英語口語教學(xué)技能和學(xué)習(xí)者的興趣

英語口語——教學(xué)技能和學(xué)習(xí)者的興趣項(xiàng)目設(shè)計(jì)黃漢芳廣州電大增城分校提交日期：2022年1月25日課程名稱：論文項(xiàng)目設(shè)計(jì)ProjectTitleOralEnglish－TeachingSkillsAndLearner'sInterestInvestigatorHuangHanfangGuangZhouRadio&TVUniversityZengchengBranchSubmittedon25thJanuary2022InfulfillmentofthecoursePracticalProjectDesign內(nèi)容提要主要觀點(diǎn)和內(nèi)容：作為一位英語教師，從我的教學(xué)經(jīng)驗(yàn)中，我發(fā)現(xiàn)很難使學(xué)生自由地交流和使他們清楚地表達(dá)自己的意思。為了提高學(xué)生的口語，我花了很多的時(shí)間去幫助他們。在這篇論文中，我將會嘗試用一些新的活動去提高學(xué)生的口語水平和吸引他們的學(xué)習(xí)興趣。研究方法:在眾多的科學(xué)研究方法中,我使用了分析法、原因分析法、問卷調(diào)查法、蘇格拉第法和討論法，來指導(dǎo)論證所提出的假設(shè)，并設(shè)計(jì)了一些具體的教學(xué)活動，如：利用角色的扮演，做動作猜意思，小組討論等多種教學(xué)方法和手段，改進(jìn)教學(xué)模式，從而提高學(xué)生的學(xué)習(xí)興趣和口語水平。關(guān)鍵詞：英語口語、教學(xué)技能、興趣、提高AcknowledgmentIammostlygratefultoProfessorMr.HuangWeiliang,withoutwhosesupportandpatience,thisprojectwouldnothavebeenimplemented.IamalsogratefultomycolleaguesWuXiaojingandGuoJingtianfortheirtimespentondiscussionswithme.Noamountofthankswillbemystudents,withoutwhosewillingparticipationintheprojectimplementationitwouldnotbecompletelysuccessful.Lastthankstomybrotherandsisterwhohavesharedwithmemyworries,withouttheirsupport,Iwouldnothaveself-confidenceinfinishingthisproject.AbstractAsanEnglishteacher,inmyteachingexperience,Ifounditdifficulttoenablethestudentstocommunicatefreelyandmakethemexpresstheirideasclearly.InordertoimprovetheiroralEnglish,Ispentalotoftimetohelpthem.Inthisproject,Iwouldliketotrysomenewactivitiestoimprovestudents'oralEnglishandattracttheirinterest.KeyWords:oralEnglish、teachingskills、interest、improveTableofContentsPage1.Introduction72.ProblemandproblemAnalysis73.Projectobjective104.Projecthypothesis105.Projectrationale106.Subjectdescription127.Projectdesign128.Projectimplementation219.Projectevaluation2510.Dateanalysis26Students’generalimpressionoftheproject26Students’voluntaryoflearningOralEnglish2711.Conclusion3012.Bibliography30APPENDIXAThequestionnaireforproblemanalysis32APPENDIXBThepost-trialquestionnaire34APPENDIXCTeachingnotes351.IntroductionAsanEnglishteacher,inmyteachingexperience,Ifounditdifficulttoenablethestudentstocommunicatefreelyandmakethemexpresstheirideasclearly.InordertoimprovetheiroralEnglish,Ispendalotoftimetohelpthem.Inthisproject,Iwouldliketotrysomenewactivitiestoimprovestudents'oralEnglishandattracttheirinterest.2.ProblemandproblemanalysisProblemTheproblemIhaveinmyteachingisthatmostofmystudentsaredifficulttocommunicatefreelyandexpresstheirideaclearly.MostofthemareafraidtospeakEnglish.ProblemanalysisWhyisitsohardtogetthestudentstospeakEnglishfluently?Ibelievetheremaybeseveralreasons:1)Theteacher'ssideInmyteachingexperienceIfounditdifficulttoenablethestudentstocommunicatefreelyandmakethemexpresstheirideasclearly.First,themethodofgivingprioritytolisteningandspeakinghasbeenadvocated,yetithashadlittleeffect.Theteacherteachesthemtofocusonwriting,listeningandreading.Second,itisbecausemostofthespeakingactivitiesareofthetraditionaltypes.Finally,someteachersonlylayemphasisonaccuracywithnothoughtoffluency,whichmakesstudentsworriedtoomuchabouttheirmistakes.2)Thestudents'sideThestudentsarenotinterestedinstudyingoralEnglish.Mostofthemthinkitneitherrealisticnornecessarytolearnspeaking.Itseemstothemthattheirmainobjectiveisreadingnotspeaking.TheymayalsothinkspeakingisnotaskillworthcultivatingbecauseChinesestudentshavelittlechancetocommunicatewithEnglishnativespeakers.Alotofstudentscan'texpresstheirideaclearly.SotheyhavenoconfidenceinspeakingEnglish.SocraticdialogueWhyisitsohardtogetthestudentstospeakEnglishfluently?Inordertoknowmoreaboutthisissue,IdesignedadialogueusingSocraticdialogue.Questions:WhyisitsohardtogetthestudentstospeakEnglishfluently?Answer:TheyarenotinterestedinstudyingoralEnglish.Questions:DoyoulikeoralEnglish?Answer:No.Questions:Why?Answer:Becausetheythinkoralpracticeisboringanditissohardtolearnitwell.Questions:DoyouthinkoralEnglishisasimportantaswritinglisteningandreading?Answer:No,Ithinkwriting,listeningandreadingaremoreimportantthanspeaking.Questions:Butwhycanalotofstudentsspeakitfluently?Answer:BecausetheyknowtheimportanceofEnglishoralEnglishandtheyspendalotoftimeinpracticingoral.CauseanalysisInthissituationIaskedmyselfaseriesofquestionsandtriedtoprovidesomeanswerstothem.WhyisitsohardtogetthestudentstospeakEnglishfluently?QuestionsAnswersIsitmostofthestudentsMaybearenotinterestedinstudyingoralEnglish?2.IsitbecausetheythinkoralMaybepracticeisboring?3.Isitbecausetheythinkitissohardtolearnitwell?Maybe4.IsitbecausetheythinkoralEnglishisnotimportant?Maybe5.IsitbecausetheyhavenotspenttimeinpractisingoralMaybeEnglish?QuestionnairesQuestionnairesareasimplewayofgivingthestudentsmeaningfulpracticequestion,andanswer.Forexampletheyshouldrelatetoatopicofsomekind,.likesanddislikesaboutfood,activities,abilities,theanswersrequiredshouldbeeitheryesorno,oroneofthefrequentadverbs(never,hardlyever,sometimes,quiteoften,regularly,etc.)Ifstudentsaregoingtowritetheirownquestionnaires,itishelpfultoelicitsomeideasfromtheclassfirstandperhapswritetheseontheboard.Thenthestudentsareaskedtomakeuptheirownquestionnairesbyusingsomeoftheseitems.Theycanworkinpairsforthis,thusprovidinganadditionalsourceoftalk.Theymayinterviewmorethanonestudent.Theycanalsobeaskedtoreportwhattheyhavelearnedtoanotherstudentortothewholeclass.Whenstudentsofpairsorgroupscollaborateontheproductionofthequestionnaire,theywilltalkandwrite.Attheinterviewingstage,theyintegratetalkingandwritingaswell.Incomparingtheresults,theyhavereadingandtalking.BrainstormingactionWhenIwasengagedintheproblemanalysis,mytutorMr.HuangandmycollageWuXiaojingandGuoJingtianoftentalkedabouttheproblemIhadmet.TheygavemealotofadviceandhelpsothatIponderedtheproblemmoredeeplyandcarefully.Afteralengthyproblemanalysis,Ideterminedtolaunchaprojecttoovercomethisproblem.ProjectobjectiveMyresearchobjectivesaretoenhancemystudents’interestinlearningoralEnglishandmakethemcommunicatefreelyandmakethemexpresstheirideasclearly.4.ProjecthypothesisItishypothesizedthatstudents’interestinlearningoralEnglishisincreasedandtheycanexpresstheirideaclearly.AndifIdesignsomeflexibleandvariousactivitiestohelpthemtoimprovetheiroralEnglish,theywillbemoreinterestedinstudyingoralEnglish;therefore,theycancommunicatefreelyandexpresstheirideasclearly.ProjectrationaleTheroleoforalEnglishAsRivers,.argues,“Speaking,likelistening,readingandwriting,isaskillwhichshouldandmustbedevelopedinschools.”O(jiān)rallanguagecanbeveryusefulforthedevelopmentofreadingandwritingskills.AsRiverspointsout,“Whenwereadandwrite,wecalluponwhatweknowofthelanguageorally.”(Rivers,1968,20).Hegoesontosaythattheremustbeaconnectionbetweenreadingandspeaking.Ifthestudentsarereading,theyareusingtheirorallanguage,too.Ifastudenthaspoororallanguage,his(her)readingabilitymayalsobepoor.Similarly,Rivers(1968)arguesthatwritinginvolvesoralabilityaswell.AsHarmersuggests,“Oneskillcannotbeperformedwithoutanother.Itisimpossibletospeakinaconversationifyoudonotlistenaswell,andpeopleseldomwritewithoutreadingeveniftheyonlyreadwhattheyhavejustwritten”(Harmer,1991,52).

