Given that students in the intermediate Chinese class have various Chinese language proficiencies, cultural backgrounds, learning needs, and goals.
Instead of standardizing students' learning, differentiated instructions are one of the major techniques used in the intermediate Chinese class to meet diverse learning needs. Specifically, two learning plans are provided and students are instructed to set their own learning goals and design their own study plans. In general, there are two options: a basic study plan and an improvement study plan.
By the end of the semester all students should meet the basic study plan requirements, although time spent reaching the goals varies from
one student to another depending on factors such as proficiency level and efforts. Since some learners may have higher expectations or language levels, the basic plan may be too easy for some students who have already mastered the basic knowledge and skills required for the basic study plan. However, basic practice and assessments are important for others who need step by step guidance and practice in order to become more fluent in the language and develop confidence in using the language in their life.
Therefore, if you are a beginner and would like to do more than basic practice, please feel free to choose assignments listed under the basic study plan. If you are a fluent or semi-fluent reader or speaker and would like to improve your skills in one or more aspects, please feel free to choose assignment options listed in the improvement study plan.
Instead of standardizing students' learning, differentiated instructions are one of the major techniques used in the intermediate Chinese class to meet diverse learning needs. Specifically, two learning plans are provided and students are instructed to set their own learning goals and design their own study plans. In general, there are two options: a basic study plan and an improvement study plan.
By the end of the semester all students should meet the basic study plan requirements, although time spent reaching the goals varies from
one student to another depending on factors such as proficiency level and efforts. Since some learners may have higher expectations or language levels, the basic plan may be too easy for some students who have already mastered the basic knowledge and skills required for the basic study plan. However, basic practice and assessments are important for others who need step by step guidance and practice in order to become more fluent in the language and develop confidence in using the language in their life.
Therefore, if you are a beginner and would like to do more than basic practice, please feel free to choose assignments listed under the basic study plan. If you are a fluent or semi-fluent reader or speaker and would like to improve your skills in one or more aspects, please feel free to choose assignment options listed in the improvement study plan.
Basic Study PlanObjectives and goals: Master the very basic character writing (e.g., stroke orders), pinyin, meaning, sentence making; be able to use the basic grammar principle and vocabulary to read a story and answer questions, make basic conversation, write a short essay and create a dialogue/monologue/play; be able to appropriately use the knowledge in a cultural context.
Theory/framework/approach: Assessment-orientated approach Skills developed in this step are more based on traditional literacy skills such as reading, writing, listening and speaking by using the target language. Students will be taught or encouraged to learn a grammar principle or topic followed by some exercises. An assessment (e.g., quizzes or 30-second speaking test) based on the learned knowledge aims to determine how well the student has mastered the knowledge. Main assignments
Vocabulary exercises (In-class activities, workbook) Vocabulary quizzes based on pinyin, meaning, character writing Sentence making Dialogue/monologue writing and performance Speaking practice and assessment on the given topics: Practice 30-second speaking with roatating partners and fill out a worksheet. Your worksheet includes the following items: lesson learned (speaking outline, feedback from other students, feedback from the instructor, summary of lesson learning: vocab, sentence, grammar etc. and reflection) Short essay writing: Try to use vocabulary and grammar you learned in this unit to write a short essay based on the unit topic. (Extra credit: If you can make an audio recording of the story telling for our course website, you will receive extra credits. The recording part is optional, but it can help you with prononciation and reading fluency.) Student lesson teaching and leading a discussion Choose one grammar principle and exercises/ activities/ practice/ instructions provided to students to help them master this grammar principle (extra credits for high quality video teaching) 1. Choose one grammar principle from the textbook and prepare a lesson plan for a 15 minute teaching. You need to first understand the grammar accurately, teach the grammar clearly and instruct students to use it through activities or exercises you prepared. 2. Prepare a lesson for character writing: stoke order (software aviable) 3. Workbook exercise teaching 4. Joke/campus story translation and telling 5. Design a vocabulary game Unit exams Midterm and final exams |
Improvement Study PlanObjectives and goals: Be able to expand vocabulary and grammar knowledge related to the unit topic; try to use vocabulary and grammar at a level higher than the basic level in conversation, reading, and writing; be able to appropriately and creatively use the knowledge in a real or created cultural context and connect language use/practice to a deeper theme (e.g., story telling/writing, multi-media projects, movie making etc.).
