【記者劉江淡水校園報導】對於老師來說，英語授課通常是一門大挑戰，如何在課程中引導學生積極參與？又如何將CLIL（Content and Language Integrated Learning）教學方式導入課程？教務處教師教學發展組9月18日舉辦觀課交流，邀請英文系副教授林銘輝開放「英語演講」課程，共10名教師參與。

課程開始，林銘輝先將班上19名學生以系統抽樣法分成4組，並要求他們在8分鐘的小組討論當中回答「你是誰」、「你來自哪裡」、「中秋假期如何度過」等5個問題，希望同學們從討論中加強對彼此的了解，便於日後課堂討論的進行。隨後林銘輝提出19個演講要點，讓同們學透過討論將其分類，並選出他們心目中英語演講最重要的一點。儘管4組同學的分類方式不盡相同，但他們都不約而同地認為「自信」最重要。

最後林銘輝提供關於英語演講的7個建議讓學生們參考，期間林銘輝運用相關的輔助工具如紙條、卡片、圖片協助進行課程，並不斷地走動了解每位學生的上課狀況，過程流暢，師生與同學間互動熱絡。

觀課教師土木系副教授羅元隆表示：「林老師的課程步驟銜接緊湊，每個步驟都讓學生有充分發言和參與的機會。這對今後改變學生的學習態度和習慣很受用！」

(By Jiang Liu, Tamkang Campus)
For teachers, teaching in English is usually a huge challenge. How does one guide the students to actively participate in class? How does one introduce Content and Language Integrated Learning (CLIL) methods into class? On September 18, TKU’s Center for Teacher Professional Development held a course observation and opinion exchange session, where Associate Professor Ming-Huei Lin was invited to open his “English public speaking” course for observation. Ten faculty members attended this session.

At the start of the class, Ass. Prof. Lin divided the 19 students in the class into 4 groups using systematic sampling, and asked the groups to discuss among themselves 5 questions, including “who are you”, “where are you from”, “how did you spend your mid-autumn festival break”. This was in the hope of allowing students to enhance their understanding of one another, which will also facilitate in-class discussions in the future. After that, Ass. Prof. Lin talked about 19 key points for public speaking, and then the students were allowed to discuss in their groups and categorize the key points. They then had to choose what they considered to be the most important point. Although the categorization of the key points varied between groups, all were of the opinion that confidence was the most important.

Lastly, Ass. Prof. Lin provided 7 suggestions on English public speaking for the students’ reference. During the entire class, the professor used various assistive tools, including paper strips, cards, and pictures, and constantly moved around to see how each student was coping with the materials. The process was a smooth running one, with enthusiastic interactions between not only the lecturer and students, but also among the students themselves.

Associate Professor Yuan-Lung Luo of the Department of Civil Engineering, who was one of the observers, stated, “The pacing of Prof. Lin’s lesson was tightly meshed and well linked, where each step provided ample opportunities for students to speak and participate. This would be of significant use for changing students’ attitudes and habits in learning for the future.”