Elaine HsuFort Worth Chinese School

Texas Dallas Startalk workshop

» 陳姮良老師

Moreau Catholic High School

金山灣區數位學習中心負責人。

» 林遊嵐老師

全美中小學中文教師協會執行主任

» 章薇菲老師

菲律宾马加智嘉南学校

» 陳榮坤老師 » 顏國雄老師

臺北市力行國小

» 鄭采恩老師

美國華盛頓州西雅圖

1996年-美國外語教師協會 (American Council on the Teaching of Foreign Languages ，ACTFL) - 5C- Standards for Foreign Language Learning: Preparing for the 21st Century。

1999年-全美中小學教師協會(Chinese Language Association of Secondary-Elementary Schools, Class)-

1983年-三種溝通模式 ( Interpersonal, Interpretive, Presentational)，Proficiency Guidelines和the content standards

1986- ACTFL將外語教學的重心從「學習者對語言所知」（what learners know about language）轉換到「學習者能應用所學的語言做些什麼」（what they can do with the language they have learned）

透過「聽、說、讀、寫」四面向，分成「初、中、高、精

熟」（the novice, intermediate, advanced, and superior levels）四等級

CommunicationCulturesConnections ComparisonsCommunities

» Communication3 M : interpersonal, interpretive, presentational

4 S : Listening, Writing, Reading, Speaking

» Culture3 P : product, practice and perspective

Gain knowledge and understanding of

Other cultures.

Perspective

Practices Product

»Connection :incorporate interdisciplinary topics

»Comparison: make comparisons between the native language and

the target language and between cultures

»Communites: use the target language in real-life settings

» Communication

3 M : interpretive, interpersonal, presentational

4 S : Listening, Writing, Reading, Speaking

» Communication

3 M : interpretive, interpersonal, presentational

4 S : Listening, Writing, Reading, Speaking

interpersonal

interpretive

Presentational

» Communication

3 M : interpretive, interpersonal, presentational

4 S : Listening, Writing, Reading, Speaking

Listening , Reading

Listening, Speaking, Writing

Writing, speaking

interpersonal

interpretive

Presentational

Critique the following class activities:

1._____________ In Li’ laoshi’s class, the students were asked to prepare a role-play, she divided the students into pairs and gave each one a role and their scripts to memorize after that , she asked the students to perform in front of the class. Her students memorized the dialogues well, they performed the skit flawlessly, everybody was happy.

1.3

2. _______________The objective of the day was to express likes and dislikes of fruits and vegetables. Wu laoshi’s prepared flash cards with different fruits and vegetables and reviewed the name of each vocabulary item; she then played a guessing game with her students. One student was called to describe this secrete”it/”by giving tis description; the other student guessed what it was and said either”I like “or “I dislike ”it. Wu laoshi thought it was an effective game to practice” expressing likes and dislikes.”

1.1

3. In Ma Laoshi class, the students were learning a lesson on talk about the clothing items.”she assigned workbook activities to the class.

» _______ Activity 1: Students need to check off from a list, 5 clothing items they wear on the upper body.

» _______ Activity 2: students fill in the blanks of clothing items they wear in a given season; example, In the spring, I wear....

» ________Activity 3: Students need to write down their answers for three questions: where do you go for shopping? What is your favorite store? What do you like to buy? She gave students 10 minutes to work on these activities. Students quietly wrote in their worksheets, the class was quiet and in good order.

1.2

1.2

1.3

1.1 interpersonal

1.2 interpretive

1.3 Presentational

Presentation :先把生日party會出現的食物，飲料介紹給學生

例子: 生日party

Practice : 利用一些活動做加強單字句型練習

Production: 分組練習/合作型練習已完成一個任務(作品)

前任務(PRE-TASK)

任務環(Task cycle)

語言聚焦language focus

例子: 生日party

Pre-Task:老師請學生聊聊他們生日party的經驗，有什麼有趣的事情。喜歡什麼食物，飲料。

Task Cycle: 發一張worksheet，上頭

有食物，飲料名稱，請學生去詢問同學間的喜好的party食物，飲料。並進行討論。

Language Focus:

利用學生在詢問時，老師必須在課堂走動，給予指導。

TBL任務型教學法 Task-Based Learning

How to design the teaching tools?

學習風格

Step 1: Before design the teaching tools

學習風格的不同 ?!

多元化教學

我們 我的你們 你的他們 他的

» Step2: What is teaching goals?

» Step3: What is the purpose?

» Step4: what you want students know?

» Step1: 確認我們的教學目標

» Step2: 確認主題

» Step3: 整理出所需要用到的單字、片語

» Step4: 整理每個主題的對話 (句型一，句型二…)

How to start?

A pair 句型:

整理出句型一二三四 …..

句型一:「你喜歡吃什麼水果?」「我喜歡吃蘋果」句型二: 「你喜歡吃什麼顏色的蘋果」

「我喜歡吃紅色的蘋果」句型三:「你要買什麼水果?」「我要買西瓜」句型四:「你要買幾個西瓜?」「我要買二個西瓜」

2.2 句型教學

利用ppt 清楚讓學生知道你現在要教的句型

video

» 我要買蘋果多尐錢?

