英文科說話教學設計與實踐:行動研究個案 Curriculum design and implementation in the teaching of speaking: an action research,以新視窗打開

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Curriculum design and implementation in the

teaching of speaking: an action research

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Abstract

This action research project investigated the effects of a teacher's instructional design and implementation on students' motivation and development in the teaching and learning of English Language speaking skills, as well as the teacher's reflection on the whole process. The subjects of the study were Primary Four students taught by one of the investigators. Data was collected from student questionnaires, in-depth interviews, lesson video recordings, research logs, lesson observations by critical friends, and students' work. The study found that sustained teacher reflection for ongoing instructional adaptations in light of learners' characteristics and progress is conducive to raising students' motivation and self-confidence. Four crucial factors for raising students' confidence in speaking English were identified: instructional activities that match learners' ability; promotion of learner initiatives; a good teacher-student relationship; and teacher commitment. The study has also confirmed the need for flexible and open instructional design in catering for individual differences, and the positive contributions of action research to teachers' professional development.

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Keywords

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Pupils ask one of their classmates the following questions in the classroom:

1. What is your name? 2. Where do you live? 3. How do you go to school?

4. How many brothers and sisters do you have? 5. What do you like doing?

6. Who is your favourite teacher? 7. Who is your favourite singer? 8. What is your favourite subject?

9. What is your favourite cartoon character? 10. What are you good at?

After the interview, they have to report back to the whole class (Oral Presentation).

Pre-task 2:

Pupils ask one of their family members or relatives the following questions in their homes. They have to record their interview on the tapes.

New Welcome To English (2nd edition) 

Origin of Pre-task 1, 2, 3 Book 4A

Module: People

Unit 1: Myself and friends - getting to know you Ask your new friends the following questions:

1. What is your name? 2. Where do you live? 3. How do you go to school?

4. How many brothers and sisters do you have?

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1. What is your name? 2. Where do you live?

3. How do you go to school/work?

4. How many brothers and sisters do you have? 5. What do you like doing?

6. Who is your favourite singer?

7. What is your favourite TV programme? 8. What are you good at?

9. Who do you love most?

After the interview, they have to draw pictures/bring photos of the interviewees and then report back to the whole class (Oral Presentation).

Pre-task 3 :

Each pupil asks one tourist (native speaker) the following questions at the tourist spots. They have to record their interview on the tapes and they have to take photos with the interviewees.

1. What is your name?

2. How do you spell your name? 3. Where do you come from? 4. How do you come to Hong Kong?

5. How many brothers and sisters do you have? 6. What do you like doing?

7. Who is your favourite singer?

8. What is your favourite TV programme? 9. What are you good at?

10. Who do you love most? 11. Is my English good?

After the interview, they have to show photos of the interviewees and then report back to the whole class (Oral Presentation). Enrichment Task 1:

Pupils fall into groups and act out the story. Then they will have self-evaluation and peer-evaluation. They also have to fill out the self-evaluation form and peer-evaluation form after watching the video shot.

Enrichment Task 2:

In groups, pupils think out a new story through group discussion. They have to apply the target language pattern (comparative and superlative forms of adjectives) in their stories.

Origin of Enrichment Task 1, 2, 3: Book 4A

Module: People

Unit 5: About My Family

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In groups, pupils discuss about the arrangement of work distribution and different roles to play in their own stories. Then they have to act out their own stories. Lastly, they will have evaluation and peer-evaluation orally and then fill out the self-evaluation form and peer-assessment form after watching the video shot.

Post-task 1:

In the classroom, pupils ask their classmates as many questions as they can by using "How often do you ...?"

After the interview, they have to report back to the whole class (Oral Presentation).

Post-task 2:

In their homes, pupils ask their family members or relatives as many questions as they can by using "How often do you ...?" They have to record their interview on the tapes, bring the tapes to school and let the whole class listen to the tapes.

After the interview, they have to draw pictures/bring photos of the interviewees and then report back to the whole class (Oral Presentation).

Post -task 3:

At the tourist spots, pupils ask tourists (native speakers) as many questions as they can by using "How often do you ...?" They have to take photos with the tourists, record their interview on the tapes, bring the tapes to school and let the whole class listen to the tapes. Then, they have to show photos of the interviewees and then report back to the whole class (Oral Presentation). Origin of Post-task 1, 2, 3

Book 4B

Module: Out and about

Unit 3: Things we do - having fun Pupils know how to ask questions using "How often". Pupils know how to answer the above question using "once, twice, three times, four times ... a day/a week/a month/a year."

Example: How often do you play football? I play football once a week.

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