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Comparison of Junior High School English Lesson Plans in Taiwan and Our Book

This mid-term oral report compares the English lesson plans used in junior high schools in Taiwan and the content of our book. The report explores the similarities and differences between the two and discusses the importance of curriculum design in achieving both language and non-language outcomes.

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Comparison of Junior High School English Lesson Plans in Taiwan and Our Book

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  1. Curriculum Design Mid-term Oral Report Instructor: Prof. Mavis Shang Erin 9610002M 97/05/01

  2. Outline • Foreword • Introduction of Junior High School English Lesson Plan in Taiwan • Compare the EnglishLesson Plan and Our Book • Conclusion

  3. Foreword ＊ English learning is a basic subject in school curriculum in Taiwan ＊ Educational Policy: Grade 1-9 Curriculum (九年一貫) ＊ There are some differences and similarities between our book and Taiwanese lesson plan in junior high schools

  4. Introduction of Junior High School English Lesson Plan in Taiwan ＊Fifteen Parts should be covered: 1. Unit (單元名稱) 2. Class (班級) 3. Members (人數) 4. Materials (教材來源) 5. Time (教學時間) 6. Periods (節次) 7. Analysis of materials (教材分析) 8. Students’ background knowledge (學生學習條件分析) 9. Teaching Approach (教學方法)

  5. Introduction of Junior High School English Lesson Plan in Taiwan 10. Teaching Aid (Resource) (教具) 11. Teaching Aim (Unit aim & concrete aim) (教學目標: 單元目標、具體目標) 12. Ability Index (相關能力指標) model 13. Time arrangement (時間分配) 14. Learning Aim (學習目標) 15. Teaching process (preparation, presentation, and practice) (教學活動: 準備活動、發展活動、綜合活 動) 16. Evaluation (評量) model

  6. Compare the English Lesson Plan and Our book ＊ Similarity 1) Students’ background knowledge (學生學習條件分析) = students’ need analysis => students’ background information for identifying a gap between what students are able to do and what they need to be able to do 2) Concrete Aim (具體目標) =Objectives => more specific and concrete description of purpose (be able to…)

  7. Compare the English Lesson Plan and Our book ＊ Difference: 1)Aim: ◎Our book: language skill domain ◎Teaching Plan: a) Teaching Aim: for teachers * Unit Aim: three domains: cognitive, affective, and psychomotor (Bloom, 1956) b) Learning Aim: for students

  8. Bloom’s three teaching domain 1. Cognitive domain: understanding of knowledge 2. Affective domain: motivation, interests, cultural understanding… 3. Psychomotor domain: practice (listening, speaking, reading, and writing) => language outcome (cognitive & psychomotor ) non-language outcomes (affective)

  9. Compare the English Lesson Plan and Our book ＊ Difference: ◎ Ability Index (能力指標): Grade 1-9 Curriculum Policy => To know whether the aim and concrete objectives can let students achieve the specific ability no matter in language skills, learning interest and approaches, and culture and custom

  10. Compare the English Lesson Plan and Our book Ex: reading parts/ learning interest / culture and custom 1. 3-2-5 To be able to understand the main point of the text 2. 6-2-6 To use reference books (dictionary) to understand the content actively 3. 7-2-3 To be able to realize and respect different culture and custom from multiple cultural viewpoints

  11. Conclusion • Curriculum design should be followed educational policy: Grade 1-9 Curriculum (Ability Index) • Three domains of aims should be included: cognitive, affective, and psychomotor • The purpose of curriculum design is to let students have both of language outcomes and non-language outcomes.

  12. * Thank You*

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