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Big book ppt march 31 by Yun Qin
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  • 1. Big Book愚公移山 秦筠
  • 2. Backward Design Begin with the end in mind.
  • 3. Backward Design Begin with the end in mind.
  • 4. • Identify desiredSTAGE 1 results • Determine acceptableSTAGE 2 evidence • Plan learning experiences andSTAGE 3 instruction
  • 5. • Identify desired StandardsSTAGE 1 results • Determine acceptableSTAGE 2 evidence • Plan learning experiences andSTAGE 3 instruction
  • 6. • Identify desired StandardsSTAGE 1 results • Determine acceptable AssessmentSTAGE 2 evidence • Plan learning experiences andSTAGE 3 instruction
  • 7. • Identify desired StandardsSTAGE 1 results • Determine acceptable AssessmentSTAGE 2 evidence • Plan learning experiences and Unit/LessonSTAGE 3 instruction design
  • 8. Standardshttp://www.actfl.org/i4a/pages/index.cfm?pageid=4283
  • 9. Assessmenthttp://www.state.nj.us/education/frameworks/worldlanguages/
  • 10. Unit/Lesson Design Unit Theme Sub- Sub- Sub-Theme 1 Theme 2 Theme 3 Goal 1 Goal 1 Goal 1 Goal 2 Goal 2 Goal 2 Goal 3 Goal 3 Goal 3
  • 11. Unit/Lesson Design Unit Theme Learning Task a Language Learning Assessment Items Task b for Goal 1 Learning Task c
  • 12. Assessment for Goal 2Assessment Assessment for Goal 1 for Goal 3 Cumulative Assessment
  • 13. 目标的确立Setting the goals
  • 14.  SWBAT use vocabulary words and sentence structures learned from this unit to retell this story. Vocabulary words Sentence structures  “把山搬走”  搬得完/搬不完 Retelling a story  Beginning  development  conclusion
  • 15. 材料的选择Choosing a story
  • 16. 1. It is open and flexible to revisions so thatthe teacher can revise it to achieve theirgoals;2. It introduces students to some basicvalues of Chinese culture, which can helpstudents in future studies.
  • 17. Unit/Lesson Design Unit Theme Sub- Sub- Sub-Theme 1 Theme 2 Theme 3 Goal 1 Goal 1 Goal 1 Goal 2 Goal 2 Goal 2 Goal 3 Goal 3 Goal 3
  • 18. Unit/Lesson Design 愚公移山 愚公想 山那么大, 愚公聪明吗? 把山搬走。 愚公搬得完吗? 笨吗? 愚公的邻居觉得 你觉得愚公聪明 谁在什么时候什 愚公搬得完大山 吗?笨吗?为什 么地方做什么? 吗? 么? 愚公为什么想把 愚公自己觉得搬 如果你是愚公, 山搬走? 得完吗?为什么? 你会怎么做?
  • 19. Unit/Lesson Design 愚公移山 教 练 用 愚公自己觉得搬 得完吗?为什么?
  • 20. Unit/Lesson Design 搬得完 搬不完前期准备:看得到吗?看得到!看不到。看得懂吗?看得懂!看不懂。听得到吗?听得到!听不到。听得懂吗?听得懂!听不懂。
  • 21. http://www.youtube.com/watch?v=qED_HIQymiw
  • 22. 他有五十个箱子,搬不完。我只有两个箱子,搬得完。老师有三百本书,今天搬不完。我家只有三十本书,今天搬得完。愚公门口的山很大,你觉得他搬得完吗?
  • 23. Lesson plan
  • 24. Student Population: Students are in Grade 8-10 of secondary schools, among the level of low-intermediate for Chinese learning. They are able to accomplish basic language functions by correctly processing incoming phonetic information and properly applying words and grammatical rules to express their own intentions. They have begun to learn Chinese characters. But their abilities of recognizing characters in order to read texts are still quite limited.Duration: 40 minutes
  • 25. Previous Lessons: In last lessons, the students have learned the first sub-theme of “愚公移山”: 愚公想把山 搬走.Topic of the Lesson: The meaning and use of the structure “搬得完/搬不完”.Aim: Do you think the old man can move the mountains? 愚公家门口的山很大,你觉得愚公搬得完吗?
  • 26.  Students will understand “搬得完/搬不完” can refer to competence when the teacher uses it orally. Assessment: GameObjectives: of nodding / shaking head  Students will be able to orally use “搬得完/ 搬不完” properly.  Students will come to be able to use the structure “搬得完/搬不完” to predict the results of the story “愚公移山”.
  • 27.  Warm up (5’) Activity: TPR to review “把” sentences Part 1: Teacher gives orders and students follow. 请把你的笔给我。 请把书放在包里。Procedure: 请把黑板擦一下。 Part 2: Students are divided into pairs. One gives orders first, the other follows. Then exchange roles.  Introduce “搬不完/搬不完” (12’) 我搬不完还有我的儿子继续搬;我的儿子搬不完还有我 的孙子继续搬。
  • 28.  看得到吗?Procedure:Picture from: http://gotsmile.net/190/can-you-see-friday-1423
  • 29.  看得到吗?Procedure:Picture from: http://gotsmile.net/190/can-you-see-friday-1423
  • 30.  看得到吗?Procedure:http://www.catnkitten.com/cat-pictures/funny-cat-pictures/we-can-see-you/
  • 31.  看得到吗?Procedure:http://www.catnkitten.com/cat-pictures/funny-cat-pictures/we-can-see-you/
  • 32.  看得懂吗?Procedure: 今天星期六。
  • 33.  看得懂吗?Procedure: Heute ist Samstag.
  • 34.  看得懂吗?Procedure: 我很喜欢学中文。
  • 35.  看得懂吗?Procedure: Ich lerne gerne Chinesisch.
  • 36. Procedure:  Video “搬不完的箱子” (3’) http://www.youtube.com/watch?v=qED_HIQy miw
  • 37.  The Teacher shows examples. Any sentences from students? (3’)Procedure: 他有五十个箱子,搬不完。 我只有两个箱子,搬得完。 老师有三百本书,今天搬不完。 我家只有三十本书,今天搬得完。
  • 38. Procedure:  Discussion & Poll: (Group Work) (12’) 1. 愚公门口的山很大,你觉得他搬得完吗?(Poll)
  • 39. 愚公门口的山很大,你觉得他搬得完吗?(poll)搬得完 搬不完(写下你的名字,如果你觉 (写下你的名字,如果你觉得愚公搬得完那两座山。) 得愚公搬不完那两座山。)
  • 40. Procedure: 1. 如果你觉得他搬得完,为什么? 2. 如果你觉得他搬不完,为什么?
  • 41. Group work如果你觉得愚公搬得完, 如果你觉得愚公搬不完,为什么? 为什么? Reason 1:  Reason 1: Reason 2:  Reason 2: ……  ……
  • 42.  Closure(5’)Procedure: The teacher helps students use of the structure “Verb + 得/不 + complement” to predict the results of “愚公移山”.
  • 43.  Prepare for a short oral presentation. Topic:Homework: Do you think 愚公 can finish moving the mountains or not? Why? Please use “搬得完” and/or “搬不完”.
  • 44. Follow up Lessons:  Role Play  Retell the story  Sub-theme 3
  • 45. Thank You! 谢谢!Yun Qin yun.qin@nyu.edu