Tesoltaiwan於6/28 舉辦Oxford 師訓講座，邀請到擁有十年豐富教學經驗的Oxford University Press經理Kerry Nockolds和大家分享良好課堂活動的設計重點與要領，我們特將講座內容集結成文字稿，讓無緣參與的老師們也能身歷其境，加以學習喔!!
講師：Kerry Nockolds
Kerry Nockolds, BSc Economics, BA Chinese, gained his TESOL certificate in London in 1996 and has been teaching in Taiwan for 10 years. Kerry is an experienced teacher trainer and was formerly an Academic manager for a large chain of schools in Taiwan. Kerry is an experienced curriculum designer and materials developer and has brought these skills into his present position of Field Editor for Oxford University Press in Taiwan.
Oxford teaching workshop ─How to design a successful activity ?
Tesoltaiwan held a special teaching workshop on 28 June, demonstrated by the manager of Oxford University Press, Kerry Nockolds. This workshop lets the teachers know the secrets of designing a suitable and efficient game during class. Here are the contents of the workshop.
Lecturer: Kerry Nockolds
Kerry Nockolds, BSc Economics, BA Chinese, gained his TESOL certificate in London in 1996 and has been teaching in Taiwan for 10 years. Kerry is an experienced teacher trainer and was formerly an Academic manager for a large chain of schools in Taiwan. Kerry is an experienced curriculum designer and materials developer and has brought these skills into his present position of Field Editor for Oxford University Press in Taiwan.
The Workshop’s content ●Why do we play games?
Fun
Motivation:
Playing games makes children enjoy learning English, which gives them motivation to continue learning.
Creates Fluency
Raises Accuracy
When doing drills or practice, we tell children to repeat after the teacher. But they probably just do what we tell them to do. During the games, we let them use the language by themselves. So we can actually know how they use the language and find their problem to fix it. If we only do listen and repeat, we’ll never know if the students really understand or not.
Checks understanding
Puts language into context.
Lets students feel that the language is useful.
Raises confidence
Games let everyone use English and give everyone the confidence to learn English. Confidence is a really important motivation in learning English.
Can use extra language.
When we play a game, we give students some frame language, but students can always use a new word or sentence in the game, which makes the language more flexible.
Use language independently.
●What should we think about when designing a game?
General : Safety Classroom dynamics→ ex: the age of students, the different level of students.
Motivation: Give praise and be enthusiastic.
→ Give praise such as “good job” or“well-done” whenever students have a good performance.
Language: Clear Language goals Interaction patterns
→ It means “who is talking to who”. Therefore, interaction patterns could be teacher to teacher, teacher to students or students to students. In the game, the teacher should only give instructions and then let the students to use the language by themselves. Teacher should only monitor the game and give error corrections.
Effectivity: Fun and competitive. Maximizes student participation Clear instructions and rules.
●Key questions to check the efficiency of your game.
Is my Target Language (TL) being used?
Can the students use the TL independently?
Did I demonstrate the instructions clearly?
●What resources teacher can use when designing a game?
There are 3 resources a teacher can use. First, the teacher themselves! Every teacher has been a student once and knew different games before, which can help teachers to design games. Second, other teachers. Talk to your collegues! Third, teacher resource books and websites.
首先，我們先釐清這些縮寫的定義：
TESL（Teaching English as a Second Language）是專門在「英語系國家」為非以英語為母語之學生對象，所特別設計之師資訓練課程。
如果用在認證上的定義是： TESL (Teachers of English as a Second Language) 或是TESOL（Teachers of English to Speakers of Other Languages）要於加拿大、美國或其他英語系國家境內，從事教授外國人英文為其第二語言之教師執教資格證明。
TEFL（Teaching English as a Foreign Language）則是專門在「非英語系國家」為非以英語為母語之學生對象，所特別設計之師資訓練課程。 TEFL (Teachers of English as a Foreign Language)要於加拿大或美國以外的地區，從事教授外國人英文為其第二語言之教師執教資格證明。
Teachers of English to Speakers of Other Languages, Inc. (TESOL) is an independent professional organization established in 1966. The organization was created out of professional concern over the lack of a single, all-inclusive professional organization that might bring together teachers and administrators at all educational levels with an interest in teaching English to speakers of other languages (ESOL). The formation of the organization was a sign of TESOL’s maturity as a profession. It is worth looking back to where TESOL has been in order to understand where TESOL, both the profession and the organization, is today and where it is likely to go in the future.
The creation of the TESOL was the culmination of more than 4 years of organizational groundwork and discussions centering around three issues: (1) The need for a professional organization that would be permanently devoted to the problems of teaching English to speakers of other languages, at all levels. (2) The need for a pedagogical journal to serve the entire profession. (3) The need for a register of specialists that might be helpful to foundations, government agencies, and universities in their attempt to cope with the ever-growing need for qualified personnel in the area of ESOL.
The question of an association for teachers of English to speakers of other languages, and the related questions of a journal and a roster of ESOL specialists, had been matters of concern for some time not only to the people in universities and professional associations, but also to government agencies and foundations with interests and activities in ESOL.
"Five organizations gave birth to TESOL, each one vitally concerned with second language problems, yet no one organization exclusively concerned with them. The Center for Applied Linguistics has as its interests the entire area of applied linguistics, which includes a program in English as a second language. The Modern Language Association of America has concentrated on the teaching of English and foreign languages to native speakers and on literary scholarship. The National Association of Foreign Student Affairs has borne a good deal of the burden of all problems--not only language problems--of the foreign student. The National Council of Teachers of English encompasses all of English pedagogy almost form the cradle to the grave, of which English as a second language is a part. The Speech Association of America has had an obvious concern in thousands of classrooms and through its research with the speaker whose English is not idiomatic. The Steering Committee that planned the first TESOL conference in Tucson in 1964 and the second in San Diego in 1965, as well as the New York convention in 1966, was made up of the representatives of these five interested organizations." (Anderson, 1967, p. 175)
Following is a brief summary of developments in the progress toward increasing professionalism that was emerging in 1966.
您知道為什麼課堂活動在英語教學中如此重要嗎？
