Transcript Designing a Lesson for High School Chinese

Designing a Lesson for High School Chinese
Sequenced Instruction for Better Understanding
Presented by:
• Lanting Xu, teacher of Chinese at Bellarmine
College Preparatory
• Jiaying Howard, Professor of Chinese at the
Monterey Institute of International Studies
What will we discuss today?
• Criteria for effective learning
• Overall considerations in lesson planning
• How to choose and create activities
• Implementing an instructional sequence
Program Components
•
•
•
•
Full year textbook
Workbooks (2)
Teacher’s books (2)
Audio downloads
(Free w/ purchase of the book)
http://www.cheng-tsui.com/store/products/huanying/
huanying_volume_1_audio_cd
Means to achieve effective
learning
• Understand lesson content and learning goals
• Characteristics of Chinese
• Set up time and progress
• Intensive lesson progression
• Reflect and make improvements
Considerations in Choosing
activities
1. Lesson plans should reflect a sequenced
instructional purpose
2. Each class period should have a mix of activities
3. Pair or group activities are best followed by a quiet
writing activity
Instructional sequence for each
lesson
Competency-based
instructional
sequence
Introduction
Extension
Evaluation
Getting the
Basics
Guided
Practice
Application
Introduction
• Introduce the topic of the lesson
• Invite students to participate
• Develop student learning
methods
e.g. p. 1 of Huanying
Vol. 1, Textbook
Getting the Basics
Students at this stage:
– Learn basic functions
– Rely on memorizing
and recognition
Sample Classroom Activities:
– Students quiz each other
on vocabulary
– Reading and listening
comprehension practice
– Students role play
dialogues
e.g. p. 77 of Huanying
Vol. 1 / Part1, Workbook
Guided practice
Students at this stage:
– Apply language
mechanically
– Make many mistakes
– Rely on sentence
meaning
Classroom Activities are:
– Focus on certain
expressions
– Set up a limited
language environment
– Control answers
– Focus on a controlled language ability
e.g. p. 41 of Huanying
Vol. 1 / Part1, Workbook
Application
Students at this stage:
– More familiar with vocab, sentence structure, and expressions of
the lesson
– Want more than drills
Classroom Activities are:
– Open and communicative that integrate different language skills
– Provide authentic situations that promote varying answers
– Emphasize solving problems
e.g. p. 81 of Huanying
Vol. 1 / Part 1, Workbook
Evaluation
• Formal and informal
assessment
• Combine student’s and
teacher’s assessment
• Formal assessment
should include
memorization and
application
• Standards should be
known by students
e.g. Appendix, Huanying
Vol. 1 / Part 1, Teacher’s Book
Extension
Incorporate language beyond the classroom:
– Eating at a Chinese restaurant
– Watching Chinese movies, TV, radio, and music
– Chatting with Chinese people in online games
• Connect community service with language learning
• Consider extra credit!
e.g. p. 37, Huanying
Vol. 1, Textbook
Questions?
Contact the authors at:
[email protected] (Lanting Xu)
[email protected] (Jiaying Howard)
Continue the conversation with your peers at
PeerSource my.cheng-tsui.com/forum/593
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feedback on this online seminar.
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information on the Huanying series.