face is completely red. What’s the news?
Sally:
Well, do you remember last month, when we were feeling really bored and had
nothing to do, we entered that amazing competition? The prize was four tickets to the
Fantasy Dome.
Harry:
Yes, I remember.
Sally:
Well, we’ve won tickets for this weekend. Isn’t that surprising news? I thought we’d
got the puzzle wrong.
Harry:
I’m not surprised that we got the puzzle right but I’m surprised at how quickly my
feeling of tiredness is disappearing! Let’s get ready for the weekend. Whom shall we
invite to join us?
Tommy:
Why don’t we invite Mr. Kong? I think he’s a very interesting person.
Sally:
Do you think so? I’d say his lessons are rather boring though.
Harry:
I agree. He gives us a lot of homework to do. I’m relieved that he hasn’t given us any
for this weekend.
Tommy:
How about Miss Tang? She’s a really impressive teacher. Everyone likes her.
Sally:
Right, Harry, why don’t you go to invite her to join us for this weekend?
Harry:
I think it’s embarrassing for me to invite a teacher to a students’ activity. I’d rather
invite one of our friends, Kelly.
Tommy:
Right, I see what you mean. Kelly is certainly a very good choice – for you!
Sally:
I’m really puzzled. What are you guys talking about?
Harry:
Nothing really. Tommy’s just kidding. I’m not saying I’m in love with Kelly.
Tommy:
See who’s talking here! (grinning) I just can’t see why you find her so fascinating.
Sally:
Now I get your point, Tommy. I’ll invite Kelly to join us.
Tommy:
I’m really looking forward to this weekend. So are you. Right, Harry?
2007/2008 學年教學設計獎勵計劃獲獎作品 35
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Evaluation:
z Confidence in speaking English in front of other students was being
strengthened.
z Students’ reading, listening and speaking skills were improved.
z Students’ organizational skills were trained.
z Students’ vocabulary was enlarged.
z Students’ writing skills were also strengthened since they know the difference
between present and past participle..
Suggestions:
z We can do the same when we were having grammar lessons. We can have the
same powerpoint and dialogue since students’ interest in English is raised
through this project.
References:
1. http://www.lcp.edu.hk/teaching/eng/vocabulary/form2/form2.htm for more
adjectives describing feelings
2. http://www.talkingdice.co.uk/uploads/pdfs/teachers_notes_ex_p12.pdf for an
exercise practising adjectives of feelings
3. http://www.grammar-quizzes.com/passive3a.html for differentiating between
-ING Present Participle and -ED Past Participle
2007/2008 學年教學設計獎勵計劃獲獎作品 36
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
5
Title:
Best Invention in the world
Duration:
4 periods
Teaching Method:
1st & 2nd period (step 1-12)
z Give a fantastic opening to arouse students’ interest
z Give explanation to the whole text serving as an example
for the project.
z Ask questions to check their understanding.
z Give instructions on how to work on the project.
3rd & 4th period (step 13-14)
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Teaching Aid:
z
z
z
The Text which shows the examples of invention.
Oral presentation evaluation form
The student’s work “the best poster”
Objectives
z
z
z
z
z
To stimulate students’ creativity
To train students’ reading, listening and writing skills.
To broaden student’s vocabulary.
To build up students’ organizational skills.
To enhance students’ design skills.
Difficulties
Some noncreative students reported that the most difficult part
was to imagine a product which does not exist in the world.
2007/2008 學年教學設計獎勵計劃獲獎作品 37
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
Photocopy the text to each of
the students.
During the class:
Step 1:
z
z
z
Ask the students this
question, ‘Have you ever
imagined any new product
which helps you a lot in your
daily lives?” Or “Do you
want to invent any new
product?”
Give one example to the
students.
e.g. I am a housewife. No
one helps me with the
housework even when I am
very busy with my school
work. So, sometimes, I
imagine that I have a robot
which listens to my order to
do the housework.
Ask students to stand in front
of the whole class to share
with others their imagined
products.
Step 2:
z
z
z
z
z
Refresh students’ mind in
thinking any imagined
products in the past.
Brainstorm any products
they want to invent.
z
To cultivate students’
imagination.
z
To stimulate students’
imagination.
z
To enhance students’
Stand in front of the whole
class to share the imagined
products.
Scan the first part of the text (attachment IV) (3 mins)
Ask students to look at the
z
pictures of the products in
the text and guess what the
products are.
Ask students to guess how
z
such inventions might help in
their daily lives.
Step 3:
z
Introducing the topic (5 mins)
Try to think what the
products are.
Think of what this product
may help.
Give explanation to the first part of the text (17 mins)
Ask students to scan and
z
Scan and skim the text.
2007/2008 學年教學設計獎勵計劃獲獎作品 38
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
z
skim the text.
Highlight every important
aspect of the text.
Explain any vocabulary
which they don’t know.
Guide students to read the
text.
Ask them to think about how
such inventions might affect
their lives both positively
and negatively.
Step 4:
z
z
z
z
z
z
z
z
Read the text aloud.
z
z
Think of the good and bad
effects of the product.
z
z
Give answers to the
questions.
Discuss the answers with
classmates.
z
z
To check whether
students fully understand
the text.
To practise students with
answering short
questions.
Scan the second part of the text (attachment V) (3 mins)
Ask students to look at the
z
pictures of the products in
the text and guess what the
products are.
Ask students to guess how
z
such inventions might help in
their daily lives.
Step 6:
z
Learn the vocabulary.
Checking the understanding of the text (3 mins)
Ask them simple short
questions about the text.
1. Who might find the
clocky alarm clock
useful/
2. Who is Square-eyes
designed for?
3. How does Square-eyes
communicate with the
TV?
Step 5:
z
speed in reading English
text.
To broaden students’
vocabulary.
To improve students’
pronunciation.
Try to think what the
products are.
z
To stimulate students’
imagination.
To enhance students’
speed in reading English
text.
To broaden students’
vocabulary.
To improve students’
pronunciation.
Think of what this product
may help.
Give explanation to the second part of the text (12 mins)
Ask students to scan and
skim the text.
Highlight every important
aspect of the text.
Explain any vocabulary
which they don’t know.
Guide students to read the
z
Scan and skim the text.
z
z
Learn the vocabulary.
z
z
Read the text aloud.
z
2007/2008 學年教學設計獎勵計劃獲獎作品 39
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
text.
Ask them to think about how
such inventions might affect
their lives both positively
and negatively.
Step 7:
z
z
Think of the good and bad
effects of the product.
Checking the understanding of the text (3 mins)
Ask them simple short
questions about the text.
1. Why do companies
want to install the
Automatic Door?
2. Who is handroll piano
suitable for?
z
z
Give answers to the
questions.
Discuss the answers with
classmates.
z
z
To check whether
students fully understand
the text.
To practise students with
answering short
questions.
Step 8: Introduce the requirement and grading criteria of this project (5 mins)
z Tell students to form groups z Listen attentively to the
z Make students have a
of two by themselves.
z
instruction of the teacher.
general idea on what the
project is.
Tell the students to limit their
presentation within 4 minutes
for each group.
z
Explain the rules:
Each group will have to z
make a poster (A4 size) in
Listen attentively to the
grading criteria
z
Let students know how
to get good marks
which the picture of the
invented product is shown and
includes
the
following
information. (120-180 words)
„ how popular the product
is in that country
„ how much it costs
„ how useful the product is
„ how helpful the product
2007/2008 學年教學設計獎勵計劃獲獎作品 40
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
is in your daily lives
z
Explain the marking scheme
of this task:
Design of the poster
20%
Creativity
30%
Pronunciation
10%
Grammar
20%
Fluency
20%
Step 9: Instructing how to work on the project (10 mins)
z
z
Instruct students on how to
z
make description to the
product
Choose one product from the
text mentioned above to
answer the following 4
questions required in the
project.
„ how popular the product
Stimulate any ideas on the
information of the product.
z
z
To prepare students to
work on the project.
To enhance students
speaking ability.
is in that country
„ how much it costs
„ how useful the product is
„ how helpful the product
is in your daily lives
z
z
Ask students to discuss in
their group.
