c. chen-lin, j. dowd, l. lee, d. tan: the 21st-century standards-based chinese classroom (i3)
DESCRIPTION
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.TRANSCRIPT
Carol Chen-LinJanice DowdDali TanLucy Lee2011 National Chinese Language Conference
1996—ACTFL, AATF, AATG, AATSP
1999—included AATI, ACL, ACTR, CLASS/CLTA, NCSTJ/ATJ
2006—revised and added Arabic
National Standards for Foreign Language Learning
社区应用
沟通
文化
贯连比较
What students should know and be able to do
For ALL students to learn how, when, and why to say what to whom in Chinese
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics in Chinese.
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Chinese
Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1 Students use the language both within and beyond the school setting
Standard 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Interpersonal Interpretive Presentational
Source: http://www.cal.org/flnaep/review.html
Interpersonal mode tasks are two-ways, spontaneous exchanges that involve negotiation of meaning between people
The tasks are unrehearsed, unrefined, non-scripted
May be based on information acquired in the interpretive mode
Memorized material such a a skit or a
dialog is not an interpersonal mode task.
Comprehension of words, concepts, ideas, meaning of entire piece
One way → between the person and the piece
Learners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems, advertisements, music videos
Translation is not an interpretive mode.
Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time
These tasks require learners to u se the language for a real world purpose other than display for the teacher or classroom
Presentational mode tasks allow learners to use language in new and different contexts
Talk with a friend about what to do on the weekend.
Watch a travel video and jot down places of interest.
Prepare a poster about your favorite sport.
Send a letter to an e-pal. Create a graphic organizer for new
vocabulary. Create a skit where you buy something
in the market.
Talk with a friend about what to do on the weekend.
Interpersonal Watch a travel video and jot down
places of interest.Interpretive
Prepare a poster about your favorite sport.
Presentational
Send a letter to an e-pal. Presentational
Create a graphic organizer for new vocabulary.
Interpretive Create a skit where you buy
something in the market.
Presentational
Listen for the gist. Have a face to face telephone
conversation. Ask directions. Create a radio spot. Write a travel brochure about Xi’An.
Listen for the gist. Interpretive
Have a face to face telephone conversation.
Interpersonal Ask directions.
Interpretive
Create a radio spot. Presentational
Write a travel brochure about Xi’An.Presentational
Engaging Motivating Student-Centered
Meaningful context Purposeful activities Partners and small groups Negotiation of meaning, for
example an information gap Content-based teaching
(students have information)
“Recent research in second language acquisition found that learners reached higher levels of achievement when grammar practice included the processing and negotiation of meaning”
Having “fun” and not focusing on language
Activities have real meaning to students
Current, up-to-date activities (songs, ideas, pictures)
Activities students can relate to, that are interesting to them
“Grammatical structures are more than forms; therefore their acquisition must entail more than learning how to form the structures. It must also include learning what they mean and when and why to use them as well.” (1995)
Balance between skill getting and skill using
Teacher acts as the facilitator Safe and culturally embedded
environment Students do most of the talking in TL Students show knowledge of the
target culture when communicating Swimming analogy
“Experience has also shown that primarily or exclusively grammar-based approaches to teaching do not guarantee that learners develop high levels of accuracy and linguistic knowledge ... The results from these studies support the claim that learners require opportunities for communicative practice.” (1993)
Mechanical drills—students do not need to understand the meaning of what they say, one correct answer
Meaningful drills—no authentic communication, no negotiation of meaning, and one correct answer, formulaic and structured format
Communicative drills—contains new and unknown information, no right or wrong answer, do have a formulaic and highly structured format, part prompted by allows for students’ personal opinions and creativity
老师说:苹果 学生说:这是苹果。 老师说:桃子 学生说 : 这是桃子。 老师说:西瓜 学生说 : 这是西瓜。
Match the sentences 老师说: Teacher says:
我累了。 I am tired. 我有点儿困。 I am sleepy. 我渴了。 I am thirsty. 我有点儿饿。 I am a little hungry
学生说: Student says: 你吃点儿饭吧。 Go and get something to
eat. 你坐一会儿吧。 Take a seat for a while. 你去睡一会吧。 Go and sleep for a while. 你喝儿点水吧。 Go and drink some water.
老师: 你喜欢吃水果吗? Teacher: Do you like to eat fruits?
学生:我喜欢吃。 Student: I like fruits. 老师:你喜欢吃什么水果? Teacher: What fruit do you
like to eat? 学生 甲:我喜欢吃苹果。 Student A: I like to eat an
apple. 学生 乙:我你喜欢吃桃子。 Student B: I like to eat a
peach. 学生 丙:我喜欢吃西瓜。 Student C: I like to eat
watermelon.
Today we celebrate the people that we consider the most notable of the year. With a partner, prepare a list of five to ten categories for which you would like to give an award. Then, nominate five candidates for each category and state why that person should be nominated.
Work in pairs and choose a famous person. Each pair will then describe that person to the other class members, who must try to guess who it is by asking no more than 20 questions.
