- The document summarizes notes from a training on playful and engaging Chinese language teaching techniques. It outlines various classroom activities like movie talks, reading activities, creating class stories, and reading novels. - Key recommendations include maintaining an enjoyable teaching atmosphere, providing ample language input, avoiding rushing through lessons, and frequently recycling content. Activities should be designed based on proficiency guidelines and focus on high-frequency vocabulary and expressions.

1. Central Ohio TCI 10/8 培训笔记和心得
演讲人：Kristy Placido and Carrie Daniels Toth
笔记整理: Ping Wu 补充了一些自己的想法和心得
Their website: https://somewheretoshare.com/
Key words: playful attitudes in teaching, a ton of input, don’t rush through, go back and recycle
when students have not mastered it, ideas on teaching stories (short or long)
保持教学乐趣，跟学生一起玩转语言，不断更新吸收新的内容，不一定要对以前的教学设
计大换血，可以适当改变一些任务，让学生来补充和添加；根据 ACTFL proficiency
guideline 和常用词汇语法（有限的教学时间必定要有所取舍）来设计可行的实际的教学目
标，根据最后的教学故事（小说等）来进行教学反向设计；不断复习以前学习过的内容，
不要认为自己教过了学生就一定记得，我认为可以根据 Quizlet test 的 data 来把学生正确
率低的词汇句型更多的复习，这样子学生不容易掌握的内容会得到更多的复习机会；还有，
可以考虑把一些章节性的词汇组打散，在不同的故事中介绍，比如方位词（我的学生总是
有困难），可以在中文一就介绍上面/下面，然后每年再逐步增加，当然了，放在一起教
也可以，但是要重复，大量的语言输入；问问题就是很好的输入，问题的长短延伸有一定
的 TPRS 规律，也要根据学生的学习内容和以前的课随机改变（常变常新）；每堂课都加
入阅读，阅读习惯从第一年开始；连接词，表达个人建议词，对比词等一些有助于提高学
生语言水平和写作流畅的词汇要特别指出（引导学生去关注），慢慢把她们的阅读写作能
力提升；当然了，最重要的还有：保持语速（学生能理解的语速，慢慢说，慢慢教 – 减压
方式），坚持说中文！
CI Activities and Ideas:
1. Movie Talk
 use funny videos, music videos, inspiring videos, story videos, etc.
 ask a lot of questions during movie talk (pause, ask, repeat, recycle old words, point to
new words and check comprehension, translation questions for new words, point to
cohesive device words 也，和，还有，可是，所以, etc；这些词能帮助学生的写作更
加流畅，需要常常指出；同时也给学生听到如何表达自己建议的句型和说法
 solicit student responses and personalize the characters by using students’ names, putting
students in the videos 个人化
 circle with a ball 玩偶动物（扔动物说问题）
 screen-shot scenes and go over the story (narration/describe the story)
 add more details to the videos, change the ending
 post viewing reading task 让学生阅读视频的一个书面总结，加入一些不一样的细节
 for music videos, pause and teach first, then play the whole video one more time when
teaching (input) is done

2.  one teacher has 3 types of subtitles on videos she collected/made 难的视频可以问简单
的问题
2. Reading
 每天都有一些阅读人物任务，有讨论，但是不要 rush through the reading, 而是要从
中文一就打好阅读和讨论的基础
 (from another workshop) embedded reading 原理很简单，由易到难，根据逻辑顺序添
加细节，一般三个文档，每个文档的基础阅读内容都是一样的
 有老师提到了 jigsaw style reading, 我以前新年的习俗用过 jigsaw style reading, 把长
的文章分成部分让学生分组阅读，然后到每组的学生做专家去别的组讲解自己的阅
读内容，这个我觉得更适合信息性，分段容易，上下文不互相影响的文章；故事性
强的，前后关联密切的文章可能需要另外的方式（参见下面的故事教学活动）
3. Creating a class story
 memes for discussion (Pinterest 有很多的 memes)
 write down key structures on board (point and pause)
 不要像 thematic unit 一样把教过的就放在过去，而是不断重复
 don’t let students off the hook 鼓励，要求学生说中文，即使有些内容说了无数遍，
也不要失去耐心，不断给学生中文的输入
 fake skit with prompts 比如假发
 coach an actor and keep coaching until you get the result (clarification time and use
memory tricks to help students remember the words)
4. Reading a novel/story
 if the content is outdated, ask students what if questions if the story takes place now 改变
任务，而不是内容
 teach students to love reading
 read slowly and for pleasure
 上课的阅读活动 during in-class reading, ask pop-up comprehension questions, show
pictures to assist comprehension, ask students to draw the scenes in the story (doodle),
ask students to pick out impressive phrases or inspiring sentences from the story, acting
out, Quizlet or Kahoot games, 也可以用 nearpod
 act out the story (readers’ theater; 还有把学生表演的照片拍下来然后可以做 re-tell)
 discussion day 这个是学生主导的讨论日，可以把常用的讨论需要的句型和词汇给
学生，并且给学生一个讨论问题的 guideline 和一个 to-do list, 然后建立一个积分系
统，两位演讲人说在她们的网站上有这个 discussion sheet, 她们有一位用 classdojo
来记录学生的分数，然后最后做为一次口语考试的分数，我的总结，大致问题种类：
 state facts from the story (最低分数额，2 points)
 questions about the characters in the story
 questions about the background of the story

3.  questions about the plots/important events in the story
 questions about the plot twist/conflict
 questions about the moral
 questions linking the story to your life
 question types (yes/no, alternative, open-ended questions, a follow-up question
based on what another student said, what if questions, an original question when
time is right, a question which will stump the teacher, etc.)
 questions about your and other students’ opinion and action
总体来说，这些问题是像英文文学课一样，把问题从基础的理解上升到思考，学生在这样
的讨论日需要通过参与问答讨论来累积一定的分数才能获得成绩; 讨论过程学生主导，没
有提前准备，老师可以加入和引导；积分系统要明确并且保留很好的记录，老师学生都有
的记录
5. Learning Centers/Stations
 2-4 times a year
 station ideas: timed SPEAKING with a teacher 一对一的对话, video WATCHING and
answer questions 可以用 Playposit.com来设计/nearpod 应该也可以，READING
stories or something which does not fit exactly but also interesting, WRITING freelance
writing, CREATIVE center in which students can read memes and create titles for memes
(meme design)
 When students are done with the learning stations, turn in a document and get a grade
Q&A Time:
1. 一年读几本小说？大概 4 本，一个 quarter 一本，backward design (vocab and
patterns from novel should be pre-taught before reading); other activities in each quarter
(such as music videos, movie talk, songs, TV shows, movie after novel, little readings
along the way, discussion day) 一二年级内容可爱，好玩；三四年级深入社会生活
2. Focus on high-frequency words and patterns (expressions)
3. 如何检测学生的学习效果？Level 1 and 2 heavy on assessing interpretive skills, rather
than out-put heavy
4. Movie talk in chatty classes? build a relationship with the students, eye contact, tell
students directly and individually without interrupting the whole class, engage the talkers
in the story, give alternative tasks as a small reminder; 记住，Don’t talk over the chatty
student!