Encourage students to share
their ideas with classmates.
Step 10:
z
z
z
Discuss with classmates.
Stand in front of the class to
tell others the opinions.
Going over the references (5 mins)
Ask students to go to the
following websites for
information:
1. http://www.metacafe.com/wat
ch/1209295/creative_inventio
z
Students should pay
attention to the instruction
on searching the
information on the net.
z
z
Learn how to find the
information sources by
the searching engines.
Learn how to extract
ideas and information
2007/2008 學年教學設計獎勵計劃獲獎作品 41
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
ns/ on the videos showing
others’ creative inventions
2. http://www.aiche.org/About/A
wards/Intersociety/CreativeIn
ventionAward.aspx on the
creative invention award
3. http://www.invention-center.c
om/workshops.php on the
definition of creativity
Step 11:
z
z
z
z
z
z
z
z
Think thoroughly of any
questions regarding every
aspects of this project.
z
To encourage students to
ask questions.
z
Students exchange ideas
z
within their group.
Students decide who will be
responsible for which part. z
Students make detailed plan z
and schedule of this project.
To learn others’
strengths in the
discussion
To organize useful ideas.
To build up the
relationship with
classmates.
Discussion (12 mins)
Ask students to exchange
ideas within the group
Ask students to make a good
plan for this project.
Monitor and assist them
when they have any
questions
Remind students that they
have to present their poster
next week.
Step 13:
z
Raising any questions (2 mins)
Ask the students if they have
any questions regarding this
project.
Step 12:
from net sources
z
z
Presentation (70 mins)
For fairness, pick up the
names from the lucky draw
box to select students to
come out for their
presentation.
Remind students to limit
their oral report in 4 minutes
since there are 20 groups,
and thus, the total time is 70
minutes.
Listen carefully for their
presentation.
z
Present their oral reports.
z
z
To build up their
confidence to speak in
front of the classroom.
To train their speaking
skills.
2007/2008 學年教學設計獎勵計劃獲獎作品 42
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
z
z
Jot down any points for
further discussion.
Mark the students’ strengths
and weaknesses and discuss
them later.
Grade the students’ work.
Distribute the oral
presentation evaluation form.
Ask students to fill in the
form to grade other groups
while they are doing their
presentation.
(attachment I)
Step 14:
z
z
z
z
z
z
Listen attentively to other
groups.
Have a grade to other
groups.
z
To make students
identify which areas to
praise and which areas
others should try to
improve.
Listen attentively for
further improvement
z
To build up their
confidence
To correct their
mistakes.
Conclusion (10 mins)
Praise students’ strengths.
Improve students’
weaknesses.
Point out what should be
emphasized.
Praise the best invention in
front of the whole class after
z
z
grading them. (attachment
z
VI)
Discuss the best part of the
poster.
2007/2008 學年教學設計獎勵計劃獲獎作品 43
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment I - Oral Presentation Evaluation Form
Group No.: ____________
Please put a tick in the following boxes.
4=
3=
2=
1=
0=
very good
good
fair
unsatisfactory
Poor
Effective use of visual aids
Clear and interesting?
Interaction with audience
Enough eye contact?
Signalling
Clear beginning and ending?
Clarity of voice and pronunciation
Clear and loud? Correct pronunciation?
Good use of vocabulary?
Preparation Well prepare?
Information Creative?
Any interesting ideas?
Organization and structuring of presentation
Total
Any other comment?
______________________________________________________________________
2007/2008 學年教學設計獎勵計劃獲獎作品 44
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment IV – the first part of the text “Best invention in the world”
Attachment V – the second part of the text “Best invention in the world”
2007/2008 學年教學設計獎勵計劃獲獎作品 45
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment VI – the best poster (student’s work)
2007/2008 學年教學設計獎勵計劃獲獎作品 46
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment VII – a bulletin showing the students’ works with a high grade
Evaluation:
z A good opening can arouse students’ interest in the whole lesson. The opening
of this project is quite successful because the students’ responses were very
active. They discussed with their classmates of their imagined products.
Some of them even laughed at their classmates’ imagination. Thus, students’
participation was highly motivated.
z The objective of this project is certainly highlighted since many students could
come up with very creative products.
Suggestions:
As mentioned above, a good opening is very important.
try to make a good opening in each of our lessons.
So, I suggest that we should
References:
1. http://www.metacafe.com/watch/1209295/creative_inventions/ on the videos
showing others’ creative inventions
2. http://www.aiche.org/About/Awards/Intersociety/CreativeInventionAward.aspx on
the creative invention award
3. http://www.invention-center.com/workshops.php on the definition of creativity
2007/2008 學年教學設計獎勵計劃獲獎作品 47
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
6
Title:
Making our school greener
Duration:
4 periods
Teaching Method:
1st & 2nd period (step 1-13)
z Give an attractive opening to arouse students’ interest
z Give explanation to the whole text serving as a
preparation for the project.
z Ask questions to check their understanding.
z Give instructions on how to work on the project.
3rd & 4th period (step 14-15)
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Teaching Aid:
z
z
z
z
Objectives
z
z
z
z
z
z
z
Difficulties
z
The picture with different kinds of rubbish and rubbish
bin
Vocabulary bank on some common kinds of rubbish
The text of Kelly Chen
Tips on making a good powerpoint
To recognize environmental awareness.
To strengthen the practice of environmental protection in
our daily lives.
To learn the different kinds of rubbish.
To concern the environmental problems in our school.
To make suggestions and comments on protecting our
school to be a greener environment.
To train student’s speaking and listening skills.
To broaden students’ vocabulary.
Some students who are not good at computer may have
difficulty in making an attractive powerpoint like
inserting a hyperlink on the page or adding sound to it.
2007/2008 學年教學設計獎勵計劃獲獎作品 48
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
z
z
z
Scan the picture with different kinds of rubbish
and different kinds of rubbish bin in the
powerpoint format which can be shown to the
whole class during lesson.
Scan the vocabulary bank in the powerpoint
format.
Photocopy the text with suggestions on how to
make our school greener.
Photocopy the oral presentation evaluation form
to each of the students.
z
Search information z
about recycling.
To get students
used to the
habit of
preparing things
before lessons.
During the class:
Step 1:
z
Begin the lesson with some interesting questions (5 mins)
Ask students some open-ended questions about
recycling.
e.g.1. What are the bins in the picture used for?
z
z
(attachment VIII)
2. Why are there three different bins?
3. Do you think recycling is important? Why or
why not?
Step 2:
z
z
Answer the
questions.
Discuss the
answers with
classmates.
z
To give the
general concept
of recycling.
z
To recognize
the different
kinds of
rubbish.
To broaden
students’
vocabulary.
Introducing the different kinds of rubbish (attachment VIII) (3 mins)
Go over each kind of rubbish with the students.
Explain some of the difficult vocabulary, like
“laminated paper”
z
Students learn the
different kinds of
rubbish.
z
Step 3: Introducing the different kinds of rubbish bin (2 mins)
z
z
Go over the different kinds of rubbish bin with
the students.
Explain the word “aluminium” and “landfills”.
z
Students learn the
different kinds of
rubbish bin.
z
z
To recognize
the different
kinds of rubbish
bin.
To broaden
2007/2008 學年教學設計獎勵計劃獲獎作品 49
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
students’
vocabulary.
Step 4: Having an idea of classifying rubbish (8 mins)
z
z
Step 5:
z
z
z
Classify the
rubbish and
recognize where
they should be put.
z
To make
students
recognize the
classification of
rubbish.
z
To broaden
students’
vocabulary.
z
To stimulate
students’
scanning ability.
To give students
some examples
on making the
school greener.
Providing the vocabulary bank (attachment IX) (5 mins)
Showing the powerpoint with the vocabulary
bank on some common kinds of rubbish.
Go over each of them with the students.
Let students practise in classifying them.
Step 6:
z
z
Ask students to draw lines to show where the
different kinds of rubbish should be put.
Check the answers with the students.
z
Learn more
vocabulary.
z
Practise
classifying the
rubbish.