Thediagrambelowshowshowallfourskillsarerelated(Byrne,1991)SkillContentsSpokenlanguageUnderstandingSpeakingproductiveskillsSpeakingwritingWrittenlanguageReadingwritingSincethefourlanguageskillsoflistening,speaking,readingandwritingareinterrelatedandinteractedwitheachother,aswecanseefromtheabove,itmaybesuggestedthatthefourbasicskillsshouldbetaughtinclusivelyratherthanseparately.TheroleofthestudentsInlearningOralEnglish,thestudentsplayanimportantrole,ifastudenthasnointerestinit,hecan’tlearnitwell,atthesametime,ifastudentdidn’tknowtheimportance,hewouldnottryhardtolearnitwell.SoIwouldliketotrytousemanymethodstoattractthestudents’interestandletthemknowtheimportanceoforalEnglish.

TheroleoftheteacherTheteachers’responsibilityistoattractthestudents’interestandhelpthemtolearnitwell.Prodromou,L.saidthatagoodlanguageteachershouldhavesomeexcellentcharacters.Therefore,theteachershouldorganizeclassroomactivities,createafreeatmospherewithintheclassorgroupandgivethestudentshintstotakepaidintheactivitiesinclasstointegratetheirskills.

Itmaybestressedthattheteachershouldprovidethestudentswithsuitableandinterestingactivitiesthatwillfocustheirattention.Sincetheymaybeshy,inexperienced,atalowlevelorworriedaboutmistakes,theteacherhadbetterlookforsomeeasy,usefulandinterestingactivitiesforthestudents’particularleveltokeeptalkingmoreinclass.6.SubjectdescriptionAsanEnglishteacher,IhavetaughtEnglishforthreeyears.ThestudentsIhavebeenteachingareintwodifferentclasses,whichhave61and60studentsrespectively.TheyareallinthesecondyearoflearningEnglish,andeveryweektheyhavefiveEnglishlessons.TheyareallofmiddlelevelinEnglish.7.ProjectdesignGeneraltimetablefortheprojectdesignWeekMethodsObjectivesGeneraldescriptionTimethenewsintheTVPairworksReinforcethe–ingparticipleListentothetapeandthenfilltheblanks.45minstheMimeWorkingroupsAttractthestudents’interestinoralEnglish.Dotheactionsandguessthemeanings.45minsRole-playRole-playPolitelydisagreeingLetthestudentstorole-playthesituationinpair45minsholidayWorkingroupsFluentoralpracticeLetthestudents’imaginationrunwildlytodesignafanciful6-dayadventureholiday.45minsWeek1Activity1ReadingthenewsintheTVDialogueLanguagestructure:The–ingparticipleasasubjectA:DidyouwatchthenewsprogrammeronTVlastnight?B:No.I’vealmoststoppedwatchingnewsonTV.Iusuallylistentothenewsontheradio.…ReadingnewseventsonTVismuchbetterJustlisteningtoreportsaboutthemontheradio(is)A:ButreadingnewseventsonTVismuchbetterthanjustlisteningtoreportsaboutthemontheradio.ListeningcomprehensionListenandfillintheblanks.1.＿＿＿＿＿＿＿＿＿＿iseasierthanspeakingit.2.＿＿＿＿＿＿＿＿＿＿isbadforhealth.3.＿＿＿＿＿＿＿＿＿＿isnotallowedhere.4.＿＿＿＿＿＿＿＿isveryhelpfultolanguagestudies.5.＿＿＿＿＿＿＿＿＿＿isnoeasyjob.6.＿＿＿＿＿＿＿＿＿＿istheirwork.Purpose:1.Tohelpthestudentsdeveloptheiroraldiscussionskills.2.Tohelpthestudentreinforcethe–ingparticipleasasubject.

