My Lesson Plan

The following is one of my favorite lesson plans. I use the handout in my adults’ Eng classrooms. When teaching the theme ‘traveling’, most teachers would as students to share their traveling experience. However, I think that it might be better to talk about the tourism in Taiwan cuz i believe only after we could know Taiwan well or know ourselves well, we then could learn others’ cultures.


Touch Your Heart

侯志堅 曲 / 黃敏、黃建銘詞


Come see the beauty

This island so colorful

Come taste the best

The people so friendly


It’ll be the most amazing journey

For your heart to feel and see


Ilha Formosa

Taiwan will touch your heart

Ilha Formosa

Taiwan will touch your heart



Oh…pretty island (that you can see)

Oh…a paradise (that you can feel)


It’ll be the most amazing journey

For your heart to feel and see


Ilha Formosa
Taiwan will touch your heart

Ilha Formosa

Taiwan will touch your heart

Ilha Formosa

Taiwan will touch your heart

Taiwan will touch your heart

Ù         In Portuguese, ‘Ilha’ = Island & ‘Formosa’ = Foremost, Beautiful




1.           How much do you know about Taiwan?

2.         In terms of ‘nature’, ‘culture’, ‘activities’, and ‘cuisine’, what would you recommend to foreigners?

3.         Could you recognize those places in the CF?


4.         What places have you been to in Taiwan? What are your favorite tourist places around Taiwan? Why do you like them?

5.         If you had a foreign friend come to Taiwan for 5 days what place would you take them to see?

6.         Do you think Taiwan should do more to attract tourists from other countries to visit here? If so, what things can be done to help this happen?

7.         What and where would you recommend if we visit your hometown? (HOMEWORK)



8.         Have you ever traveled abroad? If so, where have you been?

9.         What kinds of places do you enjoy traveling to? (Cities? Countryside?)

10.      What are the three countries you would like to visit? Why?

11.       What can you do if you have trouble talking with others in a foreign country?

12.      What can you do if you get lost? Have you ever been lost before? What happened?

Lesson Plan: (I handed in this lesson plan as the homework of other 教程 courses. In the lg institute i work at, i don’t need to write the lesson plan.)


1.     教學主題:Touch Your Heart – Travel in Taiwan

2.     課程時間:三小時。

3.     適用對象:高中三年級學生。

4.     學生先備知識:

a.     具備上網基本技能。

b.     具備基本英語聽力、口語、閱讀、與書寫能力。

c.     對台灣觀光景點有基本了解。

5.      教學目標:

a.     讓學生了解生活與學習的緊密關係,並進而將課堂所學應用在日常生活中

b.     讓學生了解英語表達並不難,聽說讀寫四種技能也不應被斷然獨立分開。

c.     利用多元化的資源,引導學生對學習產生興趣,進而養成自發學習,主動利用網路查詢或學習相關資訊。

d.     藉由深入了解台灣觀光景點的課題學習英語,再利用本身的英語能力介紹台灣,以期學生能「了解自己,放眼國際。」

e.     透過45人的小組,引發學生獨立思考、表達個人意見、及與他人磋商、討論的能力。

f.      透過學生的活動表現評估成績,以多元化的測驗方式,減少傳統紙筆測驗的闕漏。

6.     活動流程:

        a.     引發動機:


*      請學生仔細聽該網站上的歌曲,並逐字寫下歌詞。

*      請學生以小組的方式,討論每個人寫下的歌詞,若答案有歧異,決定出一個版本。

*      老師發下活動單,供學生核對標準答案,學生應在活動單上標示出自己錯誤的字,以供自己日後注意該字或某音節的發音。

*      老師在播放一次歌曲,請全班同學一起唱。

*      小組討論該歌曲給人的感覺。

        b.     發展活動:


                *      各小組討論活動單上Part II的第一個問題。

*      引導學生以「推薦給外國旅客」的角度,小組討論活動單上Part II的第二個問題,並告知學生,這些答案在之後的宣傳短片中會出現。

*      老師播放短片,請學生搶答並寫下宣傳片中出現的答案。

        c.     綜合活動:

