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English Public Speaking: Course Design & Teaching Plan

English Public Speaking: Course Design & Teaching Plan. Fudan University Wan Jiangbo 2013-05-25. Highlights. Nature of the Course Teaching Objectives Main Content Teaching Approach. Nature of the Course.

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English Public Speaking: Course Design & Teaching Plan

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  1. English Public Speaking: Course Design & Teaching Plan Fudan University Wan Jiangbo 2013-05-25

  2. Highlights • Nature of the Course • Teaching Objectives • Main Content • Teaching Approach

  3. Nature of the Course • An EFL course which “builds upon and extends other courses in the EFL curriculum” (Lucas, 2009: 18) • A skills course, rather than a lecture course (Lucas, 2013)

  4. PS vs EPS: Goal PS in AmericaEPS in China Plus, to prepare our students for their future international exchange and communication in English To help cultivate the whole person

  5. PS vs EPS: Location PS in AmericaEPS in China as a compulsory course in most universities offered by department of communications, rhetoric, performing arts, etc mostly as an elective course offered only in some universities by the department of foreign languages

  6. PS vs EPS: Related disciplines PSEPS TESOL studies, SLA, pedagogy, comparative studies, etc communications, rhetoric, psychology, sociology, linguistics, logic, etc

  7. Teaching Objectives • To build your self-confidence and develop your interest in English public speaking; • To raise your awareness of ethical speechmaking; • To develop your ability to write effective English public speeches;

  8. To develop your ability to effectively deliver English public speeches; • To develop your critical thinking skills; • To develop your research skills; • To develop your listening skills.

  9. Main Content • Textbook: Lucas, Stephen E. The Art of Public Speaking (10th edition). Beijing: FLTRP. 2010. • Teaching Plan

  10. Teaching Approach • Guiding principle: Integrating assessment into skills development (Assessment for Learning, see “Wan, 2013”) • Success criteria & Rubrics

  11. Features: 1) Smaller size (max. 25) 2) Multiple assessors; 3) Video-based self-assessment & teacher assessment; 4) Both quantitative and qualitative assessments.

  12. Tasks and grading

  13. Integrating Assessment into Skills Development • Directions for Assignments • Assessment tools • Teaching Schedule

  14. Ice-Breaker • My New Best Friend. • Interview your partner based on the following keywords and then introduce her/him to the class.

  15. hometown • travel • hobbies • athletic endeavors • major • job • favorite food • favorite movie • favorite music • favorite TV show • life philosophy

  16. Students’ Feedback (Wan, 2013: 41-51) • Questionnaire (conducted in December 2012) • 17 Respondents 1) The course is helpful for them to develop their English public speaking skills. (16) 2) Teacher’s model of critiquing and analyzing speeches is helpful for them to grasp the assessing criteria. (15)

  17. 3) Teacher’s assessing feedback is helpful for them to reflect upon their own speeches. (16) 4) They could grasp well the assessment criteria when assessing their peers. (15)

  18. 5) Peer assessment enhances their understanding of ideal English public speaking. (14) 6) Peer assessment is helpful for them to reflect upon their own speeches. (16) 7) Video-based self-assessment enhances their English public speaking skills. (17)

  19. Bibliography • Lucas, S. E. The Role of Public Speaking in China’s English Language Curriculum. In L. Wang, & P. Li (Eds.), English Public Speaking in Global Context: Challenges and Innovations (pp. 3-24). Beijing: Foreign Language Teaching and Research Press. 2009. • Lucas, S. E. The Art of Public Speaking (10th edition). Beijing: FLTRP. 2010. • Lucas, S. E. Lectures at the Workshop on Teaching Public Speaking to College Students (in May 2013 in Beijing, held by FLTRP). 2013.

  20. Wan, J. Course Design and Teaching Methodology of the English Public Speaking Course in Tertiary Education. National College English Teaching Workshop (Keynote speech, at Nanchang, Jiangxi Province of China on July 25). 2011. • Wan, J. On establishing English public speaking as a course for non-English majors. Foreign Language Education in China (Quarterly). Vol. 2 No. 3. 2009. • Wan, J. Localization of the English Public Speaking Course in China’s EFL Curriculum. Asian Social Science, Vol. 9, No. 1. 2012. • Wan, J. The application of AfL to the English Public Speaking classroom. Foreign Language Education in China (Quarterly). Vol. 6, No. 2. 2013.

  21. Thank you!

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