This video is on direct instruction, in which vivid pictures and video effects are added to help students understand knowledge. This video requires students to understand and write down most of the basic knowledge. The student council may watch the video repeatedly and take notes. There are no very interactive activities in the video, although for the subject of our learning resources, designing an interesting activity is not a very effective way to learn knowledge. And we did not add appropriate activities to increase the fun in the final learning resources. But I still want to mention the activities I designed before. In the chapter on rational consumption of consumers, students need to learn those factors that affect consumers’ choices. So I designed an activity to give students the same amount of money, Students go to buy different things. This activity allows students to intuitively feel that consumer preferences can affect consumer choices. If face-to-face courses are not possible, then this activity can be conducted in the form of a questionnaire, listing the products that students can choose but only giving limited choices. Subsequent feedback can be conducted in the form of online group discussions. Students can share their choices, which can just help students understand theoretical knowledge. In order for this activity to be effective, I need to design at least a questionnaire, and perhaps learn how to design a questionnaire on the Internet. I think it is worth spending this time if only learning the content of the unit of rational consumption by consumers. If you need to learn more about economics, then this activity is not worth it, because it is a waste of time and the content of this part is not that difficult.
Category: showcase
Peer review of French 256: Intermediate Oral French
Pod3(https://french256.opened.ca/)
Chloe Yao V00932861
The design of the website is very concise, and the summary of learning resources is noticeably clear. It is also extremely attractive. It makes students extremely interested in learning basic French. I am interested in the two activities mentioned in the introduction. The first one is for two. A French film is dubbed, and the second is that students play the roles of witnesses and detectives in a detective drama written by a tutor, which is incredibly attractive. You can feel the obvious interaction in the first section of the study. The instructor will interact with the students one-on-one through the dialogue in the textbook.
And the dialogue will be truly diverse. The second part of the study is mainly group discussion, students can freely choose the topics they want to discuss, which can greatly enhance the communication between students. It also laid the foundation for the next part of the activity. Students will not be embarrassed in the next activities.
The third and fourth parts are two interesting activities, dubbing the film and the detective game. First of all, dubbing is very interesting, and secondly, students can intuitively feel the difference in the pronunciation of spoken language, which is a good way to learn foreign languages. The second detective game will be a particularly good way to guide students in oral communication. Because students must win the game through communication.
This course is very interactive and interesting. But I am more worried about the implementation of this course, because for movies, there are many difficult sentence patterns and simple sentence patterns in the movie. I hope that in this teaching, I can more clearly indicate the segments that need dubbing. For the fourth part of the detective game, I also hope that it can be introduced in more detail on the learning webpage, because in general, the detective game is more complicated, and complicated information exchange is very difficult for students who are just learning French. Because everyone may only say a few words. Then this has a great impact on the progress of the game.
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