笔记整理：吴萍

NCLC 2015

演讲者说她们的 slides会分享到 NCLC 网站，往年我在这里看到一些，但是貌似不是很更

新 http://www.slideshare.net/internationaled/presentations

Paul Sandrok Workshop

See handout at http://www.slideshare.net/WuPing/paul-sandrok-workshop

笔记：

1. When designing a unit, think of 3 modes of communication and authentic tasks;

Eg. School and education – surviving guides, research websites, tour of campus, Skype/penpal

(texting is interpersonal; some can be both modes, depending on the task)

Presentational work: grades are based on whether students have polished their work or not

Task: compare many schools and decide on which one to go to

2. Tweak the tasks to suit the level of students;

School website (for novice):

What do you expect to see in a Chinese school website?

How many teachers do they have?

Any sports?

3. Make the tasks authentic;

Eg. Instead of asking people for their schedules, have students find out who has the busiest

schedule for the day

或者 task on vacation destination

给学生一些资料便于交流，不是空谈；例如让学生选择图片中一些自己的度假方式

give students pictures to talk about

provide patterns (a variety of questions) to keep conversation going

give students slips of example questions 对话停下来的时候抽出一张问题卡，让学生

小组自己抽也可以

an authentic task: come to an agreement on must-do plans with friends 前面的活动都是

为了最后的任务做准备

4. How to assess students? Proficiency pyramid, see the new standard

笔记整理：吴萍

5. How to move students forward to a next level? Think about the resources, questions you ask

and assessment

Novice to Intermediate:

1. create with the language (use memorized language to express personal feeling,

such as making a persuasive speech)

2. ask questions to follow up what the other student said (teach students

conversation jointers)

3. produce sentences and put them together to create a series of sentences

4. show evidence of self-editing (ask students to proofread before turning in work;

give students a set number of patterns to focus on when they proofread)

Intermediate to Advance

1. narrate and tell stories by connecting sentences and ideas

2. describe by adding details

3. organize thoughts by using cohesive devices and chronology 学会问问题把对话

进行下去是中级的重要表现

4. express points of view by giving reasons and opinions

5. use language more spontaneously and independently

6. Time-saving tips: ask students to look for resources as hmwk and explain why they picked that

piece

Asia Society http://asiasociety.org/china- learning- initiatives/teq-series

Plenary Session I

Answers from different speakers:

1. Study tips for learning Chinese?

Work hard, study every day, encouragement to students, being in China and use Chinese, reason

and purpose, develop the interest by introducing history and culture beyond the language

2. What is difficult in learning Chinese?

Tones (2nd) , pronunciation

3. What are the qualities of good teachers?

Exciting class, engage the students, would not give up on any student (persistent), ask the

students to participate if they don’t raise their hands, help students in many aspects (not just

Chinese), open-minded, inclusive and fair, forgiving, make students feel that they are making

progress, personal connection, introduce more than culture about east asia

笔记整理：吴萍

Plenary Session II

Making travel a part of global citizenship program

NYU-Shanghai model

Solve world problems by learning another language and culture

Breakout Sessions

1. Travel in China (by Yusi Gao, Michelle Mi, Yijue Sun)

Some tips:

行前的准备学习越充分，学生收获越大

Making human connections during the trip (avoid pricy destinations) 住家体验，但是需

要那些不是为了钱来的家庭

Fund-raising 教育局，市政府, donation

Formal application process, select students

Monthly workshop 用学生的手工做礼物 guest speakers

We-chat group

Teaching and learning during trip

Art book 绘画本来记录每天的事情，把门票贴到本子里

Advice from other teachers 问其他学科在学习和可以研究探索的事情，在中国让学

生去做

Ask students to use Chinese 在安全保障的情况下给学生自由时间和活动，买票，买

食物，晨练，和路人交流等

Expose students to diverse Chinese locations 城乡贫富

Service and volunteer 蒲公英小学，教英语（但是要提前培训学生），孤儿院（去之

前接受培训）

Technology use 把学生自己的手机收上来，给她们发当地的手机

2. Lower School Cultural Activities (by Yan Wang)

New year parade

Sticky notes from different subjects board 跨学科合作，中文融入课程

笔记整理：吴萍

3. Activities Princeton High School (by Shwu-fen Lin, Weefen Tsui)

如何在课堂上不说中文？

班长带着学生问问题

铃声动作图片

网上游戏作业 每天作业都有 recording

写春联 门口说恭喜

情景中用词汇

每天都有小的限时口语练习，考试的时候现场说无准备

4. Hands-on Activities (by Marisa Fang, Shunmei Zhu, Ling Zhang)

颜色和四季的色彩

绘本书

根据英文阅读汉化

弹簧书的制作

小蝌蚪找妈妈和生物

数青蛙童谣和数学

5. Reading (by Baozhang He, Claudia Ross, Mary Weerts)

Resources: http://college.holycross.edu/projects/startalk-chinese- literacy/

What influences reading?

1. 自动性：识字和句子的能力（如果知道一个字怎么读就知道意思，不知道读的话会

会认字但是不知道意思）

2. Oral fluency and audio assistance 边听边看帮助理解

3. High/low level reading strategies 需要帮助学生提高阅读技巧

4. 真实语料的挑战 (make them into pedagogical tools)

5%的字不认识，理解 70%；10%字不认识，理解 58%

Text Processing:

Low level: 识字，速度，断句/词

笔记整理：吴萍

High level: identify facts (很多中文老师只强调这一点); inferences; purpose; author

perspective; ideas on one’s own work 类似 IPA

Thematic Design:

1. 一个材料中挑出词汇分类（形容词，动词，地点）

2. 大声读帮助 fluency

3. 根据阅读材料设计不同 level的活动

4. 用 graphic organize 去组织阅读材料

Some Tips:

Play games with 高频字

汉字需要考核，学生自己做字卡画图配拼音汉字

限时阅读锻炼速度

把阅读材料和学生生活链接（读了之后用于自己） eg, underline things you do

词汇识别（新单词出现怎么办）

6. Muslin in China (by Cynthia Ning)

See sample activity sheet at my slideshare. 我扫描后再传上去。

中华回乡文化园

这个 session我是当作提高个人修养去听的，了解了一些关于穆斯林的知识：

1. 清真寺为什么是拱顶？

没有柱子节省空间，达到容纳人数最大化

扩音

气温调节

2. 为什么清真寺里都有凹壁？ 它是指向正西方的标志，朝向麦加。

3. 穆斯林一天朝拜五次，根据阳光来决定朝拜时间。

4. 召唤人们朝拜的诵读是什么意思

总结：不管资料有多难，老师都可以根据任务设计来用于不同级别的学生。