Go to Taiwan – one of Asia’s must see destinations! (台灣觀光資訊網)

                *      老師列出所在地也外的縣市名,請各小組決定欲報告的縣市。

                *      各小組自行瀏覽上述或其他網站,收集該小組負責的縣市。

                *      從收集到的資料中,各小組挑出一個景點並做深入了解。

                *      以英語口頭報告該景點。


Add a comment May 26, 2008

About teaching listening

Lots of teachers would regard movies as listening materials. I think it’s really a good idea. Students then could learn daily-life conversation and update their usage  or vocab. I also recommend my studetns to do so. However, I have a different idea different from others, that is, subtitle. It’s said that it will be better to shut the subtitle off or play the Eng version. Most peeps believe that subtitle will cultivate students to rely on it. However, I would say i learn a lot from the subtitles.

At first, my listening ability is quite poor. Without the subtitles, i could understand nothing & thus i could not enjoy the movie. Take students in Eng corner as examples, they asked me to show them the Eng version when watching ‘Friends’. However, there’s no laughter. It’s odd for me. Thus, I ask students to give it a try if i show them the Chinese one. Then, they could understand the humor. After that, they said it’s not a good idea to show Chinese version cuz they would read the Chinese subtitle directly. I said: ‘Well, but u understand nothing with Eng version. How would u expect your learning just from the blur meaning. it’s above ur head.’ I tried to explain Krashen’s ‘i +1’.

Here’s my suggetion. First, it could make our learning enjoyable. After certain time, we will find some vocab naturally ‘flow into’ our head. Then, some sentences could ‘sneak into’ our brain. Third, we could make sure whether our comprehension is correct or not with Chinese subtitles. Next, We could read Chinese text and guess how the characters would express the intended meaning. If our ans is wrong, then we learn the new expression. Finally, now, what i’m doing is to compare my own real-time translation to the Chinese subtitiles. The real-time translation task is so interesting for me!!!

Here, I’m not saying others r wrong. I just want to share my own personal learning experience. After all, everyone is a individual and would has different learning styles.

Add a comment May 26, 2008

About the ideas sharing in the class

So far, we have a lot of chances to discuss how to teach Eng. I have some ideas to share with everyone here.

  1. The lesson instructed in Eng is not ‘Whole Language’! When sharing the reflection of school visit, some classmates said it’s good to instruct the lesson in Eng cuz it’s the ‘Whole Language’. However, the interpretation of the ‘Whole Language’ is wrong. To adopt the method ‘Whole Language’ in the classroooms, teachers should include four skills together in the same lesson. To learn more about the ‘Whole Lg’, we could check out Ken Goodman’s book. (BTW: Ken came to Taiwan about two yrs ago. it is said that it’s his last time to travel around cuz he’s tooooo old. I attended his seminar and had his signature. ..^^..)
  2. To embed technology into our teaching, we should do something more than simply putting the input on the PPT. When sharing the reflection of school visit, some classmates, again, said it’s a kind of technology-based teaching. I really DON’T think so!!! In studies, researchers try to find out better methods to provide input to enhance studetns’ ‘intake’. However, I can’t see what the difference between showing the input via PPT or paper is. That is, they’re all visual text input.
  3. Moreover, I think that computer is not the only single one tool for teachers when we r talking about including technology into our classrooms. Here, i’m not saying that computers r useless. Instead, what i’m trying to say is that we could include more equipment, say, wii. I guess nothing is impossible to be used in lg classrooms. 

Add a comment May 26, 2008

School Visit I

That school visit actually disappointed me a lot. What the teachers do is just the same as what we do in the cram schools! I could see they r hard-working teachers. They devote lots of effort to prepare their lesson. However, the book they show us is just like a 參考書. If the referencial books r important, why not just buy one?

I think that the content in junior high school is not difficult or complicated. The lesson in school, I believe, should embrace more ideas related to communicative approach. Teachers should not simply show the ‘science’ part of language. Instead, students should have an opportunity to experience the ‘art’ part of lg. For me, the ‘art’ part is the most interesting and charming aspect of lg. This might then lead students to learn Eng with passion.