Theory/framework/approach: project-orientated approach Skills involved: New literacies skills (e.g., be able to use basic movie making software, graphic editing software, Internet resources and electronic devices to express deep ideas through new technology) are used in helping the learner to develop more comprehensive skills that are meaningful for communication in a digital age and multilingual society. Main assignments Creative projects: Based on the unit topics and what we have learned, decide what you still need to learn in order to express ideas of deeper and broader themes. Identify those learning needs and ask a tutor, a native speaker or the instructor for help in order to 1) learn those words in Chinese and how to use them appropriately, and 2) use them in a created context such as a movie or story. Story writing: Where have you traveled? Have you visited another country? What are some most impressive people, places or experiences you have experienced? Please choose your own topic and write a real life story about the topic. This process requires you to expand vocabulary, grammar and other knowledge. You might need to think really hard about what words you need to learn to make the trasition smothly and how to use detailed descriptions to touch the reader. Then, try to use multimedia software to more an audio/audio-visual file of your story telling (optional). Student lesson teaching and leading a discussion Teach a lesson about a daily activity (e.g., singing a song in Chinese, saying a prayer in Chinese, teach gospal topic/terms, life stories, talents, cooking etc.) You need to show the instructor as much as you have learned through the lesson preparation. You need to try your best to expand your knowledge and show how well you use what you have learned to help others learn. Midterm movie project |
Extra credits (maximly 5%)
1 high quality multimedia work for web
2 story text and audio/visual file for the web learning community
3 lesson teaching video (e.g., teaching a grammar video or story telling video)
Note: In your assignment notebook, please specify which assignment you are making and which option you choose to do. For example, if you choose a short essay writing, then you need to check "v short essay writing 1". If you choose to write a story, then you need to check "v story writing".
1 high quality multimedia work for web
2 story text and audio/visual file for the web learning community
3 lesson teaching video (e.g., teaching a grammar video or story telling video)
Note: In your assignment notebook, please specify which assignment you are making and which option you choose to do. For example, if you choose a short essay writing, then you need to check "v short essay writing 1". If you choose to write a story, then you need to check "v story writing".
Assignment notebook
Name:____________ Class:___________
Table of content
1. Dialogue writing 1 topic:__________ group members:___________________ Date: _________________ performance grade and feedback sheet
2
3
4
5
2. Writing:
Lesson 1: Option 1 Short essay writing
Lesson 2: option 2 story writing (extra credit assignment: audio recording of the story)
Lesson 3: option 2 story writing (only)
...
Academic
Assignment 1 please check the box finished
Option 1 exam date finished. __ Ontime __ quality
Option 2 essay.
__
extra credit assignment
Name:____________ Class:___________
Table of content
1. Dialogue writing 1 topic:__________ group members:___________________ Date: _________________ performance grade and feedback sheet
2
3
4
5
2. Writing:
Lesson 1: Option 1 Short essay writing
Lesson 2: option 2 story writing (extra credit assignment: audio recording of the story)
Lesson 3: option 2 story writing (only)
...
Academic
Assignment 1 please check the box finished
Option 1 exam date finished. __ Ontime __ quality
Option 2 essay.
__
extra credit assignment
Student Lesson TeachingThis is a good opportunity to develop deep understanding of one article and practice four skills: reading, speaking, listening and writing. I expect you to show your highest Chinese level of using the language in your teaching. Please show me what you have learned and don't be shy.
Please click "full screen" of the video on the right to watch a lesson teaching sample. 除了... ... 以外, 也... ... 除了... ... 以外, 都... ... |
Lesson teaching sample |
Date
4/2 Lesson 1 Grammar + Words and phrases
(For the first lesson teaching, please show me your plan before class on Thursday.) |
201 Lesson Topics
觉得
方便 安全 省钱 自由 不见得 好处 适应 了 是的 除了 以外 再说 connecting sentences |
Student teacher
Yatlooh
James Nieh John Van Aaron Hailey Steven Nick Jerusha Hadyn Preston Clark |
Date
4/2 Lesson 11 Grammar + Words and phrases
(For the first lesson teaching, please show me your plan before class on Thursday) |
202 Lesson Topics
Grammar:
Adj/V + 着 + V (Textbook p. 17) Reduplication of measure words 人人、个个、件件 (p.17) Preposition 以 (p.18) Particle 嘛 (p.19) 先 再(p.19) Words and Phrases: p20 V 起来 V得出来 be able to tell 气氛 atmosphere, ambiance 传统 trasition, traditional 热闹 lively, buzzing with excitement, bustling with activity Culture topics: Chinese Holidays (Textbook, L11, p.13) Changes in China: Old cities and new cities (L12, p47) e.g, Beijing, Nanjing, Shanghai OR Introduce some cities you have traveled in China. Places of interest in China (L13, p. 83) Introduce some places of interest you have visited in China. Introduce the living envirnment and public health in China (L14, p.117) When you were in China or read online, what sports/exercises do Chinese people do to keep healthy? Society and equality (L15, p.149) |
Student teacher
Aliagn Burstall Burstall Baiser Addys Baker Charles Tessa Sam Sam |
Instructions:
Submit a lesson plan at least one week before you start teaching the lesson. Late lesson plan or unprepared lesson teaching will be marked down 20%.
