20150315 少兒華語教學活動設計妙點子
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This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
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20150315 少兒華語教學活動設計妙點子
- 1. Teaching Young Learners—Activities for Mandarin Teachers Tonny Meng-Lun Kuo Institute of Learning Sciences National Tsing Hua University March 17, 2015 @⼈人社院C403 少兒華語教學 活動設計妙點⼦子
- 2. Learning objectives: After taking this course, you will be able to 1. Identify characters of young learners. 2. Differentiate teaching young/adult leaners. 3. Know some common activities for different levels. 4. Design a mini activity for Mandarin course. 5. Speak out components of an activity.
- 4. Background: Education National Tsing Hua University, Taiwan. 2014-present Master of Art in Learning Sciences Concentration: Learning Technology and Guidance National Hsinchu University of Education, Taiwan. 2009-2014 Bachelor of Art in Teaching English to Speakers of Other Languages (TESOL) Minor: Teaching Chinese to Speakers of Other Languages (TCSOL), E-learning Technology
- 5. Background: Teaching 政⼤大康軒兒童華語夏令營 ⽼老師 （2015） ⽵竹北東興國⼩小英語夏令營 ⽼老師（2014-2015） 菲律賓宿霧普賢學校 中⽂文⽼老師（2012-2013） EMO Camp國際語⾔言機構 中⽂文教師（2012-2013） 師⼤大少兒華語夏令營 教學助理 （2011-2013） 第⼀一屆建華/培英國際英語夏令營 總召 （2011）
- 6. 兒童華語
- 7. ⻘青少年華語
- 8. ⻘青少年華語
- 9. ⻘青少年華語
- 10. 兒童美語
- 11. 兒童美語
- 12. Digital Materials 1. 清⼤大華語E-Learning 2. 少兒兒童⽂文學App 3. 第⼀一次咖啡啦花就上⼿手 4. 商業漢語：⼯工作電話⽤用 語 5. 華語教學短⽚片：感恩節 6. 中級華語教材：購滿⾼高 鐵票 7. 翻⾴頁電⼦子書：阿⽉月採茶 8. 互動電⼦子書：華語輕鬆 學
- 15. My teaching philosophy Learning should be fun, active and passionate. Trust your students. Learning is collaborative.
- 16. Why children are called “natural language learners”?
- 17. Characteristics of Young Language Learners Loud! Hyper! Can’t sit still! Too talkative! Easily distracted!
- 18. Characteristics of Young Language Learners Fun! Social! Curious! Energetic! Spontaneous!
- 19. Task 1: Know your learners Form a group in 2-3 people. Think of the characteristics of young learners as many as possible. Compare with other groups. The group got the most correct wins.
- 20. Let’s check!
- 21. Characteristics of Young Language Learners Have a holistic approach to language— understand meaningful messages but cannot analyze language yet. Have lower levels of awareness about themselves as language learners as well as about process of learning. Have limited reading & writing skills even in their first language. Are more concerned about themselves than others. Enjoy fantasy, imagination, & movement.
- 22. Characteristics of Young Language Learners These children are well established at school comfortable with school routines. They show a growing interest in analytical approaches, which means that they begin to take an interest in language as an abstract system. They have well developed skills as readers & writers. They have a growing awareness of others & their viewpoints. They have a growing awareness about the world around us. They begin to show interest in real life issues.
- 23. Task 2: Sequencing Use of language—Caretaker speech A somewhat slower rate of speech. More distinct pronunciation. Shorter, less complex sentences. More rehearsing and repetition. More frequent meaning check with the listeners. The use of gesture, facial expression and body language. Greater use of concrete referents. Scaffolding.
- 24. From Theories To Practice Second Language Acquisition Children: listen, speak, learning in a situated meaningful context Adults: afraid to speak, learning grammar rules and vocabulary Kranshen: comprehensible input, i+1
- 25. From Theories To Practice Meaningful, interesting to the learners, i+1 Meaning is negotiated through interaction (Long) non-threatening environment (able to speak), student- centered Should I correct student’s pronunciation/language use?
