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Designing a Lesson for High School Chinese

Designing a Lesson for High School Chinese. Presented by: Lanting Xu , teacher of Chinese at Bellarmine College Preparatory Jiaying Howard , Professor of Chinese at the Monterey Institute of International Studies. Sequenced Instruction for Better Understanding. What will we discuss today?.

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Designing a Lesson for High School Chinese

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  1. Designing a Lesson for High School Chinese • Presented by: • Lanting Xu, teacher of Chinese at Bellarmine College Preparatory • Jiaying Howard, Professor of Chinese at the Monterey Institute of International Studies Sequenced Instruction for Better Understanding

  2. What will we discuss today? • Criteria for effective learning • Overall considerations in lesson planning • How to choose and create activities • Implementing an instructional sequence

  3. 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

  4. 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

  5. Considerations in Choosing activities • Lesson plans should reflect a sequenced instructional purpose • Each class period should have a mix of activities • Pair or group activities are best followed by a quiet writing activity

  6. Instructional sequence for each lesson Competency-based instructional sequence Introduction Getting the Basics Extension Guided Practice Evaluation Application

  7. Introduction • Introduce the topic of the lesson • Invite students to participate • Develop student learning methods e.g. p. 1 of Huanying Vol. 1, Textbook

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. Questions? Contact the authors at:lantingxu@gmail.com (Lanting Xu)jhoward@miis.edu (Jiaying Howard)Continue the conversation with your peers at PeerSource my.cheng-tsui.com/forum/593

  14. Thank you for attendingWe will be emailing you a brief survey for your feedback on this online seminar. Visit www.cheng-tsui.com for more information on the Huanying series.

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