Scan and skim the text (attachment X) (3 mins)
Ask students to scan and get the general idea of
the text.
z
Try to think what
the text is about.
z
Step 7: Give explanations to the whole text (12 mins)
z
z
z
z
Ask students to scan and skim the text.
Highlight every important aspect of the text.
Explain any vocabulary which they don’t know.
Guide students to read the text.
Step 8:
z
z
Scan and skim the
text.
z
z
Learn the
vocabulary.
z
z
Read the text
aloud.
z
Give answers to
z
To enhance
students’ speed
in reading
English text.
To broaden
students’
vocabulary.
To improve
students’
pronunciation.
Check the understanding of the whole text (2 mins)
Ask them simple short questions about the text.
z
To check
2007/2008 學年教學設計獎勵計劃獲獎作品 50
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
1.
2.
What are the three Rs?
What are Kelly’s suggestions on protecting
the environment?
z
the questions.
Discuss the
answers with
classmates.
z
Step 9: Introduce the requirement and grading criteria of this project (5 mins)
z Teacher helps students to form groups of four .
z Listen attentively
z
minutes for each group.
z
z
Make students
have a general
idea on what
the project is.
z
Let students
know how to
get good marks
z
To prepare
students to
work on the
project.
To enhance
students
observing
ability.
to the instruction
of the teacher.
Tell the student to limit their presentation within 7
whether
students fully
understand the
text.
To practise
students with
answering short
questions.
Explain the rules:
Each group will have to make a powerpoint
showing how to make our school greener.
Details should include the existing problems,
recycling or green programmes.
z
Explain the marking scheme of this task:
Content
Creativity
z
z
40%
20%
Pronunciation
10%
Grammar
10%
Fluency
20%
Listen attentively
to the grading
criteria
Remind students of the tips of making a
powerpoint (attachment XI)
Step 10: Paying a visit to all areas inside the school (10 mins)
z Pay a visit to all areas in the school
z Walk around the
z
Ask students to jot down any problems detected
school to detect
any problems.
while walking around the whole school.
z
2007/2008 學年教學設計獎勵計劃獲獎作品 51
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Step 11:
z
1.
2.
3.
4.
5.
Going over the references (5 mins)
Ask students to go to the following websites for
z
information:
http://www.epd.gov.hk/epd/eindex.html on the
work of the Environmental protection Department
of Hong Kong
http://www.defra.gov.uk/environment/index.htm on
environmental risks and accidents
http://cfpub.epa.gov/schools/index.cfm on healthy
school environment resources
http://www.ecc.org.hk/uploadfiles/english/coreprj/
File/cm04238e.pdf on school environmental award
scheme
http://www.ln.edu.hk/projects/ecfp/ecfp/Environme
Students should
z
pay attention to the
instruction on
searching the
information on the
net.
z
Learn how to
find the
information
sources by the
searching
engines.
Learn how to
extract ideas
and information
from net
sources
ntal%20attitudes/Links.htm on global warming
6. http://www.edutopia.org/poll-environmental-aware
ness on school environmental awareness
Step 12:
z
Ask the students if they have any questions
regarding this project.
Step 13:
z
z
z
z
Raising any questions (2 mins)
z
Think thoroughly
of any questions
regarding every
aspects of this
project.
z
To encourage
students to ask
questions.
z
Students exchange
ideas within their
group.
Students decide
who will be
responsible for
which part.
Students make
detailed plan and
schedule of this
project.
z
To learn others’
strengths in the
discussion
To organize
useful ideas.
To build up the
relationship
with
classmates.
Present their oral
z
Discussion (18 mins)
Ask students to exchange ideas within the group
Ask students to make a good plan for this project.
Monitor and assist them when they have any
questions
Remind students that they have to present their
oral presentation next week.
z
z
Step 14:
z
z
z
Presentation (70 mins)
For fairness, pick up the names from the lucky
z
To build up
2007/2008 學年教學設計獎勵計劃獲獎作品 52
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
z
z
z
z
draw box to select students to come out for their
presentation.
Remind students to limit their oral presentation in
7 minutes since there are 10 groups, and thus, the
total time is 70 minutes.
Listen carefully for their presentation.
Jot down any points for further discussion.
Mark the students’ strengths and weaknesses and
discuss them later.
Grade the students’ work.
Distribute the oral presentation evaluation form.
Ask students to fill in the form to grade other
groups while they are doing their presentation.
(attachment I)
Step 15:
reports.
z
z
z
their confidence
to speak in front
of the
classroom.
To train their
speaking skills.
Listen attentively
to other groups.
Have a grade to
other groups.
z
To make
students
identify which
areas to praise
and which areas
others should
try to improve.
Listen attentively
for further
improvement
z
To build up
their confidence
To correct their
mistakes.
Conclusion (10 mins)
z
z
z
z
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
Praise the best powerpoint in front of the whole
z
class after grading them. (attachment XII)
Discuss the best part of the powerpoint.
z
z
2007/2008 學年教學設計獎勵計劃獲獎作品 53
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment I - Oral Presentation Evaluation Form
Group No.: ____________
Please put a tick in the following boxes.
4=
3=
2=
1=
0=
very good
good
fair
unsatisfactory
Poor
Effective use of visual aids
Clear and interesting?
Interaction with audience
Enough eye contact?
Signalling
Clear beginning and ending?
Clarity of voice and pronunciation
Clear and loud? Correct pronunciation?
Good use of vocabulary?
Preparation Well prepare?
Information Creative?
Any interesting ideas?
Organization and structuring of presentation
Total
Any other comment?
______________________________________________________________________
2007/2008 學年教學設計獎勵計劃獲獎作品 54
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment VIII – the picture with the different kinds of rubbish and rubbish
bin
2007/2008 學年教學設計獎勵計劃獲獎作品 55
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment IX – vocabulary bank on some common kinds of rubbish
Attachment X – the text with making the environment greener
2007/2008 學年教學設計獎勵計劃獲獎作品 56
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XI
TIPS ON MAKING A GOOD POWERPOINT
* Only include useful information.
* Divide the homepage into sections and use headings.
* Keep the descriptions brief.
* Add in drawings, photos, sounds to make your page look
interesting and attractive,
* Give some links in the powerpoint.
2007/2008 學年教學設計獎勵計劃獲獎作品 57
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XII – the best powerpoint (student’s work)
Recommendation for making
our school greener
Members: December (22)
Brandy(46)
Carlan(2)
Milki(41)
There are 4 problems at our
school:
• Too many waste plastic bags
• The drink bottles and carton
• The newspaper is very wasteful
• The fans and the air conditioners turn
on at the same time
Too many waste plastic bags
2007/2008 學年教學設計獎勵計劃獲獎作品 58
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
The drink bottles and carton
are everywhere.
The newspaper is very wasteful if
we throw it away after watching.
The fans and the air conditioners
turn on at the same time
2007/2008 學年教學設計獎勵計劃獲獎作品 59
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Students throw the rubbish
everywhere.
Suggestions on making our
school greener
• We should
use plates which
can be reused.
2007/2008 學年教學設計獎勵計劃獲獎作品 60
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
• Every student should wash their plates
after using.
Back
• We should
differentiate
different kinds of
rubbish and put it
into the correct
rubbish bin.
2007/2008 學年教學設計獎勵計劃獲獎作品 61
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Some suggestions on
Recycled things
2007/2008 學年教學設計獎勵計劃獲獎作品 62
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Recycle the newspaper
Give it to those who haven’t
read it
Back
Don’t turn on the fan and airconditioner at the same time.
2007/2008 學年教學設計獎勵計劃獲獎作品 63
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Always switch to a temperature
of 25 degrees.
2007/2008 學年教學設計獎勵計劃獲獎作品 64
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Evaluation:
z Students’ relationship has been improved since this is the first time to work with
the partners which were chosen by the teacher.
z Students’ environmental awareness has been raised because they begin to bring
their lunch boxes back to the school instead of using plastic bags.
Suggestions:
The time control for the presentation is not well organized. This problem is being
addressed in the class. They should have more rehearsals before the actual
presentation.
References:
1. http://www.epd.gov.hk/epd/eindex.html on the work of the Environmental
protection Department of Hong Kong
2. http://www.defra.gov.uk/environment/index.htm on environmental risks and
3.
