(Classroom Goals: Promoting Student-to-Student interactions in the Chinese classroom)
学生背景 Student Profile
学校： Poly Prep Country Day School, NY.
课时：4次/周，三次 45分钟/次，一次 1小时15分钟
- 激发学生的学习动机 (Increase students’ motivation)
- 针对不同学生分配不同的任务 (Differentiated instruction: assign roles to students)
小编推荐 A Note from the Editor
配套教材 A Bridge to Better Chinese：小编推荐老师们使用我们Better Chinese大华风采出版的高中、大学教材 - Modern Chinese，作为活动的配套教材。老师们可以将此活动用于1A第5单元第一课“校园生活”的教学当中。此活动 可作为第一课教学结束后的班级活动，或穿插在Practice练习部分，也可以作为第一课形成性评估(formative assessment)中的一部分来给学生的表现进行评量打分。
Can we use the same reading strategies for any language(s)? The answer is “yes”. The same reading strategies we naturally use when we read passages in our native languages can also be applied to what we read in another language. However, using these strategies in the new language doesn’t come naturally at all, meaning we need to re-learn or re-teach ourselves how to read with these strategies when we glance through morning newspaper or product pamphlet. So, here’s a quick overview of some key reading strategies.
Halloween is just around the corner, so I wanted to share my lesson plans related to this fun American holiday! Since 中元节 (Zhōng yuán jié, Hungry Ghost Festival) is on the fifteen day of the seventh month of the lunar calendar which typically falls over summer break or during the beginning of the school year, it is hard to find a good time to introduce this Chinese holiday. Over the years, I’ve found it effective to introduce 中元节 by comparing it with 万圣节 (Wàn shèng jié, Halloween).
In your Chinese classroom, how do you design tasks to better utilize your course materials and make learning fun for your students? How do you design activities that provide opportunities for learners to apply the language to real world situations? What do performance-based tasks (PBT) look like? This week, we are going to cover the topic of performance-based tasks from three perspectives: what it is, why should we use it, and how can we do it in language classrooms.
My kiddos are now using Discovering Chinese Pro predominately and we are loving the new format. It is very well suited for online / distance learning.
These past couple of weeks they have both been working through Lesson 14 – Clothing (穿什么衣服?）and have had a great time interacting with one another. They love the projects that are incorporated throughout the lesson and have quickly adapted to the new distance learning approach.
My daughter has a greater grasp of vocabulary and sentence structure and thereby focuses on production and fluency. My son, on the other hand, spends more time on drills. They are also encouraged to review vocabulary with one another.
Have you encountered “challenging students” in your classroom? Have you been bothered by a noisy classroom? Whether you are a novice or an experienced teacher, classroom management is important for student engagement and effective instruction. In a Chinese classroom, effectively managing your students can increase student motivation and lead to the success of learning. How do teachers nowadays view the issue of “challenging students” in the classroom? What strategies do they have for effective classroom management? As a language teacher, what are some aspects that you need to pay attention to for your classroom management? Here’s a collection of classroom management tips from various Chinese language educators. We will also summarize some components for teachers to consider while managing their classroom.