穨Review. Pdf

partners for further corrections.
After the group in charge finished their presentation of the dialogue and returned 
to their seats, Ms. Lee would make some comments on their performance or 
corrections, if necessary. Then, she would ask the class to open their books and 
practice the dialogue they just learned with their talk pairs. Then some students 

---

77
were called upon to form Inside-Outside Circle to practice the dialogues without 
reading their books. 
The size of the circle depended on the space and time allowed in each class 
period. The chosen students in the circle started talking to each other until Ms. Lee 
said, “Stop.” Then, the outside circle moved one step to the right and faced a new 
partner, as directed by Ms. Lee. Then they started their conversation again. Every 
time they faced a new partner, Ms. Lee would remind them to adjust their standing 
distance.
Sometimes the students would design interactive worksheets containing their 
favorite comic figures for their classmates to practice dialogue. The interactive 
worksheets (Appendix D) that the participants designed were more interesting and 
interactive because of the drawing of comic figures and bubbles for their fellow 
students to complete the sentences in the dialogue. 
3.2.2.8 Sentence Structure 
As indicated in the syllabus that Ms. Lee distributed to each of the students after 
the first monthly examination, there were also two groups of students in charge of the 
sentence structure. Some of the groups would role-play the dialogues with poster of 
each word holding in their hands. In other words, their classmates could visualize 
the sentence moving instead of static written words printed in the textbooks.
As mentioned before in the descriptions on the teaching of vocabulary and 
dialogue, the groups in charge also needed to prepare worksheets as an aid to their 
oral presentation. The worksheets they prepared would be given to their classmates 
as supplements to their oral demonstration.