穨Review. Pdf

participants of what to prepare and what to expect in the few lessons. The main 
items in their textbooks included three parts: (1) vocabulary, (2) dialogue, and (3) 

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sentence structure. Each group rotated to take charge of each of the three parts in 
different lessons. For example, Group Rainbow was in charge of the vocabulary in 
Lesson Five, but their task shifted to the dialogue in Lesson Six. And they were 
responsible for the teaching of the structure (part one) in Lesson Seven. The other 
groups also rotated their responsibilities according to the arrangement of the syllabus.
How each of the tasks was achieved would be explained shortly in the next few 
sections.
3.2.2.6 Vocabulary 
Instead of listening passively to the teacher’s bilingual explanation of the 
vocabulary as the control group did, the experimental group learned the vocabulary in 
a student-centered manner, which required plenty of students’ active involvement, 
participation, and responsibility. As a contrast to the teacher-centered method in the 
control group, the students shared the teaching and learning responsibility in the 
following methods. 
During the first four lessons, the participants familiarized themselves with this 
student-centered learning climate through the team-building activities. After the first 
monthly examination, they began to share more and more learning responsibility by 
group presentations on the introduction of vocabulary, demonstration of dialogues, 
and explanation of sentence structure.
The responsibility of the students was teaching the vocabulary to their classmates 
through group presentation and the creation of flash cards. In other words, Ms. Lee 
was no longer the only primary source for students to learn about the vocabulary after 
the second monthly examination. Instead, the students turned out to be the primary 
source of learning in this section. They had to teach their classmates the new words 
in any way they could conceive or imagine. Two groups of students shared the 
responsibility of presenting the vocabulary in one lesson to their classmates. One 

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group took care of the first half of the vocabulary, and the other group the second half. 
Before the presentation of the first group, Ms. Lee told them a few basics about 
how to prepare the flash cards for their presentation. The first instruction was on the 
size of the card, which should not be smaller than 30 cm x 30 cm. Secondly, they 
should draw at least one picture for each word. The third instruction was that they 
should provide phonics practice in the cards they made. Another reminder was that 
the Chinese translation should be at the back of the cards. Most important of all, the 
group needed to design the worksheets for their presentations.
Two days before group presentation, each group had to turn in their design of the 
worksheet to Ms. Lee for photocopying. Each of their classmates got one piece of 
the worksheet during the assigned group’s oral presentation in class. The purpose of 
the worksheets was to help students grasp and follow the main idea of the oral 
presentations. Worksheets also helped students engage on task while their fellow 
students were presenting on stage. A sample worksheet was given to each of them 
as a model. But they were strongly encouraged to create their own, if they could.
The criteria of evaluation included the above-mentioned requirements plus how well 
they cooperated in their presentation. 
From Lesson Five on, half of the class time was spent on group presentation.
The groups in charge had to find the pronunciation, the stress, the meaning, and a 
sample sentence before they could draw a picture to make a flash card. The group in 
charge was the expert teaching other groups in class. Ms. Lee made it clear that the 
job had to be shared by ALL group members. That is to say, the task was divided 
into smaller unit so that each of the group members got at least one word to take care 
of.
After each group presentation, Ms. Lee gave them her feedback immediately.
She commented on their strength, weakness and most important of all, their group 

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grade. And their final grades consisted of twenty percent of their group grades. 
3.2.2.7 Dialogue 
As scheduled in the syllabus, the participants in the experimental group were 
assigned to present the dialogue in each lesson. For a complete presentation, they 
also needed to design a worksheet to accompany their oral production.
Most of the groups would perform the dialogue three times, with different 
persons playing the two different roles in the dialogue. The group performing the 
dialogues did not give out the worksheet for the first performance. The worksheets 
containing the dialogues they were acting were given to the whole class before the 
second role-play. Each student had to work on the worksheet while watching the 
role-play. During the second time, the performers would “freeze” on the blanks that 
they wanted their classmates to fill in for about three seconds. The role-play became 
very interesting and many students laughed to see their classmates acting like robots 
freezing on the blanks where they wanted their classmates fill in. After the second 
show, the group in charge would go to check on each student’s worksheet in each 
group. They would give each group three minutes to discuss their answers on the 
worksheet before performing for the third time.
After the discussions on the answers, the group in charge assigned the recorders 
from each group to write answers on the blackboard. Then, they role-played the 
dialogue for the third time and corrected the answers on the blackboard for their 
classmates. After that, the students exchanged their worksheets with their talk-pair