CHINESE 　８３７

Material Development for Teaching Chinese

Feb. 8, 2010

Topics of TodayTopics of TodayTHE LEARNERSTHE LEARNERS Students _Who are your target audience?Students _Who are your target audience? What particular background (use of languages at home, socio-economic background)What particular background (use of languages at home, socio-economic background) Strength, weakness in four skillsStrength, weakness in four skills UbD: Where they are and where would you like them to reach afterward?UbD: Where they are and where would you like them to reach afterward?

SETTINGSETTING Where will your be teaching take place?Where will your be teaching take place? What type of program (FL classroom at a public school, or a two-way bilingual 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 immersion program; or afterschool program funded by an agency; Chinese heritage schools; others such as self-own teaching program)schools; others such as self-own teaching program)

INSTRUCTIONAL PLANNING & DELIVERYINSTRUCTIONAL PLANNING & DELIVERY Stage I– Defined Desired Results (Established goals/fulfilling certain standardsStage I– Defined Desired Results (Established goals/fulfilling certain standards

a. essential questions; b. knowledge gain (student will know) c. skills obtain (can do) 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 II- Assessment Evidence (surfaced through….a. Performance Tasks; b. other) Stage III- Learning plan/ daily teaching sequence with activity design (learning Stage III- Learning plan/ daily teaching sequence with activity design (learning

activities)activities)

汉语教学设计四大步骤 (Structural Sequence of Teaching, Lin Domizio, 2004)

[stage III][stage III]

D. D. Link up （延伸） A. A. Warm up Warm up （奠立基础）

- 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

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

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

Conceptual FrameworkConceptual Framework

Rationale

1 Outcome--What can the students do?

--What content is worthy?--What enduring understanding

are desirable?

2 What--What evidence of

student performance is acceptable?

3 How-- How will the instructional activities facilitate outgrow?

1.1. Enduring UnderstandingEnduring Understanding: : 永續理解 （中心思想，永續理解 （中心思想， 主旨，大意，啟發） 主旨，大意，啟發）

2.2. Essential QuestionsEssential Questions: : 中心思想探索題型 “設中心思想探索題型 “設問” 界定 問” 界定 (including knowledge and skills)(including knowledge and skills)

3.3. What must the students know and What must the students know and be able to be able to dodo?? ( (能表述的主題及語言技能行為表現能表述的主題及語言技能行為表現 ))

4.4. What What Content StandardsContent Standards are addressed are addressed explicitly by the unit? explicitly by the unit? 涉及涉及 33個模式個模式 , 5, 5大標準大標準 , , 1111操作原則操作原則 ? -- ? -- Communication (3 modes: Communication (3 modes: Interpretive, interpersonal, and presentational) Interpretive, interpersonal, and presentational) Culture, comparison, connection, communityCulture, comparison, connection, community

How to determine language How to determine language progress?progress?

Reflective, Self AssessmentReflective, Self AssessmentCan Do CheckCan Do Check

NOVICEMinimal

communicative ability

15 to 20 Words

Memorized phrases

Lists

Create with languageAsk & answer questions

Handle a simple situation or transaction

Sentence-level speechControl of present tense

INTERMEDIATE

Major Levels of the ACTFL

Proficiency Scale

ADVANCED

Narrate and describe in all major time frames

Discuss topics concretely and abstractlyHandle a linguistically unfamiliar situation

US National Standards for Foreing US National Standards for Foreing Language Learning in 21Language Learning in 21stst Century Century

Look to the StandardsLook to the StandardsCreate interest-based learning experiences that Create interest-based learning experiences that

maintain the integrity of the standardsmaintain the integrity of the standards

Sample topic: TEENAGERS AROUND THE WORLD

(How can I get to know you better?)