4.
5.
6.
accidents
http://cfpub.epa.gov/schools/index.cfm on healthy school environment resources
http://www.ecc.org.hk/uploadfiles/english/coreprj/File/cm04238e.pdf on school
environmental award scheme
http://www.ln.edu.hk/projects/ecfp/ecfp/Environmental%20attitudes/Links.htm on
global warming
http://www.edutopia.org/poll-environmental-awareness on school environmental
awareness
2007/2008 學年教學設計獎勵計劃獲獎作品 65
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
7
Title:
Environmental protection drama
Duration:
3 periods
Teaching Method:
1st period (step 1-6)
z Give a discussion on the last topic.
z Show the vocabulary bank
z Give instructions on how to work on the project.
2nd & 3rd period (step 7-8)
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Teaching Aid:
z
z
Tips on making a good drama
Vocabulary bank on the words regarding environmental
protection.
Objectives
z
To serve as a further step for implementing
environmental protection
To train students’ speaking and writing skills.
To encourage students to search information in the
Internet.
To stimulate students’ performing skills
To strengthen the relationship with classmates.
z
z
z
z
Difficulties
z
z
Some students may feel shy to act in front of the whole
class.
Time management of the play is not so successful.
Some of the groups may run out of time.
2007/2008 學年教學設計獎勵計劃獲獎作品 66
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
z
Scan the vocabulary bank regarding environmental
protection and show it in a powerpoint format.
Make the tips on making a good drama in a
powerpoint format.
During the class:
Step 1:
z
z
Ask students, “Do you like the previous project on
making our school greener?”
Ask students to come in front of the whole class
to say freely their comments.
Step 2:
z
z
z
Give an opening (8 mins)
z
z
Discuss with
classmates.
Share ideas in the
class.
To prepare them
for the coming
project.
z
To broaden
students’
vocabulary.
z
Make students
have a general
idea on what the
project is.
z
Let students
know how to get
Providing the vocabulary bank (attachment IX) (5 mins)
Showing the powerpoint with the vocabulary bank
on some of the words about environmental
protection.
Go over each of them with the students.
Let students practise reading them.
z
Learn more
vocabulary.
z
Practise reading
the names.
Step 3: Introduce the requirement and grading criteria of this project (5 mins)
z Teacher helps students to form groups of four to z Listen attentively
to the instruction
of the teacher.
six.
z
z
Tell the student to limit their presentation within 8
minutes for each group.
z
Explain the rules:
Each group will have to make a short play giving
out the message of environmental protection.
Details should include the existing problems and
the existing dangers and messages to enhance
environmental protection.
z
Explain the marking scheme of this task:
Content
Creativity
40%
20%
z
Listen attentively
to the grading
2007/2008 學年教學設計獎勵計劃獲獎作品 67
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
Pronunciation
10%
Grammar
10%
Fluency
20%
criteria
good marks
Remind students of the tips of making a good
drama (attachment XIV)
Step 4:
z
Going over the references (5 mins)
Ask students to go to the following websites for
information:
1.
z
^ Climate Change: Basic Information. United
States Environmental Protection Agency
(2006-12-14). Retrieved on 2007-02-09. “In
common usage, 'global warming' often refers to
Students should
pay attention to
the instruction on
searching the
information on
the net.
z
z
the warming that can occur as a result of increased
emissions of greenhouse gases from human
activities.”
2.
Emanuel, Kerry A. (2005-08-04). "Increasing
Learn how to
find the
information
sources by the
searching
engines.
Learn how to
extract ideas and
information
from net sources
destructiveness of tropical cyclones over the past
30 years." (PDF). Nature 436 (7051): 686-688.
DOI:10.1038/nature03906.
3.
Step 5:
z
z
Raising any questions (2 mins)
Ask the students if they have any questions
regarding this project.
Step 6:
z
z
z
Brassard, PG Wetlands and Water
Pollution BOSTON COLL. ENVIRON.
AFF. LAW REV., vol. 23, no. 4, pp.
885-919, 1996
z
Think thoroughly
of any questions
regarding every
aspects of this
project.
z
To encourage
students to ask
questions.
z
Students
exchange ideas
within their
group.
Students decide
who will be
z
To learn others’
strengths in the
discussion
To organize
useful ideas.
To build up the
Discussion (15 mins)
Ask students to exchange ideas within the group
Ask students to make a good plan for this project.
Monitor and assist them when they have any
questions
Remind students that they have to act their drama
next week.
z
z
z
2007/2008 學年教學設計獎勵計劃獲獎作品 68
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
Step 7:
z
z
z
z
z
z
relationship with
classmates.
Presentation (70 mins)
For fairness, pick up the names from the lucky
draw box to select students to come out for their
presentation.
Remind students to limit their oral presentation in
8 minutes since there are around 8 groups, and
thus, the total time is 70 minutes.
Watch carefully for their play..
Jot down any points for further discussion.
Mark the students’ strengths and weaknesses and
discuss them later.
Grade the students’ work.
Step 8:
responsible for
which part.
Students make
detailed plan and
schedule of this
project.
z
Act their plays.
z
z
To build up their
confidence to
speak in front of
the classroom.
To train their
speaking skills.
Conclusion (10 mins)
z
z
z
z
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
Praise the best drama in front of the whole class
z
after grading them. (attachment XV)
Discuss the best part of the drama.
z
Listen attentively
for further
improvement
z
z
To build up their
confidence
To correct their
mistakes.
2007/2008 學年教學設計獎勵計劃獲獎作品 69
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XIII – vocabulary bank on the words related to environment.
Global warming
Greenhouse effect
Atmosphere
Acid rain
Forests
Climate change radiation
Air pollution
Water pollution
Noise pollution
Pollutants
Energy
Catastrophic weather
Environmental destruction
Health risks
2007/2008 學年教學設計獎勵計劃獲獎作品 70
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XIV – TIPS ON MAKING A GOOD DRAMA
1. Everyone is an actor deep down inside. Here are some drama tips that will
help you
2. Picture the way the character moves, walks, and talks. See yourself as this
character. Embellish your costume with accessories and carry props that
express your character's personality.
3. Ask yourself, "Why is this character present at the party?"
4. Move your arms and body, exaggerate your facial expressions.
5. Try and sense if there is any underlying motivation in the lines as you read
them. What does the character really want?
6. Take your time to say the words. There's no need to hurry, and you can repeat
them if you wish. You can even adlib if something comes into your mind at the
time. Spontaneity is always good when 'play-acting'.
7. Trying some of these drama tips will help you be more "dramatic".
Remember, enjoy being your character – whoever they may be. It's a
wonderful opportunity to let go and be someone else!
2007/2008 學年教學設計獎勵計劃獲獎作品 71
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XV – students’ dialogue for acting in a short play
(Narrator)
In Yr2800, the human first invents a machine which can take
everything back to the past. Meanwhile, the situation of the world is
getting worse as everything has been polluted. Little Bush, the
grandson of President Bush, has decided to go back to the year 2007,
the time when the environment is being seriously polluted. Let’s see
if he can succeed.
(Action)
He has successfully come back to the year 2007 and saw a man
chopping trees.
Little Bush (LB), Man 1 (M1), President Bush (PB)
LB: Stop it! Stop it!
M1: What are you talking about?
LB: You are doing something bad to the environment if you continue to chop those
trees.
M1: You must be crazy. I’m going to make money from this as people need tissue,
paper, etc.
LB: Look at those people in yr 2800. You will understand.
*(scene with the people in year 2800 wearing vest and shorts even in Winter)*
M1: Why do all the people have to wear the masks?
LB: Just because of you people chopping down the trees. As a result, less oxygen
generate and more carbon dioxide go up to the atmosphere. This leads to the
problem of global warming.
M1: I have heard of global warming but I do not know how serious it is in yr 2800.
LB: It even made the ice in North Pole and South Pole melt.
M1: I will stop doing this and spread out this message. But, uh….how do you know
the situation in yr 2800?
LB: I come from yr 2800. I have no time to explain. I have to go now.
