小萌新
今天要分享我小萌新時期的故事
話說，我剛當老師那時，還很年輕熱血，在課堂上說了一堆範例，解釋了一大堆，想要把畢生功力都灌注在學生腦袋裡面。
說到我喉嚨都痛了但是 (〒︿〒)
沒什麼
用
I learned to shut up
Today, I want to share a story from my early days as a rookie teacher.
Back when I first started teaching, I was young, passionate, and full of energy. I'd go into class and rattle off example after example, explaining everything in great detail.
I was determined to pour everything I knew straight into my students’ brains.
I talked so much, my throat would hurt.
But…
It didn't
really work.
When midterm grades came out, not only had the students not improved—some had even done worse.
In class, they were dozing off, glued to their phones, passing notes, chatting away. And in every class, only a handful were actually paying attention.
As a fresh-faced new teacher, I was pretty discouraged.
One day, I ran into a more experienced teacher in the hallway and vented.
“Ugh, with the way these students act in class, I just know I'm going to get complaints again after the next exam.”
‘Why hasn't my kid's grade gone up?!’
Ughhh
UghhhUghhh
UghhhUghhhUghhh
My KPI！
Am I going to be called into that little office for a ‘chat’ again?
Is my performance bonus going to take a hit?
The senior English teacher looked at me and said,
“If they don't want to listen, then stop talking.”
當發現班上很多人不願意聽我講話，我的表情就好像這個男生
“Look,” she continued,
“our boss is always asking us to report on classroom behavior, progress, grades, teaching plans, materials, methods...
Every time, we're scrambling to get everything ready.
So why not follow our boss?”
“Get the students to talk instead.”
After that talk, I learned a new term:
TTT — Teacher Talking Time.
And reducing TTT is key—because only when teachers talk less do students get the chance to actually practice.
If a class is too teacher-centered, students zone out. If we do all the talking, they'll never get the chance to use the language themselves.
From then on, I started looking into how to reduce my TTT.
Below is a lesson plan and worksheet I typed for my 10th graders.
很久以前
段考成績出來了，學生成績沒有進步，反而退步了
學生上課睡覺、滑手機、傳紙條、聊天
在一個班級裡面，認真的總是少數
年輕的小萌新，很氣餒
我在走廊遇到了較為資深的老師
就和他吐槽
阿，這些學生這樣的學習態度，下次段考成績出來
我大概又要被家長投訴
「老師！我小孩怎麼成績沒有上升」
啊啊啊
啊啊啊啊
啊啊啊啊啊啊
ಥ_ಥ
我的KPI
我是不是又要被叫去小房間訓話了？
我是不是又要被扣績效獎金？
較為資深的英文老師跟我說
「既然他們不想聽，那你就別講了。」
你看，像我們老闆，每次都叫我們匯報班上秩序、班上進度、班上成績、使用的教案、使用的教材、使用的教學方法
我們哪一次不是戰戰兢兢準備報告
你就學我們老闆
「叫你學生講」
和前輩聊過之後，我學到了一個新生字─減少TTT時間
TTT(Teacher Talking Time)就是指老師上課講話的時間
減少TTT很重要，因為這樣才有時間給學生練習。以老師為中心的上課模式，學生容易感到無聊。如果老師一直講，那學生永遠都沒有機會運用語言。
之後，我就開始研究如何減少TTT
最後面是給高一生的課程計畫和學習單
結論
我也要當老闆
好像老闆就是負責叫別人講話的人
那我也負責叫別人講話好了
這樣多好，我的喉嚨不會痛
學生也不會睡一片
雙贏
減少TTT的課程規劃
Lesson Plan ：Planning a Trip 規劃旅程
Goal 目標：
Students practice future tense and planning vocabulary through discussion and role play. 學生透過討論與角色扮演練習未來式及與旅遊規劃相關單字。
1. Brainstorming 腦力激盪（5 minutes 分鐘）
- Groups list places to visit in a new city.