Interpretive Communication

Interpersonal Communication

Presentational Communication

Cultural Product

Cultural Practices

Cultural Perspectives

Comparisons

Connections Communities

Benchmark for K-12Benchmark for K-12

Three Benchmark Levels: Three Benchmark Levels: Novice Learner (K-4, 5-8, 9-10); Novice Learner (K-4, 5-8, 9-10); Intermediate Learner (K-8, 7-12); Intermediate Learner (K-8, 7-12); Pre-Advanced Learner (K-12); Pre-Advanced Learner (K-12);

Six Domains of Performance (Evidence): Six Domains of Performance (Evidence): 1.1. ComprehensibilityComprehensibility (How well is the student understood?); (How well is the student understood?); 2.2. ComprehensionComprehension (How well does the student understand?); (How well does the student understand?); 3.3. Language ControlLanguage Control (How accurate is the student's language?); (How accurate is the student's language?); 4.4. Vocabulary UsageVocabulary Usage (How extensive and applicable is the student's language?); (How extensive and applicable is the student's language?); 5.5. Communication StrategiesCommunication Strategies (How do they maintain communication?); (How do they maintain communication?); 6.6. Cultural AwarenessCultural Awareness (How is their cultural understanding reflected in their communicati (How is their cultural understanding reflected in their communicati

on?) on?)

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

Structure

US National Standards for Foreign US National Standards for Foreign Language Learning in 21Language Learning in 21stst Century Century

Look to the StandardsLook to the StandardsCreate interest-based learning experiences that Create interest-based learning experiences that

maintain the integrity of the standardsmaintain the integrity of the standards

Topics of TodayTopics of TodayTHE LEARNERSTHE LEARNERS Students _Who are your target audience?Students _Who are your target audience? What particular background (use of languages at home, socio-economic background)What particular background (use of languages at home, socio-economic background) Strength, weakness in four skillsStrength, weakness in four skills UbD: Where they are and where would you like them to reach afterward?UbD: Where they are and where would you like them to reach afterward?

SETTINGSETTING Where will your be teaching take place?Where will your be teaching take place? What type of program (FL classroom at a public school, or a two-way bilingual 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 immersion program; or afterschool program funded by an agency; Chinese heritage schools; others such as self-own teaching program)schools; others such as self-own teaching program)

INSTRUCTIONAL PLANNING & DELIVERYINSTRUCTIONAL PLANNING & DELIVERY Stage I– Defined Desired Results (Established goals/fulfilling certain standardsStage I– Defined Desired Results (Established goals/fulfilling certain standards

a. essential questions; b. knowledge gain (student will know) c. skills obtain (can do) 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 II- Assessment Evidence (surfaced through….a. Performance Tasks; b. other) Stage III- Learning plan/ daily teaching sequence with activity design (learning Stage III- Learning plan/ daily teaching sequence with activity design (learning

activities)activities)

汉语教学设计四大步骤 (Structural Sequence of Teaching, Lin Domizio, 2004)

[stage III][stage III]

D. D. Link up （延伸） A. A. Warm up Warm up （奠立基础）

- 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

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

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

Conceptual FrameworkConceptual Framework

Rationale

1 Outcome--What can the students do?

--What content is worthy?--What enduring understanding

are desirable?

2 What--What evidence of

student performance is acceptable?

3 How-- How will the instructional activities facilitate outgrow?

1.1. Enduring UnderstandingEnduring Understanding: : 永續理解 （中心思想，永續理解 （中心思想， 主旨，大意，啟發） 主旨，大意，啟發）

2.2. Essential QuestionsEssential Questions: : 中心思想探索題型 “設中心思想探索題型 “設問” 界定 問” 界定 (including knowledge and skills)(including knowledge and skills)

3.3. What must the students know and What must the students know and be able to be able to dodo?? ( (能表述的主題及語言技能行為表現能表述的主題及語言技能行為表現 ))

4.4. What What Content StandardsContent Standards are addressed are addressed explicitly by the unit? explicitly by the unit? 涉及涉及 33個模式個模式 , 5, 5大標準大標準 , , 1111操作原則操作原則 ? -- ? -- Communication (3 modes: Communication (3 modes: Interpretive, interpersonal, and presentational) Interpretive, interpersonal, and presentational) Culture, comparison, connection, communityCulture, comparison, connection, community

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STEP ONE: STEP ONE: Decide what you want students to know Decide what you want students to know

and be able to do at the end of the unitand be able to do at the end of the unit

Major Theme: Major Theme: Sub-Themes:Sub-Themes: Goals – Outcomes Goals – Outcomes Knowledge and SkillsKnowledge and Skills