*(His feet are disappearing.)
LB: I have to go to my grandfather to tell him about the situation in yr 2800.
*(scene – in the office of President Bush in The White House)
LB: President Bush, I have the need to talk to you.
PB: Who are you? Why do you look like me?
LB: I’m your grandson.
PB: What?
2007/2008 學年教學設計獎勵計劃獲獎作品 72
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
LB: I come from yr 2800. By using the time machine invented, I come to tell you
about the situation in yr 2800.
PB: What happened to our family?
LB: I’m not talking about our family. I come to tell you something which is much
more important than that. It concerns about the whole world.
PB: What is it? Please tell me.
LB: First, there are too many industries and factories and so the rivers are polluted
seriously. As a result, a lot of fish and sea creatures are unhealthy and may
even die. After eating those unhealthy fish, a lot of people get cancer.
*(scene with a person get sick after eating an unhealthy fish)
PB: I think I will control the growing number of factories.
LB: Second, all the people have to wear masks when going out since the air is highly
polluted by the cars and factories. You see…………
*(scene with the people in yr 2800 wearing masks)
PB: I am going to limit the number of cars and tell all the drivers to use the fuel
which was environmental friendly.
LB: You should also plant more trees to give out more oxygen.
PB: I will follow your instructions. Let us (PB & LB: save this planet together.)
2007/2008 學年教學設計獎勵計劃獲獎作品 73
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Evaluation:
z Every student participated in the drama very actively.
z Some of the students even made their costume which is made of rubbish or
recycled things so as to encourage others to practice environmental protection in
their daily lives.
z Some of the groups do not have enough eye contact with the audience.
z Some of them even stand with their back facing the audience.
Suggestions:
z A hall mainly for performance should be provided for students. We did this
drama in the classroom where the area is insufficient since there is only one hall
in the school and at that time, the hall is booked by other teacher.
References:
1.
2.
Climate Change: Basic Information. United States Environmental
Protection Agency (2006-12-14). Retrieved on 2007-02-09. “In common
usage, 'global warming' often refers to the warming that can occur as a
result of increased emissions of greenhouse gases from human activities.”
Emanuel, Kerry A. (2005-08-04). "Increasing destructiveness of tropical
cyclones over the past 30 years." (PDF). Nature 436 (7051): 686-688.
DOI:10.1038/nature03906.
3.
Brassard, PG Wetlands and Water Pollution BOSTON COLL.
ENVIRON. AFF. LAW REV., vol. 23, no. 4, pp. 885-919, 1996
2007/2008 學年教學設計獎勵計劃獲獎作品 74
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
8
Title:
Limericks
Duration:
3 periods
Teaching Method:
1st period (step 1-8)
z Explain the details of limericks.
z Practice with the exercises on writing limericks.
2nd & 3rd period (step 9-10)
z Listen to their limericks and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Teaching Aid:
z
z
Powerpoint on limericks
Exercises of limericks.
Objectives
z
z
z
z
z
z
To define limericks.
To introduce the rules of writing limericks.
To give examples on limericks.
To practice writing limericks.
To enhance students’ creativity
To train students’ listening, writing and speaking skills.
Difficulties
z
Some students reported that this project is the most
difficult one throughout the year since they have to write
lines with rhyming words at the end when all the lines
have to give out a single message.
2007/2008 學年教學設計獎勵計劃獲獎作品 75
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
z
Make the powerpoint on limericks.
Photocopy the exercises with limericks to each
of the students.
z
z
To get students
used to the habit
of previewing
things before
classes.
Read the lines.
Think what is so
special about the
lines.
z
To arouse
student’s interest
in the topic.
Understand the
rules for writing
limericks.
z
To let students
understand the
rules of writing
limericks.
Prepare what
limericks are.
During the class:
Step 1:
z
Give an opening (3 mins)
Say a few lines in limericks to attract student’s
attention.
z
z
There once was a guy from little Japan
Of seven feet tall he was quite a man
Off he went to play basketball
Many a time he had a fall
Stand up again he hardly can
z
z
Ask students to read the lines.
Ask students what is so special about the lines.
Step 2:
z
Explain the rules of making limericks (5 mins)
Show a powerpoint to demonstrate the rules.
Limericks
„
„
„
„
„
Limericks have five lines and they rhyme.
The rhyming pattern is a-a-b-b-a.
The 1st, 2nd & 5th lines are usually longer with
8 or more syllables.
The first line usually begins “There was a
young (or an old) man (or woman or boy or
girl) of somewhere”.
Limericks are usually humorous with the last
line being the punch line.
Step 3:
z
Give details (6 mins)
2007/2008 學年教學設計獎勵計劃獲獎作品 76
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
Ask students the following questions regarding
the limericks in step 1.
1. Count the number of syllables in each line.
2. Spot the unnecessary words (that are added to
even out the number of syllables).
3. Identify the special word order.
Step 4 :
Understand every
detail in the
limericks.
z
To let students
understand every
detail in the
limericks.
z
To check
students whether
they fully
understand the
limericks.
check the understanding of the students (10 mins)
z
Complete the blanks to make the following
limericks rhyme and meaningful (or funny).
There was a __________ boy from Tong Nam
z
School
He really believed he was very cool.
The girls _____________________________ great,
__________________________________________
But repeating a year he’s just a fool.
z
Complete the
sentences
Practise writing
limericks.
There was a pop singer from Hong Kong
All his fans were crazy for his _________________
__________________________________________
__________________________________________
In his mind there’s something very _____________.
z Check answers with the students.
z Give suggested answers as follows.
Answers:
There was a young boy from Tong Nam School
He really believed he was very cool.
The girls thought him great,
And asked him for a date.
But repeating a year he’s just a fool.
There was a pop singer from Hong Kong
All his fans were crazy for his song
He’s good at womanizing
And fond of video-taping
In his mind there’s something very wrong.
2007/2008 學年教學設計獎勵計劃獲獎作品 77
Form IV Yearly Oral Plan - How to enhance students' interest in
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Step 5: Introduce the requirement and grading criteria of this project (5 mins)
z Teacher helps students to form groups of two.
z Listen attentively
z
Make students
have a general
idea on what the
project is.
Listen attentively
to the grading
criteria
z
Let students
know how to get
good marks
Students should
pay attention to
the instruction on
searching the
information on
the net.
z
Learn how to
find the
information
sources by the
searching
engines.
Learn how to
extract ideas and
information
from net sources
to the instruction
of the teacher.
Tell the student to limit their presentation within 4
minutes for each group.
z
z
Explain the rules:
Each group will have to make a limerick.
z
Explain the marking scheme of this task:
Content
Creativity
z
40%
20%
Pronunciation
10%
Grammar
10%
Fluency
20%
Distribute the handout on practicing to write z
limericks (attachment XVI)
Step 6:
z
Ask students to go to the following websites for
z
information:
1. http://www.poetry-online.org/limericks.htm
on the various kinds of limericks
2. http://www.usingenglish.com/glossary/limeric
k.html on the definition of limericks
3. http://students.ed.uiuc.edu/pistoriu/490net/lim
erick/collection.htm on the definition of
limericks and collection of limericks
4. http://kabubble.com/limerick_example.htm on
the example of simple limericks
Step 7:
z
Going over the references (2 mins)
z
Raising any questions (2 mins)
Ask the students if they have any questions
regarding this project.
z
Think thoroughly
of any questions
regarding every
aspects of this
project.
z
To encourage
students to ask
questions.
2007/2008 學年教學設計獎勵計劃獲獎作品 78
Form IV Yearly Oral Plan - How to enhance students' interest in
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Step 8:
z
z
Discussion (7 mins)
Ask students to exchange ideas within the group
Monitor and assist them when they have any
questions
z
z
Step 9:
z
z
z
z
z
z
z
Present their
limericks.
z
z
z
To learn others’
strengths in the
discussion
To organize
useful ideas.
To build up the
relationship with
classmates.
Presentation (70 mins)
For fairness, pick up the names from the lucky
draw box to select students to come out for their
presentation.
Remind students to limit their oral presentation in
4 minutes since there are 20 groups, and thus, the
total time is around 70 minutes.