小組列出在一個新城市中可參觀的地點。 - Teacher writes ideas on board with minimal talking.
教師將學生想法寫在白板上，盡量少說話。
2. Vocabulary Input 介紹單字（10 minutes 分鐘）
- Learners match trip-related phrases to pictures (e.g., book tickets, pack bags).
學生將與旅行相關的片語與圖片配對（例如：訂票、打包行李）。 - Instructions are clear and brief; teacher models pronunciation.
指令簡潔明確，教師示範正確發音。
3. Role Play: Travel Agency 角色扮演：旅行社（20 minutes 分鐘）
- In pairs, one is a travel agent, the other a customer.
學生兩人一組，一人扮演旅行社職員，另一人扮演顧客。 - They use a menu of options (hotels, tours, transport).
使用選項清單（如：飯店、行程、交通工具）。 - Role cards with prompts provided.
提供含有提示語的角色卡。 - Teacher observes, only steps in to support.
教師觀察，僅在必要時協助。
4. Group Discussion: Best Itinerary 小組討論：最佳行程（15 minutes 分鐘）
- Groups create an itinerary for a 3-day trip using info from role play.
小組利用角色扮演所得資訊，規劃三天的行程。 - Students negotiate and decide together.
學生共同討論並達成共識。 - Teacher monitors, encourages student questions and clarifications.
教師觀察並鼓勵學生提問或釐清想法。
5. Presentation 簡報發表（10 minutes 分鐘）
- Groups present their itinerary to class.
小組向全班介紹他們的行程。 - Class asks questions.
其他同學可提問。 - Teacher provides brief feedback.
教師給予簡要回饋。
Student Worksheet 學習單
Lesson Title: Planning a Trip 規劃旅程
Goal: Practice using future tense and travel-related vocabulary.
目標：練習使用未來式和與旅遊相關單字。
Part 1: Brainstorming 腦力激盪（小組活動）
Where would you like to visit in a new city?
你想在一個新城市參觀哪些地方？
List at least 5 places:
請列出至少五個地點：
Part 2: Vocabulary Matching 單字配對
Match the words with the pictures or descriptions your teacher gives.
將下列詞語與圖片或說明配對。(我用Google搜圖片製作成PPT)
Vocabulary 旅遊單字
1. Book tickets.
2. Pack bags.
3. Take a city tour.
4. Reserve a hotel.
5. Plan an itinerary.
Part 3: Role Play 角色扮演（雙人活動）
You are at a travel agency. Take turns playing the travel agent and the customer.
你們現在在旅行社，輪流扮演「旅行社職員」與「顧客」。
Use the options below: 使用以下選項完成對話：
- Destination: Tokyo / Bangkok / Paris
- Hotel: Luxury / Budget / Near city center
- Transport: Train / Bus / Taxi
- Tour Options: Museum / Night Market / City Tour / Nature Trip
Example Dialogue 範例對話：
Customer: I'd like to plan a 3-day trip to Tokyo.
Agent: Great! Would you prefer a budget or luxury hotel?
Take notes during your role play!
記下你們的對話重點：
- Destination 目的地: __________________
- Hotel 飯店類型: _______________________
- Transport 交通工具: ____________________
- Tour Activities 活動: ___________________
Part 4: Group Discussion 小組討論
Now, work as a group and create a 3-day itinerary.
現在與組員合作，規劃一個三天的旅程行程表。
Day Activity 活動
Location 地點123
Part 5: Presentation 簡報發表
Prepare to share your itinerary with the class.
準備好向全班介紹你們的行程。
Questions you can ask other groups
你可以問其他小組的問題：
- Why did you choose that city?
你們為什麼選擇那個城市？ - What's your favorite activity in the plan?
你們行程中最喜歡的活動是什麼？ - How will you get around the city?
你們打算怎麼在城市中移動？