Introduction:1.Preparationofthedialogue:Befamiliarwiththedialogue.Decidetheallocationoftimefordifferentactivities:Warm-up5minutes;presentation15minutes;practice10minutes;follow-up10minutes;listen5minutesWritethedialogueonthesmallblackboardandcoveritwithpaperinordertointroducethedialogueorally.2.Presentationofthedialogue:Warm-upactivity:Thestudentsareaskedtoworkinpairstopreparequestionnaires(Seetheonesbelow):Theyasktheirpartnerabout“LikesanddislikesaboutTVprogrammers”.Thentheyfillintheirpartners’answerYesNoNewsPlaysFilmsSportsAdvertisementEntertainmentTVRadioNeverOftenSometimesVeryoftenAlwaysThestudentsareaskedtolistentothedialogue(playedonarecorder)1-2timeswithbooksshut,andthenanswerthefollowingquestions:a.DidBwatchthenewsprogrammeronTVlastnight?b.DoesBliketowatchthenewsonTV?c.WhatdoesAprefertodoing,watchingthenewsonTVorlisteningtothenewsontheradio?TheteacherexplainstheentiredialoguesimplyandbrieflyinEnglish,removingthepaperonthesmallblackboardbitbybit.Expose–ingparticipleasasubject,thenthestudentsareaskedtoworkingroupsorpairstogivesomemoreexamplesof–ingparticipleusedasasubject.Thestudentsareaskedtorepeatthedialogueaftertherecorder(1-2times)3.Practiceofthedialogue:ThestudentsaredividedintotwogroupstotakerolestoreadAandB.Somepairsareaskedtoactthedialogue.Thestudentsareaskedtoclosethebooksandwritethedialogueasmuchaspossiblefrommemory.ThenIaskthemtocomparewhattheywritedownwiththeirpartners,andthenopentheirbookstocomparewiththeexactdialogue.Thestudentsfinishlisteningcomprehension.Forthestudents:4.Follow-upactivities:ThestudentsareaskedtoworkingroupstodiscusstheadvantagesanddisadvantagesofaTVsetoraradio,thenfillinthetablebelow,whichwillleadontoawrittenjobafterclass.AdvantagesDisadvantagesTV◎◎◎◎◎◎Radio◎◎◎◎◎◎Thestudentsareaskedtoworkinpairstodescribewhattheylikeordisliketodointheirleisuretime,using–ingparticipleasasubject.Thestudentsareaskedtocreateadialogue,whichcanbeassignedaswrittenworkhomework,thenpractiseinpairsandfinallyactedoutinclassWeek2Activity2GuesstheMimePurpose:TohelpthestudentsdeveloptheiroralEnglish.ToencouragethestudentstospeakEnglish.Introduction:Thestudentsworkinsmallgroups.Theyaresuppliedwithcardsandhavetocommunicatetheinformationonthecardtotheirgroupmemberswithoutspeaking.Theothermembersofthegroupcanspeak,however.Whattheyhavetoguessisnotjustasinglewordorconcept—thatwouldbeatestofvocabularyratherthanfluency.Thus,thegrouphastonegotiatethemeaning,onepersonusingmimeandtheothersusingEnglish.studentsprepareslipsofpaperwiththescenarioswrittenonthem,andmakeenough(identical)setssothateachgroupcanreceiveone.2.FirstIexplainthesituation.Forinstance,intheHotelReceptionIexplainthatI’maguestatthehotelbutIhaveabadcoldandcannottalk.IhavecometothefrontdeskbecauseIwantthereceptionisttodosomethingforme.Itellthestudentstoguesswhatmyrequestis,andthenmimeit.Doingthisdemonstrationisveryimportant,notonlytoexplaintheactivitytothestudents,butalsotointroducemimeintotheclassroom.Mimingcanbeabitembarrassing,especiallyifthestudentsdonotknoweachotherwell,andunlessImakeafoolofmyselfinfrontoftheclassfirst,Icannotexpectthemtomakeafoolofthemselvesinfrontoftheirpeers!explaintheactivity.Forthestudents:Thestudentsworkingroupsoffour.Theteacherwillgiveeachgroupasetofcards.Thestudentstakeacard,butdonotshowittotheothermembersoftheirgroup.Theyhavetocommunicatetheinformationonthecardwithoutspeaking.Theirgroupmembershavetoguesstheinformationonthecard—notword-for-word,butjusttheidea.Theteacherremindthemofthesituation(forexample,hotelreception)sinceguessingthemimewillbealotmoredifficultunlesstheykeepthisinmind.Check:Canyoushowthecardtothepeopleinyourgroup?(No)Canyousaywhenit’syourturn?Howdoyoucommunicate?(Actions)Cantheotherpeopleinyourgroupspeak?(Yes)Dotheyhavetoguesseveryword,orjustthemainidea?(Justthemainidea)Thesetsofcardsarehandedout.Iftheyhavesplitthecardsintoseveralsetsaccordingtodifficulty,theydonotneedtoexplainthisatthestartoftheactivity.Justbereadytoswapthesetswhentheyseethatagrouphasfinishedthecards.Week3Activity3HousematesRole-playPurpose:oralpractice2.PolitelydisagreeingIntroduction:Iwritethisontheblackboardbeforetheactivity:AIcan'tlivewithoutmusic!Ihaveabadmemory.I'mabitshortofmoneyrightnow.BIcan'tconcentrateonmystudy.I'malwaystrippingoveryourthings.Didn'tweagreetotaketurnsbuyingfood?Iexplainonlythatthesesentencesarefromtwodifferentpeople,AandB.ask,“Whoarethesetwopeopleandwhataretheytalkingabout?”ThestudentsaregivenaminuteortwotodiscussitwiththeirpartnersElicitthefactthatAandBarehousemates,andthenexplainthesituationinmoredetail:theyarenotclosefriends,buttheyarelivingtogetherinordertosavemoney.However,latelyBhasbeenquiteannoyedbysomeofA'shabits.Iwritethesehabitsontheblackboard,explainingthematthesametime:A:Playloudmusic(allthetime!)Leavehis/herthingsalloverthehouse(books,clothes,bags,etconchairs,tables,andeventhefloor)Don’tpassonmessages(ifoneofB'sfriendscallsandleavesamessage,Aneverrememberstopassiton)Neverbuyfood(whentheymovedintheyagreedthatAwouldbuythefoodoneweek,Bthenextweek,andsoon)Forthestudents:Iaskwhoprobablystartstheconversation,suggestapoliteconversationstarter,suchas:“CouldIhaveawordwithyouplease?”ThenIgetthestudentstorole-playthesituationinpairs.Afterwards,Igetsomefeedbackfromafewpairs.Wastheconflictresolved,andifsohow?NowIintroduceanddrillsomephrasesforpolitelydisagreeing:Nooffense,but...(Idon'tlikeyourmusic)Iseeyourpoint,but...(Ihaveabadmemory)Iunderstandyourfeelings,but...(Ican'tconcentrate)NowIgetthestudentstoswaprolesandrepeattheactivity,makinguseofthenewphrases.It'sagoodideatogetthemtoswappartnerstoo—thisshouldhelpkeepthemomentumup.Attheend,Igetmorefeedbackonhowtheirconversationsturnedout.Week4Activity4AdventureholidayPurpose:1.FluentoralpracticeIntroduction:Thestudentscanlettheirimaginationrunwildtodesignafanciful6-dayadventureholiday.1.Igivethemanexample:Australianadventureholiday