IPA—Integrated Performance Assessments—each mode is representedInterpersonalInterpretivePresentational
What students can DO Use rubrics to assess their
performance
Use global issues One child policy Environmental issues
全球经济 Global Economy
防止核扩散 Nuclear Proliferation
粮食安全 Food Safety
保护环境 Climate Change
气候变化
人口问题 Population
医疗健康:爱滋病,甲型流感 Health , Aids
反恐 Anti-Terrorism 贫穷Poverty Around the World
Explanation: Why did the Chinese government
promote the One Child Policy? When did they initiate the policy?
Interpretation: In what ways does the One Child policy
differ with Chinese traditional thoughts? Application: What kind of challenges did the
government encounter in carrying out the policy?
Perspectives How is the One Child policy received by
Chinese citizens? What do Americans think about this policy?
Empathy: How might it feel to be a couple living
under the One Child policy in China? Self Knowledge What are the pros and cons of being an
only child or having siblings in a family?
Interview students from China ( show video)
Describe the “One Child Policy” What are the pros and cons of being an
only child of a family? In what ways does the policy help China
in its economic development? What is the impact of the policy on the
world’s population and global economic development?
Essential Question: 关键问题 How do we raise consciousness and
make people aware of the importance of saving the earth?
如何提高我们对环境保护,拯救地球的意识 ?
干旱
现象 气候变化
热浪与酷寒
森林野火
北极融冰
解决方案
低碳生活
回收
节能
全球变暖
The causes of climate change 气候变化的成因 The phenomenon and the
impacts of climate change 气候变化的现象及其影响
Finding solutions to respond to climate change in international, national, and local action 寻求应对气候变化的策略
Students will be able to: Discuss global warming and provide
evidence of global warming and climate change.
Determine what constitutes sufficient evidence of global warming.
State the impact global warming might have on their lives.
Develop experience in research using the Internet.
Identify different climate change phenomena Describe a wide range of real and potential impacts of
climate change, from the local to the global level. Initiate and sustain conversations about ideas of the
kind of things we can do to adapt to climate change. Discuss ways we can help in reducing greenhouse effects and carbon footprints. Discuss and critique the effectiveness of local and
global action on responding to climate change.
Name the different climate change phenomena
Prepare a poster on how to save energy in the school community
Explain the impacts of climate change Discuss ways to reduce greenhouse
effects and carbon footprints Discuss how to promote the green
econmy
Around the world, how far can you get with $10?
我在中国很高兴! 我的老师 10 块美元, 我换了 68 元人民币。我上个周末跟朋友一起坐地铁来回花了 4 块。 我们去北海公园门票 5 元。学生票很便宜。 我们上了白塔。 我们也跟中国人聊天。 中饭我们在公园吃花了 10 块。下午我去秀水市场买了一件中国衣服
给妈妈。原来原来 80 块, 现在 20 块, 妈妈知道很高兴。 我也买了一条牛仔裤 25 , 很好看!
明天是我的生日,我觉得能在中国学习, 在中国过生日真好! 这是无价的!
Online materials 中国环保网 www.chinaenvironment.com 中国环保信息网 http://www.17huanbao.com/ 纪录片 陈文茜 《 正负 2 度 C 》
http://www.youtube.com/watch?v=ww8S_gLGZd4 环保纪录片《深呼吸》
http://v.youku.com/v_show/id_XNTAxOTA0NA==.html
给 2070 的一封信
Students use 节约用水 节省能源 低碳生活 as key words to find Chinese posters and slogans on Google Image. Students make oral presentations on their findings and create their own posters with slogans. Posters are placed in the classroom and other parts of the school to raise awareness for protecting the environment.
Students use Skype to discuss ways of saving energy with students from Beijing. Students use Venn diagrams to compare the differences and similarities between China's and the US’ s conservation efforts. Students report their comparisons to the class.
Students use online resources to find information on the history and the activities of “Earth Day.” Students discuss plans for the Chinese Club to heighten the awareness of protecting the environment on Earth Day. 地球日 Each group prepares a PPT and presents it to the class. The best plan will be selected for the celebration of Earth Day.
Compare the difference and similarity of China’s and the US’s conservation effort. (Analyze)
Based on the facts on the documentary: “+-2C,” what predictions would you make? (Synthesis)
Critique the effectiveness of our school’s action on the Green Cup Challenge. (Evaluation)
Why do you think these solutions can help to reduce the carbon footprints? How do you rank these solutions. ( Evaluation)
Thematic units Content serves as a window to learning Text contains real-life issues Communicative drills (there may be
others but there must be communicative drills)
Task-based activities Sufficient examples for practice Exercises and questions promote critical
thinking
Vocabulary is recycled Illustrations are interesting and not
caricatures Linguistic explanations are clear Culture interspersed throughout and in
the target language Material appropriate to the grade level Material is relevant to students’ lives Sufficient supplementary exercises and
material
Take a global issue and prepare a scenario that you believe represents a 21st century issue and decide on a way to capture the three modes in the scenario
Three modesInterpretiveInterpersonalPresentational