Grading and instructions (20' in total)
This assignment will be graded based on your 1) Lesson Plan and preparation (10') and 2) lesson teaching (10'). I am expecting you to show a comprehensive understanding and preparation of the lesson you are going to teach. I also expect to see your progress in speaking, reading, listening and writing through your lesson teaching. Please try your best to use Chinese.
Reading and writing: Be able to catch the most important vocabulary, grammar, content, and cultural knowledge in this lesson and reflect a comprehensive understanding through the lesson plan, other materials, and summary.
Speaking and listening: Be able to present your ideas and interact with your audience confidently and appropriately with eye contacts.
In your lesson plan, please write objectives, procedure and materials.
Objectives: Students will be able to _____________. (e.g., use xxx words to make sentences/ comprehend the main idea of the article)
Procedure:
Pre-class preparation: What do you expect students to do before class starts? If any preparation is required, please specify them.
Classroom teaching and activities (15 minutes): What do you plan to teach? (e.g., What are some most important words, grammar, content, and
cultural knowledge that each student needs to know by the end of the class?) How do you plan to teach this class? Will you give a lecture? Will you do any activities? If so, how will you plan to organize the activities as well as manage the time.
Examples:
1. Introduce the grammar principle and the objective of the mini lesson (1 minute) (explain how you plan to teach)
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
2. Explain the grammar principle and usage. (5 minute) (explain how you plan to teach)
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
3. Use a prepared game/activity/exercise to help student practice (10 minute) (explain how you plan to teach)
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Materials: Except our textbook, what other materials you would like to use? Will you use Powerpoint, videos, posters and other materials? Please explain what and how you will use to make it an interesting learning experience.
Summary: After the lesson teaching, please write a summary of what you have learned through this experience in an essay format. You need to summarize the benefits as well as shortcomings.
For each other group, please give your own feedback by posting your thoughts on I-learn. You need to answer these two questions below:
1. What advantages does this lesson teaching have?
2. What suggestions can you give to help them make it better?
Submit a lesson plan at least one week before you start teaching the lesson. Late lesson plan or unprepared lesson teaching will be marked down 20%.
Grading and instructions (20' in total)
This assignment will be graded based on your 1) Lesson Plan and preparation (10') and 2) lesson teaching (10'). I am expecting you to show a comprehensive understanding and preparation of the lesson you are going to teach. I also expect to see your progress in speaking, reading, listening and writing through your lesson teaching. Please try your best to use Chinese.
Reading and writing: Be able to catch the most important vocabulary, grammar, content, and cultural knowledge in this lesson and reflect a comprehensive understanding through the lesson plan, other materials, and summary.
Speaking and listening: Be able to present your ideas and interact with your audience confidently and appropriately with eye contacts.
In your lesson plan, please write objectives, procedure and materials.
Objectives: Students will be able to _____________. (e.g., use xxx words to make sentences/ comprehend the main idea of the article)
Procedure:
Pre-class preparation: What do you expect students to do before class starts? If any preparation is required, please specify them.
Classroom teaching and activities (15 minutes): What do you plan to teach? (e.g., What are some most important words, grammar, content, and
cultural knowledge that each student needs to know by the end of the class?) How do you plan to teach this class? Will you give a lecture? Will you do any activities? If so, how will you plan to organize the activities as well as manage the time.
Examples:
1. Introduce the grammar principle and the objective of the mini lesson (1 minute) (explain how you plan to teach)
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
2. Explain the grammar principle and usage. (5 minute) (explain how you plan to teach)
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
3. Use a prepared game/activity/exercise to help student practice (10 minute) (explain how you plan to teach)
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Materials: Except our textbook, what other materials you would like to use? Will you use Powerpoint, videos, posters and other materials? Please explain what and how you will use to make it an interesting learning experience.
Summary: After the lesson teaching, please write a summary of what you have learned through this experience in an essay format. You need to summarize the benefits as well as shortcomings.
For each other group, please give your own feedback by posting your thoughts on I-learn. You need to answer these two questions below:
1. What advantages does this lesson teaching have?
2. What suggestions can you give to help them make it better?
Workbook
Chin 201 Please finish all the following workbook exercises before class.You will be asked to teach one exercise.