- 26. Task 3: Piaget’s stage of development ⼩小組討論：如果你是華語⽼老師，你怎麼教？
- 27. From Theories To Practice 時期 年紀 特⾊色 教學應⽤用 感覺動作期 0-2歲 焦點只在眼前與現在 （here and now） 多⽤用實物教學、讓⼩小 孩帶喜歡的東⻄西、唱 跳 前運思期 2-7歲 ⾃自我中⼼心語⾔言、無法 解決層級問題、尚無 守恆概念 表達你的困惑不解、 向他們說明別⼈人想的 不⼀一樣 具體運思期 7-11歲 具有守恆概念、能夠 演繹推理、不能理解 抽象想法 要求解釋他們的推理 形式運思期 11-12歲 到成年 可以應付抽象想法、 提出多重假設並加以 測試 把抽象想法⽤用具體物 體做連結
- 29. Language Learning Environment L1 environment Language highly contextualized Language used is authentic Learner is highly motivated L2 environment Language more decontextulized Language used more artificial Learners may not be highly motivated
- 30. Summary Task 1: Know your learners Task 2: Sequencing— Use of language “Caretaker speech” Task 3: Piaget’s stage of development Multiple representation: using different and various activities integrated 4 skills in your teaching
- 32. Modern Teaching Approach The Natural Approach (Tracy Terell & Stephen Krashen, 1983) Communicative Language Teaching (CLT) Task-based Language Teaching (TBLT) Total Physical Response Storytelling (TPRS, Blaine Ray, 1990)
- 33. Principles for design young learners’ language materials 1. Using different ways to teach/review the lesson. 2. Making sure your activity is meaningful, situational, and fun. 3. Creating a non-threatening environment. 4. Focusing on message delivery and communication 5. Connecting to the real world— authenticity
- 34. Frequently-used Activities Listening and speaking Reading and writing Learning sentence pattern Learning vocabulary Cultural/Theoretical activity
- 35. Listening and speaking Information/reasoning/opinion gap Survey: 書包裡有什麼？ Storytelling: questions for comprehension, retelling the story Picture-sequencing iPad apps: sock puppet
- 36. Information gap：妹妹在哪兒？ Survey：書包裡有什麼東⻄西？ Opinion gap：他適合當運動員嗎？ Banner activity：教師節吉祥話
- 37. 數來寶 • 找⼀一些常⾒見的數來寶腳本 • 讓學⽣生寫出⾃自⼰己的腳本 • 領讀、斷句、強烈節奏感 • 分組練習：合分合
- 38. 華語桌遊 • 教完詞彙、課⽂文、句型 • ⽤用iPad app搭配⾃自⼰己做的 桌遊進⾏行 • 融合聽說讀寫、⽣生活化
- 40. 會話活動：我最會唱歌 • 週五⽐比較輕鬆的時候 • 先讓學⽣生看MV • 讓他們猜猜看歌曲的內容，⽤用中⽂文說說看 • 帶他們認識⼀一些詞彙、巨型 • 帶他們念兩次、唱⼀一次 • 分⼩小組練習：前後座右、」南⼥女、好朋友 • 作為平常成績加分⽤用
- 41. Reading and writing Using questions to guide reading and writing Formative feedback— focus on process Focus on meaning rather than grammar Group/pair work is much better than individual work Ask students to share personal experience: content
- 44. 寫作活動：Facebook、便條 • 你的學⽣生學的是外語還是 ⼆二語？ • 應⽤用類⽂文書⽐比較重要 • 讓學⽣生從經驗出發書寫 • 引導寫作、過程寫作
- 45. 寫作活動：看誰寫的快 • 學完詞彙、課⽂文、句型 • ⽤用課本詞彙造句 • 分組活動，看誰寫的⼜又好 ⼜又漂亮 • 其他⼈人：幫忙、找錯字
- 46. Learning sentence pattern Sentence strips Unscrambling sentences Making little book, writing poetry Routine sentences: daily Mandarin Sentence/word wall
- 49. 句型牆，句型強 • 教⼀一課貼⼀一個句型 • ⼀一定要搭配詞彙卡 • 遇到類似的，讓學⽣生看提⽰示回答 • ⾓角落可寫拼⾳音/翻譯
- 52. Learning vocabulary Flash card activities (drilling, matching, touch the word, voc book, making sentences) Matching: picture/word, word/pinyin Find it out! (find vocabulary from the textbook, group work, components from the textbook) Bingo game Worksheet (stroke, pinyin, examples)
- 53. 萬⽤用字彙教具骰⼦子 主題詞卡 我家有.... 漢字拼圖1 • ⽤用不同⽅方式讓學⽣生記住詞彙 • 不太要強調筆順：從左到右、 從上到下 • 讓學⽣生學會認字：部件、⽣生詞、 同型字 • 漢字不容易，多讓他們⼩小組合作、 玩遊戲 • 每天都要讓學⽣生練習詞彙跟寫字 主題字卡
- 54. 詞彙卡 寫書法 學部件
- 55. 詞彙活動：漢字拼圖2 • 教完課課本⽣生詞 • 認字操練 • ⽣生詞分⾊色處理切成不 同⽚片放信封 • 分⼩小組，看誰拚得快
- 56. 繪本故事詞彙活動 • 說第⼀一次故事 • 請同學分成不同 動物念 • 詞彙教學：配對 • 重說故事（複習）
- 57. 週末中⽂文會話班 • 由圖帶詞 • 分享多練習 • 只教拼⾳音不教字 • 個⼈人經驗出發， 能說出別的詞彙
- 58. 卡牌遊戲 • ⼩小組競賽 • 有各種不同⽅方式 • 拼⾳音、漢字、造 句、搶答、配對
- 60. 寫書法
- 61. ⽪皮影戲
- 62. 我最愛的曹⽼老師
- 63. Theoretical activity • 製作感謝扇⼦子 • 不同語⾔言說謝謝 • 教師節匾額 • 舞⻯⿓龍舞獅活動
- 66. 教師節活動
- 67. Good activities = good teaching?
- 69. A good teacher should be able to design and develop curriculum/materials.
- 70. Task 4: Curriculum design (Some modals you should know)
- 80. Too complicated?
- 81. At least you should know… 主題 教學者 時間 對象 學習⺫⽬目標 語⾔言焦點 （溝通焦點） 準備的教具 步驟 （差異化的層次） （教學反思）
- 82. Task 5: Design an activity You have 10 minutes! Form a group of 3-4. Choose one textbook and design a mini activity. Provide basic information and procedure. Share your activity with others.
- 83. Sharing time!
- 84. Learning objectives: After taking this course, you will be able to 1. Identify characters of young learners. 2. Differentiate teaching young/adult leaners. 3. Know some common activities for different levels. 4. Design a mini activity for Mandarin course. 5. Speak out components of an activity.
- 88. Thanks for your attention! Tonny Meng-Lun Kuo bear4125910@gmail.com +886-981-218-007
- 89. Q&A 問題與討論