» 我要買五個蘋果多尐錢?

» 我要買紅色的蘋果多尐錢?

» 我要買五個紅色的蘋果多尐錢?

吞食蛇句型

» 我要買蘋果多尐錢?

» 我要買五個蘋果多尐錢?

» 我要買紅色的蘋果多尐錢?

» 我要買五個紅色的蘋果多尐錢?

wǒ yào mǎi píng guǒ duō shǎo

qián?

wǒ yào mǎi 五ge píng guǒ duō shǎo

qián?

wǒ yào mǎi hóng sè de píng guǒ duō shǎo

qián?

wǒ yào mǎi 五ge hóng sè de píng guǒ duō shǎo

qián?

吞食蛇句型

你 好

你 好 嗎 ?

這 是 誰?

這 是 誰的?

這 是 誰的 狗

積木句型

Why Technology tools & 課堂遊戲?

引起興趣加強記憶啟發思考

增加課堂的有趣性了解學生的學習狀況

複習擴展學習

2.3如何善用technology tools? PPT

訊息傳遞句型解說

對話練習遊戲歌曲教學影片播放 Check for understanding

Interactive Game

感謝顏國雄、章薇菲、陳榮坤老師遊戲製作&華文網blog老師的整理雄之家: http://mail.lsps.tp.edu.tw/~gsyan/works/flash/

2.4 課堂遊戲

加強記憶 & Check for

understanding

Guided practice

(與partner 進行練習)

Evaluation

(學生能獨立完成)

1. 打蒼蠅

2. TPR

3. 在哪裡?

4. 是不是/對不對?

5. Bingo

6. 拼圖猜字

7. 舉牌

8. 字卡排列

9. Words search characters

10. 報紙找字

11. 對錯一線間

12. 唱歌，傳東西

13. 記憶排排坐

1. Memory match

2. Bing (分組)

3. 接龍(word connection)

4. 碰碰樂

5. 大風吹

6. Go fish

7. 口耳相傳

8. 比手畫腳

9. 畫圖猜字

10. 雞同鴨講

11. 看圖描述

12. 誰/地點/做什麼

13. 電話

14. 抽抽樂

15. Survey-AB組對話練習 **

16. 找字圈一圈

17. 字在頭上(句型)

18. 字卡排列(句型)

1. Survey

2. 任務 **

3. 分類

4. 看圖描述

5. Report

» Tone

» 拼音歌

» 分類 (拼音小本子)

» 利用學過的漢字來加強記憶

2.5 拼音教學

Action Pinyin

拍 拍 手

pāi pāi shǒu b p m f 踏 一 踏

tà yí tà d t n l 拍 拍 手

pāi pāi shǒu g k h拍 拍 手

pāi pāi shǒu j q x踏 一 踏

tà yí tà zh ch sh r 拍 拍 手

pāi pāi shǒuz c s

踏 一 踏

tà yí tà i u u踏 一 踏

tà yí tà a o e e拍 拍 手

pāi pāi shǒu ai ei ao ou踏 一 踏

tà yí tà an en ang eng ong轉一圈

er

利用教唱/韻文可以認字練習發音練習加強記憶帶動課堂氣氛提昇學中文的興趣

2.6 說說唱唱學中文

十根手指頭

Homework

Review Check for understandingMeaningfulExtend 學中文時間及環境

Ex. Voice thread , Report

好的Teaching tools

好的教學效果

好的教學效果

好的Teaching tools

Identify

learning goals

Determine acceptable evidence

Plan learning activities and

instruction

Backward design -Identify learning goals

水果攤

B4. 買水果

B3. 個，單位錢

B2. 能說出喜歡吃的水果

B1. 認識水果

設計方向

教學方向

My Space your Space

» 水果攤對話計:

你好，你好老闆，我要買蘋果，蘋果多尐錢? 你要買什麼顏色的蘋果? 我要買綠色的蘋果你要買幾個綠色的蘋果?我要買三個綠色的蘋果好，三個綠色的蘋果十塊錢這是十塊錢好，謝謝謝謝，再見»

Video

Backward design -Identify learning goalsB4.

B3.

B2.

B1.

設計方向

教學方向

設計方向 教學方向

Identify learning goals

Determine acceptable evidence

Plan learning activities and

instruction

» 學習目標：點餐

B4 確定價錢，付錢

B3 資訊確認

B2 點中國菜、點飲料

B1 認識中國菜, 飲料名

SS

CI

GPAE

EVChecking

Setting the stage

Comprehensible input

Guided PracticeApplication &Extension

Evaluation

» 全球華文網 –教學資源/網路學校

» 僑教雙週刊:

» 僑教雙週刊

» 1

粗眉仔的漢字故事

用心 創新

http://www.livebinders.com/play/play_or_edit?id=334778

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