beyond the basics 樂在溝通

Beyond the Basics 樂在溝通

Sabrina Debbie

Introduction

Jianhua Bai, Juyu Sung

and Janet Zhiqun Xing

Second Edition, published in 2009

Target Group: Intermediate and Advanced Level

Target Student: Have enrolled in college education for 2 years

Goal

Encourage meaningful COMMUNICATION

Satisfy different students’ needs

Situational grammar practices

Sustain Students’ motivation of talking

Student-centered teaching

Structure

15 units; there are 14 units which contain dialogue, question-oriented discussion, list of vocabulary, pattern drill and frequently- used vocabularies.

Topics: Childhood, Describe a person, Master salesman, Every field of work, Problem-solving, Lunch, Music, Crime, Love, Poverty, Culture, Happiness, Election, Movie, Extemporaneous speech

Structure

Assessment

Exercises: Multiple choices. Complete sentences, Fill-ins

and Composition

Activity: Supplementary activities and dialogue

practices

Five Cs Standards

Communication

Comparison

CommunityCulture

Connection

0

2

4

數列 1

欄 1

What’s good?

Culture

Comparison

Connection

Culture

Lesson 5 難題幾則 Problem solving

1. 你的老闆給你的工作越來越多，可是薪水從來沒調整過，你想請老闆幫你加薪水，該怎麼開口 ?你會用甚麼理由說服他 ? How to ask for a salary increase.

2. 你的中文老師教學非常認真，但是有一點兒固執，他認為學語言要不斷的練習、做功課、背誦、考試。你不太適應這樣的教學方式，你該怎麼婉轉地跟老師說 ?

How to tell your Chinese teacher to adjust his/her teaching.

Connection

Education, Law, Psychology, Democracy, ……

Crime

Psychology

Comparison

Compare American culture and Chinese culture

What may need to adjust Communication

Community

Communication

Doesn’t accommodate the goals

Encourage meaningful COMMUNICATION

Sustain Students’ motivation of talking

Student-centered teaching

Unbalance between four skills

Listening< Speaking< Reading <Writing

Appropriate Grammar?

Community

Situational grammar practices

Conclusion

Unattractive

Provide few opportunities in talking

Robotic exercises

____________________________________________________

Provide Various activities

Multi-topics

Include a broad range and diverse representation of countries

How to use ?

Worksheets and knowledge of different topics are required to accommodate.

Use authentic materials and field trips to instruct real life incidents

In order to bring life into activities, role-play could be considered.

What I have learned

Give specific information for high level students to learn and design a lot of practical activities in learning

Supplementary activities will bring energy into serious topic teacher addressed.

The rubric to examine connection and community are not specifically examined.

The rubric are more like to evaluate beginner’s textbook and to examine high level is not really appropriate.