Using TED Talk in an EAP

course
APLNG 589 Final project
By Jingjing Lai

Context
A hypothetical EAP elective course in EFL context
Motivation: study abroad, function in EAE
Proficiency: intermediate to low advanced

Background: non-English major, wide interest

Class period: 45-50 minutes, 2 times/week

Learning objectives
Course objectives:
promote students English communication skills in speaking, listening,
reading, and writing, in preparation to function in academic environments
through the medium of English.
Project objectives:
1) Practicing global listening skills by watching TED Talk;
2) Developing deep understanding of vocabulary through collaborative
graphic organizer and visual displays;
3) Reacting to listening materials both orally and in writing.

Technical prerequisite
Basic requirement:
1) internet access to Google docs, Google presentations, and www.
blogger.com.

2) at least one computer and projector OR a computer lab

Teacher
1) basic mastery of multimedia skills (GD, GP, Blog)

2) be able to use text analysis tools (lextutor)

Student
1) have a google account

2) comfortable using google presentation, blogger

Lesson plan

Day 1

Global listening activity

Time

Activity

Interaction
expected

Materials

5-10
minutes

Students look at the Wordle picture and

brainstorm pre-listening questions: key
words; gist

Open discussion

Wordle picture for

TED talk

5 minutes

Watch the video without subtitle and take

notes. Think about main ideas, key points

Individual work

Video

15-20
minutes

Teacher explain the chart and introduce

listening strategies. Students complete the
chart within group

Group discussion

Listening
Handout

10-15
minutes

Watch the video with transcript to check

answers

Teacher instruction

Video

Lesson plan

Day 2

Vocabulary activity
Time

Activity

Interaction expected

Materials

10
minutes

Teacher explain transcript. Students go

over the annotated transcript and work
in group of 4-5 to compose an unfamiliar
word list.

Group discussion

annotated
transcript

15-20
minutes

The teacher lead students to use word

map or diagram to acquire new words

Teacher-lead work

transcript

15-20
minutes

Students compile a collaborative word

list on google presentation

Group discussion

google
presentation

After class

Students continue work on collaborative

word list, teacher check accuracy

online interaction

google
presentation

Lesson plan

Day 3

Retell and summary activity

Time

Activity

Interaction
expected

Materials

10 minutes

Students watch the video again and write an outline

of talk or draw a graphic organizer

Group work

Picture
handout

10-15
minutes

Students are paired up

to retell the talk to one another with the aid of outline.

Pair work

Handout
Outline

15-20
minutes

Teacher call on students to retell the talk and model

retelling

individual
performance

Video
Handout

After class

Students are asked to post a written response on blog

(summarization & reflection) and comment on others
blog

Individual work
peer interaction

Blog

Pedagogical considerations
Lack of authentic listening materials set constraints for teaching in EFL
context: TED talk (various topics, lengths, difficulty levels)
Select level-appropriate authentic materials: Text analysis tools (word
frequencies, word level, etc)

Limited opportunities to practice English outside the classroom: blogs and

Google Presentation make learning extend outside the classroom; promote
collaborative peer-to-peer learning; increase feelings of ownership ; create a
discourse/learning community, including a real audience

Theoretical considerations
Vygotsky's ZPD
- Learners achieve more with proper assistance and guidance within their ZPD.
The intervention of visual or chart organizers might help students clear the
structure of the talk. Students work in groups to get assistance from each other.

Concept-based and generative learning

- Learners will be able to create a personal understanding of the subject when they
are provided with an opportunity to mentally play with information by forming
mental connections between concepts.

Sustainability
Applicable to other lessons
Choice of material: TED Talks
Collaborative projects: word list
Extended classroom: Google presentation, blogs

Variations
Semester-long collaborative word list project
Blog activities: summary of students response; recommend
and vote TED talks; writing portfolio

Sustainability
How does technology facilitate students
learning?
The use of authentic materials (learning materials & genuine
academic lectures )
Student-centered classroom, active learning
Activate meta-cognitive strategies (listening chart, word
map/diagram, outline)
Create online learning community, ownership, audience
awareness (word list, blog)

Sustainability
Students perspective
Engaging activities, more workload?
requires collaboration and interaction among students
Adjust to a new way of learning

Build learning community and take responsibility for their

learning

Evaluation
Feasibility:
Relatively low technical prerequisite, user-friendly websites
(TED.com, google image, Google Doc/Presentation,
Blogger.com)
Effectivity:
Teacher interview and student survey
Students performance on each task
Flexibility:
Variations and adaptations of the lessons