Listen carefully for the limericks.
Jot down any points for further discussion.
Mark the students’ strengths and weaknesses and
discuss them later.
Grade the students’ work.
Step 10:
Students
exchange ideas
within their
group.
Students decide
who will be
responsible for
which part.
z
z
To build up their
confidence to
speak in front of
the classroom.
To train their
speaking skills.
Conclusion (10 mins)
z
z
z
z
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
Praise the best limericks in front of the whole class
z
after grading them. (attachment XVII)
Discuss the best part of the limerick.
z
Listen attentively
for further
improvement
z
z
To build up their
confidence
To correct their
mistakes.
2007/2008 學年教學設計獎勵計劃獲獎作品 79
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XVI – an extra exercise of writing limericks
There once was a man from Beijing
Al his life he hoped to be __________
So he put on a crown
Which quickly fell down
That small silly man from Beijing
There was a young lady from Gloucester
Whose parents thought they had lost her
From the fridge came a sound
And at last she was __________
The trouble was how to defrost her.
There was a very very drunk __________
Who met a nun in Manhattan
He knocked her out
And said, quite proud:
“I thought ya were stronga, Batman!”
There once was a boy named Tom
Who had a very big bomb
It blew in his __________
He flew into space
And that was the end of poor Tom.
There was an old man from Peru
Who dreamt he was eating his shoe
He awoke in the __________
In a terrible fright
And found it was perfectly true.
There was a young boy called Nick
Who bought a ticket for the __________
[Hint: a movie]
The ship hit some ice
The rest wasn't nice
And now he’s somewhere in the Atlantic.
There once was a girl from Great Britain
Who carelessly sat on her __________
Imagine her surprise
And the look in her eyes
When on the behind she was bitten.
There was an old woman from Kent
Whose nose was remarkably bent
One day they suppose
She followed her nose
And nobody knows where she __________
There was an old Granny from Cliffheath
Who’d one day lost her false __________
When she sat carelessly
On her favourite settee
She discovered that they were beneath.
A desperate man called Ted
Wanted to make himself dead
He didn't feel __________
Called Suicide Online
“Too many people... Hang on... ” they said.
There was a Granny very unlucky
Who’d tasted a disgusting toffee
She threw it in the dust-__________
And noticed with a grin
That her false teeth were stuck to the toffee
That thing, at 80 miles/hour
Was turning with a strange __________
Some red, some green
And also some pieces of skin
Well, that was a frog in a mixer.
2007/2008 學年教學設計獎勵計劃獲獎作品 80
Form IV Yearly Oral Plan - How to enhance students' interest in
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Attachment XVII – students’ work (the best limerick)
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Form IV Yearly Oral Plan - How to enhance students' interest in
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Attachment XVIII – a bulletin showing the best limericks.
Evaluation:
z The student just read out their limericks in front of the whole class without any
tone at all.
z Some of them could make very creative limericks.
Suggestions:
z Remind students to pay attention to the tone of reading out their limericks.
z Pay much attention and give more exercises to students to write limericks during
class.
References:
1. http://www.poetry-online.org/limericks.htm on the various kinds of limericks
2. http://www.usingenglish.com/glossary/limerick.html on the definition of limericks
3. http://students.ed.uiuc.edu/pistoriu/490net/limerick/collection.htm on the
definition of limericks and collection of limericks
4. http://kabubble.com/limerick_example.htm on the example of simple limericks
2007/2008 學年教學設計獎勵計劃獲獎作品 82
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
9
Title:
Foreigners’ interviews
Duration:
3 periods
Teaching Method:
1st period (step 1-5)
z Explain the details of the project.
z Explain the sample dialogue
z Make all the requirements clear.
2nd & 3rd period (step 6-7)
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Teaching Aid:
z
z
Survey sheet
Sample dialogue
Objectives
z
To train students to give a detailed report in front of the
whole class.
To train students’ listening, speaking and writing skills.
To build up students’ confidence in speaking Englsih.
To let students have the valuable experience to speak
English with foreigners.
To know other countries’ cultures.
To know more about Macau.
To concern about their own city.
z
z
z
z
z
z
Difficulties
z
z
Students find it hard to understand the accent of the
foreigners.
Some students cannot catch up with the speed of the
foreigners.
2007/2008 學年教學設計獎勵計劃獲獎作品 83
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
z
z
To arouse
student’s interest
in the topic.
z
Make students
have a general
idea on what the
project is.
Preparation:
z
z
Photocopy the survey sheet.
Photocopy the sample dialogue
During the class:
Step 1:
z
Give an opening (3 mins)
Ask students if they have ever talked to a foreigner
before.
Share
experience
with
classmates
Step 2: Introduce the requirement and grading criteria of this project (20 mins)
z Teacher helps students to form groups of 4-6.
z Listen
z
attentively to
the instruction
of the teacher.
Tell the student to limit their presentation within 8
minutes for each group.
z
Explain the rules:
Create an interview with a foreigner about his or her
impression about Macau:
The
interview
questions
are
printed
in
the
SURVEY SHEET.
Each group should contain all the information in the
SURVEY SHEET (attachment
Ask students to create a powerpoint having the following
details:
summarizing the foreigner’s impression about Macau;
giving each member’s comments &
showing some photos taken during the interview.
z
Explain the marking scheme of this task:
Dialogue (content, grammar)
Powerpoint (content, grammar and design)
Presentation
pronunciation)
(Summarizing
z
Listen
attentively to
the grading
criteria
z
Let students
know how to get
good marks
z
Read the
sample
z
To train
students’ reading
30%
ability,
30%
fluency
and
40%
z
Distribute the sample dialogue (attachment XIX)
z
Guide to read the sample interview. (attachment XX)
2007/2008 學年教學設計獎勵計劃獲獎作品 84
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
dialogue.
Step 3:
z
z
Students should pay
attention to the
instruction on
searching the
information on the
net.
z
z
z
Think thoroughly of
any questions
regarding every
aspects of this
project.
z
z
Students exchange
z
ideas within their
group.
Students decide who
will be responsible
for which part.
z
z
z
z
To
encourage
students to
ask
questions.
Discussion (10 mins)
Ask students to exchange ideas within the group
Monitor and assist them when they have any
questions
Step 6:
Learn how to
find the
information
sources by
the searching
engines.
Learn how to
extract ideas
and
information
from net
sources
Raising any questions (2 mins)
Ask the students if they have any questions
regarding this project.
Step 5:
z
z
Going over the references (5 mins)
Ask students to go to the following websites for
z
information:
1. http://www.job-interview.net/Bank/JobIntervie
wQuestions.htm for interview techniques
2. http://my.simmons.edu/services/cec/docs/interv
iewing-skills.pdf for interview techniques
3. http://www.mentalgamecoach.com/Assessment
s/InterviewSkills.html for interview techniques
4. http://www.vault.com/surveys/manners/manner
sindex.jsp for interview manner
5. http://www.interviewstuff.com/200610.html for
interview manner
Step 4:
skills
To learn
others’
strengths in
the
discussion
To organize
useful ideas.
To build up
the
relationship
with
classmates.
Presentation (70 mins)
For fairness, pick up the names from the lucky draw
box to select students to come out for their
z
Present their oral
report.
z
To build up
their
2007/2008 學年教學設計獎勵計劃獲獎作品 85
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
z
z
presentation.
Remind students to limit their oral presentation in 8
minutes since there are around 10 groups, and thus,
the total time is around 70 minutes.
Listen carefully for the oral report.
Jot down any points for further discussion.
Mark the students’ strengths and weaknesses and
discuss them later.
Grade the students’ work.
Step 7:
Conclusion (10 mins)
z
z
z
z
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
Praise the best powerpoint in front of the whole
z
class after grading them. (attachment XXI)
Discuss the best part of the powerpoint.
z
z
z
confidence
to speak in
front of the
classroom.
To train their
speaking
skills.
z
Distribute the oral presentation evaluation form.
z
Ask students to fill in the form to grade other groups
while they are doing their presentation.
z
(attachment I)
Listen attentively
for further
improvement.
z
z
Listen attentively to
other groups.