Add a comment May 26, 2008

School Visit II

The class I observed is about body language. The PPT stared studetns’ friends did make the class interesting. Also, I think that it’s good to ask students to share their summary on the board cuz it activates students’ writing and reading ability to complete the task of summary. When sharing their summary work, then, it could further include communication skill. The task hence makes the language classroom become a ideal learning context.

Here’s my reflection:

1. It might be a taugh lesson for teachers to provide good questions. On that day, the teacher tried to explain what body language means by asking some questions. However, to be honest, I don’t like those Qs cuz i even don’t know how to ans it. No wonder there’s no student providing any ans.

2. The alternative method to do the summary i like to use is to ask students drop down five or three words which would depends on the length of the paragraph or passage. Second, students have to put away their books and write their summary merely according to those words they drop down.

Add a comment May 26, 2008

Lesson Plan

1. What is a lesson plan?

Lesson plan acts as a note to remind trs what they should or could do next in the classroom. It can help inexperienced trs to perform perfectly, just as experienced one.  

2. What should go into an Eng language lesson?

Numerous info could b eveloped into lesson plan, say, classrom tasks, lg focus, alloted time, etc. It would be variant on the ground of teachers’ experience. For instance, inexperienced trs need explicit lesson plans whereas experienced ones may merely need simplified editions.

3. Why is planning important?

 Without the plan, the teaching would be loose. Also, trs might forget to mention important points.

4.What r principles of planning?

For me, I would say clearness. As what has mentioned above, there’s no specific ans to the question what standardized lesson plan format or genre is. Hence, the clearness is the most principle.  

1 comment March 17, 2008

Q2: What other questions do u think r important to ask about teaching?

Written error correction has attracted tons of researchers’ attention. So far, the ans still remains obscure. In my experience, the efficiency of written error correction is quite low, even tho I’m sure that r  so-call ‘mistakes’ not ‘errors’. However, to satisfy our Ss, correction is inevitable. What I’m doing now, hence,  is to provide both gr & content feedback.

Add a comment March 10, 2008

Q1: Which of the these approaches do u hope will have more influence on ur teaching in future?

To facilitate my teaching, I’ll recruit variant approaches but all should b used with meaningful contexts. For ex, task-based instruction could make Ss learn gr by using it & lead Ss to see the reason why we need to learn lg. Also, I believe, a good tr should choose certain approaches accroding to individuals’ needs & differences. Take ESP learners as an ex. They won’t b satisfied with the gr translation method, for they have set their  goals, that is, to communicate in the target lg.

1 comment March 10, 2008



Dear all,

My name is Julia (康雅禎). I’ve been teaching English for more than 6 yrs. I enjoy teaching a lot cuz I can learn tons of things from both students & teaching itself. Also, I like reading literature on TESOL, in particular Cognitive Linguistics, for I could equip my teaching methods with the theoretical rationale. I believe we could be good English teachers only after we know how students learn English.


  • MA, TESOL, Tamkang University,
    Research Interest: Cognitive Linguistics, Cross-language difference
  • Bachelor’s Degree, Applied English, Southern Taiwan University of Technology, 2004
  • Junior College, Applied English, Southern Taiwan University of Technology, 2002 


  • English Teacher: David’s English Center, 2005 – present
  • English Litening Teacher Assistant: TKU, 2006 – present
  • English Lecturer : TKU Student Learning Support Section, 2006 – present
  • English Teacher: Cram School, 2001 – present 
  • Translator: 2003 – present
  •  English Textbook Editor: 2006


  • Teacher education and professional development
  • English as a Foreign Language or Second Language
  • English Textbook Editing
  • Translation 


  • Creative, motivated, high-energy educator
  • Proven ability to develop rapport with students and parents 
  • Possess strong people-skills, sensitive to students’ learning needs and feeling
  • Being eager for learning 

Add a comment March 3, 2008






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