Day1:Photographingkangaroos

Day2:Survivinginthedesert

Day3:SkiingonUluruItellmystudentsthatanadventureholidayisnotlikeanormalholiday.Onthefirstdayofthisholiday,eachpersonisgivenacameraandamotorbikeanddrivesaroundphotographingkangaroos.Onthesecondday,themotorbikeistakenawayandtheyarelefttosurviveinthedesert.Theyeithersurviveordie;averyexcitingday!IshowedtheclassapostcarddepictingUluru,adryredrockincentralAustralia(alsoknownasAyresRock).ThethirddayoftheholidayisskiingonUluru,exceptthatofcoursethereisnosnowsoyoujustskidowntherock.2.Aftergivingthisexample,Ierasedthedetailsandexpandedtheplantosixdays:

Adventureholiday

Day1:

Day2:

Day3:

Day4:

Day5:

Day6:ForthestudentsThestudentsworkingroupstoplanaholiday.TheaimisEnglishdiscussion,notwriting,sotheyonlyneedtowriteafewwordstodescribeeachday.Warnthemthatattheendyouwillasksomepeopletoexplaintheirholidays!Theymightchoose(writethesesuggestionsontheboard)“ocean”,“forest”,“Chinese”,“mountain”,“city”,orsomeotherholidayoftheirownchoice.Check:DoIwantyoutopractisetalking,orwriting?(Talking)Sohowmanywordsshouldyouwriteforeachday?(Justafew)Afterwards,Icouldaskarepresentativefromeachgrouptodescribetheirgroup'sadventureholiday,orIcouldgeteachstudenttopairupwithastudentfromadifferentgroupandexplaintheirholidaystoeachother.8.ProjectimplementationIttookmefourweekstoimplementmyproject.Generallyspeaking,theactivitiesdesignedweresmoothlyconducted.Altogether,fouractivitieswerecarriedout;thedetailoftheimplementationcouldbeseenbelow.Week1Activity1Atthebeginningofclass，IplayedapieceofnewsonTVandonradio,thestudentswatchedandlistenedcarefully,andthenIaskedsomequestions:DidyouwatchthenewsprogrammeronTVlastnight?2.DoyouthinkwatchingnewseventsonTVaremuchbetterthanonradio?Then,thestudentswereaskedtoworkinpairstodoquestionnaires.Theyaskedtheirpartnerabout“LikesanddislikesaboutTVProgrammers”.Theythenfilledintheirpartners’answers.Iwentaroundandhelpedtheslowstudentstofinishthetask.Dothelisteningcomprehension.Thestudentswereaskedtolistentothedialogue(playedonarecorder)1-2timeswithbooksshut,andthenanswerthefollowingquestions.AtthesametimeIwrotethedialogueonthesmallblackboardandcovereditwithpaperinordertointroducethedialogueorally.Thefirsttimetheycouldn’thearthedialogue,soIplayedthedialogueonceagain.Whentheyalmostallunderstoodthetask,IexplainedtheentiredialoguesimplyandbrieflyinEnglish,removingthepaperonthesmallblackboardbitbybit.ThenIexposed–ingparticipleasasubject,andthestudentswereaskedtoworkingroupsorpairstogivesomemoreexamplesof–ingparticipleusedasasubject.Thestudentswereaskedtorepeatthedialogueaftertherecorder(1-2times).ThestudentsweredividedintotwogroupstotakerolestoreadAorB.Somepairswereaskedtoactthedialogue.Theyfeltinterestedinit.Thestudentswereaskedtoclosethebooksandwritethedialogueasmuchaspossiblefrommemory.Thentheywereaskedtocomparewhattheywritedownwiththeirpartners,andthenopentheirbookstocomparewiththeexactdialogue.ThestudentswereaskedtoworkingroupstodiscusstheadvantagesanddisadvantagesofaTVsetoraradio,thenfilledinthetablebelow,whichwouldleadontoawrittenjobafterclass.Attheendofclass,thestudentswereaskedtoworkinpairstodescribewhattheylikeordisliketodointheirleisuretime,using–ingparticipleasasubject.Theywereaskedtocreateadialogue,whichcouldbeassignedaswrittenhomework,thenpractisedinpairsandfinallyactedoutinclass.Afterthisactivity,thestudentscoulddeveloptheiroraldiscussionskillsandlearnthe-ingparticipleasasubject.Week2Activity2First,Idividedthestudentsintosmallgroups,andsuppliedthemcardsandtheyhadtocommunicatetheinformationonthecardtotheirgroupmemberswithoutspeaking.Theothermembersofthegroupcouldspeak,however.Whattheyhadtoguesswasnotjustasinglewordorconcept—thatwouldbeatestofthevocabulary.Thus,thegrouphadtonegotiatethemeaning,onepersonusingmimeandtheothersusingEnglish.Igavethemanexample,intheHotelReceptionIexplainedthatyouwereaguestatahotelbutyouhadabadcoldandcouldn’ttalk.Youhadcometothefrontdeskbecauseyouwantedthereceptionisttodosomethingforyou.Itoldthestudentstoguesswhatyourrequestwas,andthenmimeit.Doingthisdemonstrationwasveryimportant,notonlytoexplaintheactivitytothestudents,butalsotointroducemimeintotheclassroom.Thestudentsfeltitveryinteresting.Mimingcouldbeabitembarrassing,especiallyifthestudentsdidnotknoweachotherwell,andunlessyoumadeafoolofyourselfinfrontoftheclassfirst,youcouldn’texpectthemtomakeafoolofthemselvesinfrontoftheirpeers!ThenIaskedthestudentstoworkingroupsoffour.Igaveeachgroupasetofcards.Thestudentstookacard,butdidnotshowittotheothermembersoftheirgroup.Theyhadtocommunicatetheinformationonthecardwithoutspeaking.Theirgroupmembershadtoguesstheinformationonthecard—notword-for-word,butjusttheidea.Remindthemofthesituation(forexample,hotelreception)sinceguessingthemimewouldbealotmoredifficultunlesstheykeptthisinmind.Thefirsttime,alotofstudentshadsplitthecardsintoseveralsetsaccordingtodifficulty,soIallowedthemtoswapthesetswhenIsawthatagrouphadfinished.Thatwouldbeeasiertothem,soatlasttheyallcoulddoitwell.Theatmosphereinclasswasveryactive.Afterthisactivity,thestudentsfeltlearningoralEnglishwasveryinteresting.Week3Activity3BeforetheactivityIwrotesomequestionsontheblackboardforthestudents,andexplainedonlythatthesesentenceswerefromtwodifferentpeople,Aandasked,"Whoarethesetwopeopleandwhataretheytalkingabout?”Thestudentsweregivenaminuteortwotodiscussitwiththeirpartners,andIwentaroundtheclass,Ifoundthatsomestudentshaddifficultiesinit.SoIelicitedthefactthatAandBwerehousemates,andthenexplainedthesituationinmoredetails:theywerenotclosefriends,buttheywerelivingtogetherinordertosavemoney.However,latelyBhasbeenquiteannoyedbysomeofA'shabits.Iwrotethesehabitsontheblackboard,explainingthematthesametime.Afterthat,Iaskedthemtomakeaconversation,andsuggestapoliteconversationstarter,suchas:“CouldIhaveawordwithyou,please?”ThenIgotthestudentstorole-playthesituationinpairs.Theyfeltveryexcitedandinterestedinthisactivity.Iwentaroundtheclass,andfoundthatmostofstudentscouldfinishthedialoguewell.Igotsomefeedbackfromafewpairs.Iencouragedthemnottobeafraidtoactitout.ThenIintroducedanddrilledsomephrasesforpolitelydisagreeing:getthestudentstoswaprolesandrepeattheactivity,makinguseofthenewphrases.Itwasagoodideatogetthemtoswappartnerstoo—thisshouldhelpkeepthemomentumup.Attheend,Igotmorefeedbackonhowtheirconversationsturnedout.Afterthisactivity,thestudentsnotonlyimprovedtheirinterestbutalsoweremorepolite.Week4Activity4Atthebeginningofclass,Igavethemanexample:Australianadventureholiday

Day1:Photographingkangaroos

Day2:Survivinginthedesert

Day3:SkiingonUluruItoldmystudentsthatanadventureholidaywasnotlikeanormalholiday.Onthefirstdayofthisholiday,eachpersonwasgivenacameraandamotorbikeanddrovearoundphotographingkangaroos.Onthesecondday,themotorbikewastakenawayandtheywerelefttosurviveinthedesert.Theyeithersurvivedordied;averyexcitingday!IshowedtheclassapostcarddepictingUluru,adryredrockincentralAustralia(alsoknownasAyresRock).