Have a grade to
other groups.
z
To build up
their
confidence
To correct
their
mistakes.
To make
students
identify
which areas
to praise and
which areas
others
should try to
improve.
2007/2008 學年教學設計獎勵計劃獲獎作品 86
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment I - Oral Presentation Evaluation Form
Group No.: ____________
Please put a tick in the following boxes.
4=
3=
2=
1=
0=
very good
good
fair
unsatisfactory
Poor
Effective use of visual aids
Clear and interesting?
Interaction with audience
Enough eye contact?
Signalling
Clear beginning and ending?
Clarity of voice and pronunciation
Clear and loud? Correct pronunciation?
Good use of vocabulary?
Preparation Well prepare?
Information Creative?
Any interesting ideas?
Organization and structuring of presentation
Total
Any other comment?
______________________________________________________________________
2007/2008 學年教學設計獎勵計劃獲獎作品 87
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XIX– Survey Sheet
SURVEY SHEET
The Best (and Worst) of Macau
1. The best place to shop for clothes
2. The most entertaining place for children
3. The place with the most spectacular scenery
4. The most crowded place during weekends
5. The most fascinating museum
6. The best restaurant
7. The best thing about Macau
8. The worst thing about Macau
9.
Do you have any comments about the growing number of casinos in
Macau?
10.
Any other questions?
2007/2008 學年教學設計獎勵計劃獲獎作品 88
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XX– sample interview
SAMPLE INTERVIEW
A - Interviewer – Tong Nam Secondary School students
B - Interviewee – a foreigner
A:
Good morning, sir (madam).
Secondary School. We
foreigners.
We are Form 4 students from Tong Nam
are now doing a survey on the impressions of Macau by
Would you mind spending
some time on it?
B: Sure! It’s my pleasure!
A: Do you often go shopping?
Where is the best place to shop for clothes?
B:
A:
Where do you think is the most entertaining place for children in Macau?
B:
A:
Are you familiar with the sceneries in Macau?
Which one is the most
spectacular?
B:
A: Do you often go out during weekends?
Which place is the most crowded?
B:
A: There are several museums in Macau. Which one is the most fascinating?
B:
A:
There are many delicacies in Macau.
Which type of food and restaurant is the
best?
B:
A:
What do you think is the best thing about Macau?
B:
A:
On the other hand, what is the worst thing about Macau?
B:
A: One important question, do you have any comments about the growing number
of casinos in Macau?
B:
A: That’s all the questions for this interview.
valuable comments.
Thank you very much for your
Would you mind if we have some photos together?
2007/2008 學年教學設計獎勵計劃獲獎作品 89
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XXI– the best interview with foreigners
Oral
Oral Project:
Project: Impressions
Impressions about
about
Macau
by
Foreigners
Macau by Foreigners
Members:
Annie Hoi
Carpo Zhang
Suki Hong
1
2008/8/29
Oral Project
About the Project……
We have interview with three foreigners
about their impressions about Macau.
They are
• an old man,
• a beautiful, young woman
• and a handsome man.
„
2
2008/8/29
Oral Project
The best (and worst) of Macau
‡
‡
3
The best place to
shop for clothes
The old man said that
Gou Pak was the best
place to shop for
clothes. It was
because the things of
Gou Pak are cheaper
than Macau.
2008/8/29
Oral Project
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
The best (and worst) of Macau
The place with the most spectacular
scenery
The old man told us that he liked Camoes
Garden so much. He likes going to the
park at six o’clock every morning. He told
us that the park was the most peaceful
and beautiful at that time.
„
„
„The woman said that Central
Fortress was the place with the
most spectacular scenery.
4
2008/8/29
Oral Project
The best (and worst) of Macau
‹
‹
5
The most entertaining
place for children
The old man told us
that he always went to
Ha Sa Beach with his
kids. Ha Sa Beach
must be the most
entertaining place for
children.
2008/8/29
Oral Project
The best (and worst) of Macau
zThe most crowded place during weekends
They thought that Sam Ma Lo was the most
crowded place.
6
2008/8/29
Oral Project
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Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
The best (and worst) of Macau
The delicacies in Macau
The foreigners said that there were many
different delicacies in Macau. They could
have western food, Chinese food and the
special Portugal food at the same time in
that city.
The old man told us that he liked to eat the
side walk snack booth of Macau very much.
z
z
z
7
2008/8/29
Oral Project
The best (and worst) of Macau
The best thing about
Macau
The old man said that
the old buildings in
Macau were very
precious. He thought
that the government of
Macau should keep
those old buildings.
They would turn Macau
into a more unique city.
z
z
8
2008/8/29
Oral Project
The best (and worst) of Macau
z
z
9
The worst thing about Macau
The woman told us that there was
the serious air pollution in Macau.
2008/8/29
Oral Project
2007/2008 學年教學設計獎勵計劃獲獎作品 92
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
The best (and worst) of Macau
z
z
z
z
The comments about the growing
number of casinos in Macau
The old man thought that more
casinos would offer the employment
opportunity to Macanese and
attracted quantities of visitors to
come to Macau. Macau would be
more famous and more developed.
The handsome man told us that he
liked gambling so much so he
agreed to build more casinos in
Macau.
The woman thought that gambling
was a kind of bad culture all the
time so she didn’t agree the
government set up the casinos in
Macau again.
10
2008/8/29
Oral Project
The best (and worst) of Macau
„
Is Macau a beautiful city?
All the three foreigners agreed unanimously that Macau was
a beautiful city.
11
2008/8/29
Oral Project
In conclusion ….
† According to this
survey, we know that
Macao is an attractive
city as for foreigner.
They are very willing
to take a trip to this
city. However, they
are not very familiar
with the famous scenic
spots of Macao. We
wish that they will
prefer Macao after
visiting Macao.
2008/8/29
Oral Project
12
2007/2008 學年教學設計獎勵計劃獲獎作品 93
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
The old man……
2008/8/29
Oral Project
13
The handsome man……
2008/8/29
Oral Project
14
2007/2008 學年教學設計獎勵計劃獲獎作品 94
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Evaluation:
This project was very successful. As we looked at the comments of the students in
the back part of the powerpoint, they reported that it was a valuable experience
for them to communicate English with foreigners.
From this experience, they know that they have to improve their English a lot.
They even imitated the accent of the foreigners.
Suggestions:
We should try to give one more chance for students to do this kind of project for the
next academic year.
References:
1. http://www.job-interview.net/Bank/JobInterviewQuestions.htm for interview
techniques
2. http://my.simmons.edu/services/cec/docs/interviewing-skills.pdf for interview
techniques
3. http://www.mentalgamecoach.com/Assessments/InterviewSkills.html for
interview techniques
4. http://www.vault.com/surveys/manners/mannersindex.jsp for interview manner
5. http://www.interviewstuff.com/200610.html for interview manner
2007/2008 學年教學設計獎勵計劃獲獎作品 95
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Module:
10
Title:
Interview with English teachers
Duration:
3 periods
Teaching Method:
1st period (step 1-5)
z Explain the details of the project.
z Make all the requirements clear.
2nd & 3rd period (step 6-7)
z Listen to their presentation and grade them.
z Praise their strengths and improve their weaknesses.
z Make a useful conclusion on the whole performance of
the students.
Objectives
z
z
z
z
Difficulties
z
To train students to give a detailed report in front of the
whole class.
To train students’ listening, speaking and writing skills.
To build up students’ confidence in speaking Englsih.
To let students have the valuable experience to speak
English with other English teachers.
Some students might the English teachers some
embarrassing questions due to their curiosity.
2007/2008 學年教學設計獎勵計劃獲獎作品 96
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Teaching Process
Teacher’s Activity
Student’s Activity
Purposes
Preparation:
z
Prepare the requirements of the project.
During the class:
Step 1:
z
Give an opening (3 mins)
Ask students if they have ever interviewed the English z
teacher before.
Share
experience
with
classmates
Step 2: Introduce the requirement and grading criteria of this project (10 mins)
z Teacher helps students to form groups of 4-6.
z Listen
z
To arouse
student’s interest
in the topic.
z
Make students
have a general
idea on what the
project is.
z
Let students
know how to get
good marks
attentively to
the instruction
of the teacher.