Unit 1 P5 III A, P8 C, P9 D, P10 IV A, P14 G, P15 H, P 16 I
Unit 2 P24 III A, P28 E F, P29 A B P30 C D, 31 E F Unit 3 P 41 A, P 42 C, P 47 A, P 48 C, P 48 D, P 49 E, P50 G, P51 H Unit 4 p58 III A , P59 B, P60 C, P61 D E, P62 F, P62 IV A Unit 5 P76 III A, P76-77 B C, P79 D, P80 E, P81-82 F, P82 A Unit 6 P106 III A, P107 B, P112 IV, P114C |
Chin 202 Please finish all the following workbook exercises before class.You will be asked to teach one exercise.
Unit 1 P3 III A, P4 B, P5 C1, P6 C2, P7 IV A, P13 G6 translation
P14 H Unit 2 P21 III A, P22 B, P23 C, P26 E, P27F, P27 IV A, P28B Unit 3 p37 A, p38 B, P 39-41 D, p42-43 E F G, p44 A Unit 4 p57 A, P58-59B, P60 C, P61 D, P62 A Unit 5 p75 III A, p76-77 C, P79 D, P79-80 VI A Unit 6 p99A, P100 B C, P103 D, P105 E, P106 A |
Dialogue/monologue writing and performance
Requirements and instructions:
Chin201 Intermediate Chinese
Lesson 1 Dialogue Writing
First Last Name & First Last Name
Jan 10, 2013
(Put the title of your dialogue here)
Background Introduction/ Story background: ..........
Name 1: ........................___ ..... (highlight the 15 words you used)
Name 2: ........___.............., ........___...............
Name 1:........___.............., ........___..............,
........___..............
Name 2:........___..............
... ...
5 Questions to your audience (Please write the dialogue, questions and
answers in Chinese)
1. ................?
2. ................?
3. ................?
4. ................?
5. ................?
Dialogue performance: Each group performs the dialogue they created and ask 5 questions based on the dialogue to the audience.
You will be asked to give feedback to your own group members and other groups.
Grading
Dialogue writing will be graded based on 1) format, language and grammar use, creativity and cultural appropriateness.
Performance will be graded based on each actor's oral speaking. You are expected to 1) act vividly and creatively, 2) express your ideas confidently, accurately, fluently and appropriately and 3) make eye contacts during interaction with students.
- use the new vocabulary and grammar to write a dialogue/monologue
- underline 15 words and write 5 questions to your audience in Chinese
- upload a word document of your dialogue on I-learn and name the file "Chin201, Dialogue1, First Last Name & First last Name" (Put all group
members full name) - be prepared to perform in class on Monday
- revise your dialogue; ask a tutor/TA for help if necessary.
Chin201 Intermediate Chinese
Lesson 1 Dialogue Writing
First Last Name & First Last Name
Jan 10, 2013
(Put the title of your dialogue here)
Background Introduction/ Story background: ..........
Name 1: ........................___ ..... (highlight the 15 words you used)
Name 2: ........___.............., ........___...............
Name 1:........___.............., ........___..............,
........___..............
Name 2:........___..............
... ...
5 Questions to your audience (Please write the dialogue, questions and
answers in Chinese)
1. ................?
2. ................?
3. ................?
4. ................?
5. ................?
Dialogue performance: Each group performs the dialogue they created and ask 5 questions based on the dialogue to the audience.
You will be asked to give feedback to your own group members and other groups.
Grading
Dialogue writing will be graded based on 1) format, language and grammar use, creativity and cultural appropriateness.
Performance will be graded based on each actor's oral speaking. You are expected to 1) act vividly and creatively, 2) express your ideas confidently, accurately, fluently and appropriately and 3) make eye contacts during interaction with students.
Extra Credits
A high quality original video about Chinese culture. Use real examples and stories. No image, music or video etc. voilates copywrite and the whole project has to be originally created.
A lesson teaching (e.g., documentary, traveling experience/story telling etc.)
Language: Chinese
English and Chinese subtitle
Around 5-10 minutes
Graded based on the quality
(Deep thoughts and insight of the selected cultural topics)
The plan has to be approved by the instructor before filming.
Submission: Plans, scripts and videos.
A lesson teaching (e.g., documentary, traveling experience/story telling etc.)
Language: Chinese
English and Chinese subtitle
Around 5-10 minutes
Graded based on the quality
(Deep thoughts and insight of the selected cultural topics)
The plan has to be approved by the instructor before filming.
Submission: Plans, scripts and videos.