My Experience in Using CCE--Oral English Zhai Zheng Beijing Foreign Studies University August 11, 2006

Who? Basic grammarBasic grammar 2,000 words2,000 words Some difficulty in listening and/or oral communicationSome difficulty in listening and/or oral communication Uneven performanceUneven performance

Our Goal Students should have their own interpretation of events and could express themselves clearly and logically in plain and proper English.

Framework of Each Unit (Books I & II) Objectives BoxObjectives Box Warm-upWarm-up Texts (dialogs & passages)Texts (dialogs & passages) Tasks (group work, pair work, role play, discussion, mini-talk, interview, game, etc.)Tasks (group work, pair work, role play, discussion, mini-talk, interview, game, etc.) Language BankLanguage Bank Supplementary ReadingSupplementary Reading

Classroom Arrangement (I) Traditional

Classroom Arrangement (II) Horseshoe

Classroom Arrangement (III) Modular

Sample Unit—Unit One, Book I First Day in College

Indicative Time Distribution 1 st Hour1 st Hour –Warm-up –Going over the texts –Identify the major functions & useful phrases –Activity (5-10’) –Homework: Role playing (from the textbook) & Presentation topic 2 nd /3 rd Hour –Check homework, peer review, instructor comments –Activities –Sum-up –Quiz

Lesson Plan Warm-upWarm-up –Ask the students to describe the pictures in the own words. What to include? –Play the recording –Match the audio clips with the right pictures –Create a dialog by imitating the 3 short conversations Or: –Ask the students to perform all of the scenes –Play the recording –Comments on the performance

Lesson Plan Text One: a typical “getting-acquainted” session in a college setting; self- introductionText One: a typical “getting-acquainted” session in a college setting; self- introduction –Play the recording and ask the students to identify the information contained in each self- introduction –Quick explanation on language points –Summary of self-introduction: what to say? Instructor Explanation: direct the students to the Language Bank, explain how greetings are made in English-speaking countries, encourage the students to compare the difference, offer more expressions, explain the different levels of formality, explain the basic etiquettes on introduction.

Lesson Plan Text Two: consolidating the functional expressions just learned; conversation among friends (informal)Text Two: consolidating the functional expressions just learned; conversation among friends (informal) –Ask the students to identify the major functional expressions.

Lesson Plan Text Three: the address system; conversation between strangers (more formal)Text Three: the address system; conversation between strangers (more formal) –Explain the address system in English- speaking countries (varying levels of formality) –Ask the students to think out a solution for the reporter.

Lesson Plan Text Four: focusing on content; educational purposeText Four: focusing on content; educational purpose –Ask a group of students to perform the scene by practicing Task 1 (Role Play). –Ask the rest of the students to summarize the ideas of each panelist with their own words.

Lesson Plan Task of Text 1: Group WorkTask of Text 1: Group Work –Examine the sample questions and ask the students to suggest more. –Practice in groups, ask the students to follow the example of Text One and make use of the “getting-acquainted” questions, monitor each group and join the discussion. –Pick a couple of students to introduce other students in their groups. –Making comments.

Lesson Plan Task 1, Text 2: Pair Work (summary skills)Task 1, Text 2: Pair Work (summary skills) –Ask SA to describe the experience. SB should listen and ask follow-up questions. –Monitor selected pairs and offer real-time comments. –Comment on the overall performance and identify their problems.

Lesson Plan Task 2, Text 2: Role PlayTask 2, Text 2: Role Play –Pair work (Homework) for the first two situations; group work for the next two situations –Ask one or two groups to perform before the class and comment –Get all students to stand up in small circles for the last situation. (prepare some props if available)

Lesson Plan Task 1, Text 3: Discussion (eliciting the students’ awareness in cultural difference)Task 1, Text 3: Discussion (eliciting the students’ awareness in cultural difference) –Encourage the students to brainstorm these questions. Throw in ideas to keep the discussion going.

Lesson Plan Task 2, Text 4: Discussion (Presentation topic)Task 2, Text 4: Discussion (Presentation topic) –The teacher should control the flow of the discussion while eliciting as many student viewpoints as possible.

Lesson Plan Sum-upSum-up –How to greet, introduce and address people in a culturally acceptable way –Recap the functional expressions

Evaluation & Exam Real-time feedbackReal-time feedback Peer reviewPeer review After-class quiz (role-play situations) & CommentsAfter-class quiz (role-play situations) & Comments Final ExamFinal Exam –Role-play situations (pair work) Student A: You are a native of Beijing, and B is your new classmate. B feels quite at a loss in Beijing, and wants to ask you some questions about the city. Answer his/her questions and give your suggestions.Student A: You are a native of Beijing, and B is your new classmate. B feels quite at a loss in Beijing, and wants to ask you some questions about the city. Answer his/her questions and give your suggestions. Student B: You are a freshman and a new comer to Beijing. You feel uneasy being fresh in this huge city and want to know more about it. A is your new classmate and a native of Beijing. Ask him/her questions about the city. Respond to his/her answers appropriately.Student B: You are a freshman and a new comer to Beijing. You feel uneasy being fresh in this huge city and want to know more about it. A is your new classmate and a native of Beijing. Ask him/her questions about the city. Respond to his/her answers appropriately. –Short oral presentations Talk about your hometown. Try to bring out the most striking features and include one or two personal impressions.Talk about your hometown. Try to bring out the most striking features and include one or two personal impressions.

Student Feedback The topics and materials are close to their life.The topics and materials are close to their life. They could go beyond “parroting” mere phrases. Gradually, they could talk with some substance.They could go beyond “parroting” mere phrases. Gradually, they could talk with some substance. Despite early complaints of “Chinglish”, students came to like the textbook.Despite early complaints of “Chinglish”, students came to like the textbook. Students said they especially benefited from to-the-point comments (on both verbal and non- verbal communication).Students said they especially benefited from to-the-point comments (on both verbal and non- verbal communication).

Thank You!