Tell the student to limit their presentation within 8
minutes for each group.
z
z
Explain the rules:
Create an interview with one of your English teachers:
Each group should have at least 10 questions.
You have to submit your questions beforehand to your
own English teacher.
Ask students to create a powerpoint having the following
details:
summarizing all the answers.
giving each member’s comments &
showing some photos taken during the interview.
z
Explain the marking scheme of this task:
Dialogue (content, grammar)
z
30%
Powerpoint (content, grammar and design)
Presentation
pronunciation)
(Summarizing
ability,
30%
fluency
Listen
attentively to
the grading
criteria
and
40%
2007/2008 學年教學設計獎勵計劃獲獎作品 97
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Step 3:
z
Ask students to go to the following websites for
information:
1. http://jobsearch.about.com/od/interviewquestio
nsanswers/qt/answerchallenge.htm for sample
answers when asked difficult questions in the
interview
2. http://www.career.vt.edu/JOBSEARC/intervie
w/TEACHER.htm for designing the questions
in the interview
3. http://garptest2.com/documents/EHN_SampleI
nterviewQuestions.pdf for sample interview
questions and answers
Step 4:
z
z
Students should pay
attention to the
instruction on
searching the
information on the
net.
z
z
z
Think thoroughly of
any questions
regarding every
aspects of this
project.
z
z
Students exchange
z
ideas within their
group.
Students decide who
will be responsible
for which part.
z
z
z
z
To
encourage
students to
ask
questions.
Discussion (20 mins)
Ask students to exchange ideas within the group
Monitor and assist them when they have any
questions
Step 6:
Learn how to
find the
information
sources by
the searching
engines.
Learn how to
extract ideas
and
information
from net
sources
Raising any questions (2 mins)
Ask the students if they have any questions
regarding this project.
Step 5:
z
z
Going over the references (5 mins)
To learn
others’
strengths in
the
discussion
To organize
useful ideas.
To build up
the
relationship
with
classmates.
Presentation (70 mins)
For fairness, pick up the names from the lucky draw
box to select students to come out for their
presentation.
z
Present their oral
report.
z
To build up
their
confidence
2007/2008 學年教學設計獎勵計劃獲獎作品 98
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
z
z
z
z
z
Remind students to limit their oral presentation in 8
minutes since there are around 10 groups, and thus,
the total time is around 70 minutes.
Listen carefully for the oral report.
Jot down any points for further discussion.
Mark the students’ strengths and weaknesses and
discuss them later.
Grade the students’ work.
Step 7:
Conclusion (10 mins)
z
z
z
z
Praise students’ strengths.
Improve students’ weaknesses.
Point out what should be emphasized.
Praise the best powerpoint in front of the whole
z
class after grading them. (attachment XXI)
Discuss the best part of the powerpoint.
z
z
z
to speak in
front of the
classroom.
To train their
speaking
skills.
z
Distribute the oral presentation evaluation form.
z
Ask students to fill in the form to grade other groups
while they are doing their presentation.
z
(attachment I)
Listen attentively
for further
improvement.
z
z
Listen attentively to
other groups.
Have a grade to
other groups.
z
To build up
their
confidence
To correct
their
mistakes.
To make
students
identify
which areas
to praise and
which areas
others
should try to
improve.
2007/2008 學年教學設計獎勵計劃獲獎作品 99
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment I - Oral Presentation Evaluation Form
Group No.: ____________
Please put a tick in the following boxes.
4=
3=
2=
1=
0=
very good
good
fair
unsatisfactory
Poor
Effective use of visual aids
Clear and interesting?
Interaction with audience
Enough eye contact?
Signalling
Clear beginning and ending?
Clarity of voice and pronunciation
Clear and loud? Correct pronunciation?
Good use of vocabulary?
Preparation Well prepare?
Information Creative?
Any interesting ideas?
Organization and structuring of presentation
Total
Any other comment?
______________________________________________________________________
2007/2008 學年教學設計獎勵計劃獲獎作品 100
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Attachment XXII - the best interview with one of the English teachers in the
school
Interview with Miss Lisa
Tong Nam School
Members
•
•
•
•
•
Creamy
Annie
Thomas
Ashley
Mike
Seen Questions
• I asked her if she introduced herself first.And she answered me that her
name was Lisa Lee and she was a teacher in Tong Nam School as well as
have taught in Tong Nam School for 2 years.
• The next question was that where she had graduated in university.She said
that she had graduated from Hunan Normal University.
• And then I asked her why she had chosen to be a teacher. She replied me
that her major was teaching education in her university and also she liked
teaching.
• When I asked her why she had chosen the subject of English. She said that
English was her favorite subject.
2007/2008 學年教學設計獎勵計劃獲獎作品 101
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
• I asked her that English was a very important language and if
she had any way to improve her students English. She
answered me that she had a lot of ways. For example, she
encouraged her students to speak English and trained their oral.
And they would have debating, too.
• When I asked her if she thought that she would improve her
English, she said yes and everybody was never over to learn
even if she was an English then, she still studied to improve her
English.
•
I asked her what she thought about students nowadays. She
thought students were independent, true speaking, intelligent
and creative.
• And I asked her if she had any rules about her life.She told us
that her rules were being kind to people and forgiving people’s
fault.
• Then I asked her if she satisfied with her life. She said she was.
• The last question of this part was if she had any retirement
plan.She said that she didn't’t have any retirement plan but she
would work or study until she couldn't because she was very
enjoy her life.
Unseen Questions
• I asked her if she had any unforgettable
experience.She told us that one of her students would
be an English teacher.She was very proud of it.
• And then I asked her what she would do on Mother’s
Day.She said that she would call and send money to
her mother. And also she would wait for her son’s call.
2007/2008 學年教學設計獎勵計劃獲獎作品 102
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Profile
Name: Lisa Lee
Sense: Female
Age: SCRECT
Height: Unknown
Weight: Unknown
Graduated University: Hunan Normal University
Occupation: English teacher
Personality: Friendly
Family members: Unknown Rules about life: Being kind to people and
forgiving people’s fault.
Dream: Unknown (Maybe her dream is being a good English teacher.)
Memorable Experience: One of her students would be an English teacher.
Retirement Plan: Working or studying until she can’t.
Feeling
•
•
•
After this interview, I had known more about Miss Lisa. I think she is nice and easygoing because we did not know her well and we were happy to talk with each other.
Also, I think she is a good teacher because she thinks of many ways to improve her
students’ English. On the other hand, she also is a good daughter , it is because her
mother is living in mainland china ,when she has a holiday she will surely go to visit
her mother . As she told us that she would work or study until she could not in the
interview, I admired for her so much. I think I won’t do this. One thing that I think I
need to study on her life is being kind to people and forgiving their fault.
In addiction, I must thank my members for the cooperation. When I was working
with them, I felt very happy because they were willing to finish this project together.
So that I have arranged so much things. I have assigned a job to everyone. Although
you will say that they were not responsible enough to do this thing, I believe them.
Nobody will be successful without trying. This is a good chance for us to study how
to cooperate with each other. And it turns to be, we were all responsible enough to
do this report because we all have our unique talents.
To conclude, I think this interview is a good chance for us to know more about Miss
Lisa since we can improve our English and study cooperation.
2007/2008 學年教學設計獎勵計劃獲獎作品 103
Form IV Yearly Oral Plan - How to enhance students' interest in
English through effective teaching and creative topics
Evaluation:
The English teachers reported that this is a very useful experience for the students
since they all have prepared the questions well.
Suggestions:
We can have more members in a group for fewer groups so the teachers can have
fewer interviews to save time.
References:
1. http://jobsearch.about.com/od/interviewquestionsanswers/qt/answerchalleng
e.htm for sample answers when asked difficult questions in the interview
2. http://www.career.vt.edu/JOBSEARC/interview/TEACHER.htm for
designing the questions in the interview
3. http://garptest2.com/documents/EHN_SampleInterviewQuestions.pdf for
sample interview questions and answers
2007/2008 學年教學設計獎勵計劃獲獎作品 104