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CHINESE  837 Material Development for Teaching Chinese Feb. 8, 2010

CHINESE  837 Material Development for Teaching Chinese Feb. 8, 2010. Topics of Today. THE LEARNERS Students _Who are your target audience? What particular background (use of languages at home, socio-economic background) Strength, weakness in four skills

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CHINESE  837 Material Development for Teaching Chinese Feb. 8, 2010

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  1. CHINESE 837 Material Development for Teaching Chinese Feb. 8, 2010

  2. Topics of Today THE LEARNERS • Students _Who are your target audience? • What particular background (use of languages at home, socio-economic background) • Strength, weakness in four skills • UbD: Where they are and where would you like them to reach afterward? SETTING • Where will your be teaching take place? • What type of program (FL classroom at a public school, or a two-way bilingual immersion program; or afterschool program funded by an agency; Chinese heritage schools; others such as self-own teaching program) INSTRUCTIONAL PLANNING & DELIVERY • Stage I– Defined Desired Results (Established goals/fulfilling certain standards a. essential questions; b. knowledge gain (student will know) c. skills obtain (can do) • Stage II- Assessment Evidence (surfaced through….a. Performance Tasks; b. other) • Stage III- Learning plan/ daily teaching sequence with activity design (learning activities)

  3. - 利用与课文故事情节相关的图片设计活动来引发学习动机 • - [认读]学习书写及任读汉字和词汇 • (字形,字音,字义,部首部件) • 诱发处理词使用能力 • 擅用相关的歌唱/动作/美术劳作贯穿所学 • - [工具+语文/正体验收] • 验收教师交代/布置的 “超越学生 – 己范围” • - 处理学生语言偏误, 提供反馈,进而延伸 汉语教学设计四大步骤 (Structural Sequence of Teaching, Lin Domizio, 2004) • C. Connect up (强化) • -调动学生积极参与语言情境中运用巩固阶段所学进兴交际构同 • [任务协商] 设计活动来检验学生是否合宜地应用文化常识, 活用新学的语言点来协商谈判 • 处理问题引出文化上合情合理的结局 [stage III] D. Link up (延伸)A. Warm up (奠立基础) B. Build up (巩固) -刺激学生掌握 课键语法点来应答 -[说话] 设计活动帮助学生有意义的情境 中运用并熟练关键语法点 -训练处理句式认知和运用能力建构

  4. Conceptual Framework

  5. Enduring Understanding: 永續理解 (中心思想, 主旨,大意,啟發) Essential Questions: 中心思想探索題型 “設問” 界定 (including knowledge and skills) What must the students know and be able to do? (能表述的主題及語言技能行為表現) What Content Standards are addressed explicitly by the unit? 涉及3個模式, 5大標準, 11操作原則? -- Communication (3 modes: Interpretive, interpersonal, and presentational) Culture, comparison, connection, community

  6. How to determine language progress?

  7. Reflective, Self AssessmentCan Do Check

  8. ADVANCED Narrate and describe in all major time frames Discuss topics concretely and abstractly Handle a linguistically unfamiliar situation INTERMEDIATE Create with language Ask & answer questions Handle a simple situation or transaction Sentence-level speech Control of present tense NOVICE Minimal communicative ability 15 to 20 Words Memorized phrases Lists Major Levels of the ACTFL Proficiency Scale

  9. US National Standards for Foreing Language Learning in 21st CenturyLook to the StandardsCreate interest-based learning experiences that maintain the integrity of the standards

  10. Interpretive Communication Cultural Product Interpersonal Communication Cultural Practices Presentational Communication Cultural Perspectives Sample topic: TEENAGERS AROUND THE WORLD (How can I get to know you better?) Comparisons Communities Connections

  11. Benchmark for K-12 Three Benchmark Levels: • Novice Learner (K-4, 5-8, 9-10); • Intermediate Learner (K-8, 7-12); • Pre-Advanced Learner (K-12); SixDomains of Performance (Evidence): • Comprehensibility (How well is the student understood?); • Comprehension (How well does the student understand?); • Language Control (How accurate is the student's language?); • Vocabulary Usage (How extensive and applicable is the student's language?); • Communication Strategies (How do they maintain communication?); • Cultural Awareness (How is their cultural understanding reflected in their communication?)

  12. Refer to your own State World Language Content Standards for curriculum design

  13. Structure

  14. US National Standards for Foreign Language Learning in 21st CenturyLook to the StandardsCreate interest-based learning experiences that maintain the integrity of the standards

  15. Topics of Today THE LEARNERS • Students _Who are your target audience? • What particular background (use of languages at home, socio-economic background) • Strength, weakness in four skills • UbD: Where they are and where would you like them to reach afterward? SETTING • Where will your be teaching take place? • What type of program (FL classroom at a public school, or a two-way bilingual immersion program; or afterschool program funded by an agency; Chinese heritage schools; others such as self-own teaching program) INSTRUCTIONAL PLANNING & DELIVERY • Stage I– Defined Desired Results (Established goals/fulfilling certain standards a. essential questions; b. knowledge gain (student will know) c. skills obtain (can do) • Stage II- Assessment Evidence (surfaced through….a. Performance Tasks; b. other) • Stage III- Learning plan/ daily teaching sequence with activity design (learning activities)

  16. - 利用与课文故事情节相关的图片设计活动来引发学习动机 • - [认读]学习书写及任读汉字和词汇 • (字形,字音,字义,部首部件) • 诱发处理词使用能力 • 擅用相关的歌唱/动作/美术劳作贯穿所学 • - [工具+语文/正体验收] • 验收教师交代/布置的 “超越学生 – 己范围” • - 处理学生语言偏误, 提供反馈,进而延伸 汉语教学设计四大步骤 (Structural Sequence of Teaching, Lin Domizio, 2004) • C. Connect up (强化) • -调动学生积极参与语言情境中运用巩固阶段所学进兴交际构同 • [任务协商] 设计活动来检验学生是否合宜地应用文化常识, 活用新学的语言点来协商谈判 • 处理问题引出文化上合情合理的结局 [stage III] D. Link up (延伸)A. Warm up (奠立基础) B. Build up (巩固) -刺激学生掌握 课键语法点来应答 -[说话] 设计活动帮助学生有意义的情境 中运用并熟练关键语法点 -训练处理句式认知和运用能力建构

  17. Conceptual Framework

  18. Enduring Understanding: 永續理解 (中心思想, 主旨,大意,啟發) Essential Questions: 中心思想探索題型 “設問” 界定 (including knowledge and skills) What must the students know and be able to do? (能表述的主題及語言技能行為表現) What Content Standards are addressed explicitly by the unit? 涉及3個模式, 5大標準, 11操作原則? -- Communication (3 modes: Interpretive, interpersonal, and presentational) Culture, comparison, connection, community

  19. EXERCISE WITH PARTNERS

  20. STEP ONE: • Decide what you want students to know and be able to do at the end of the unit • Major Theme: • Sub-Themes: • Goals – Outcomes • Knowledge and Skills

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