G8 mfl c night info 2012-2013
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This document provides information about the Chinese Studies curriculum for grades 8-10 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key learning topics are presented from the textbook and supplementary materials, including daily oral practice, character recognition, reading comprehension, and basic writing skills. Assessment criteria and examples are described for oral communication, writing, and reading comprehension evaluations. Support for students is available through revision sessions and encouraging speaking practice at home with parental involvement in learning. The teacher looks forward to a successful year of Chinese language education.
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G7 mfl c night info 2012-2013
This document provides information about the Chinese Studies curriculum for Grade 7 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. It describes the textbooks and materials to be used, including Chinese Made Easy and Integrated Chinese Level 1. It discusses the language skills to be learned, including oral communication, writing, and reading comprehension. It provides examples of assessments, such as oral presentations and written assignments. It also describes support available, like revision sessions and encouraging speaking practice at home.
G10 mfl c night info 2012-2013
This document provides an overview of the Chinese Studies curriculum for Grade 10 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key learning topics include Chinese textbooks, supplementary materials, daily oral practice, character writing and reading comprehension. Assessment will be based on oral presentations, discussions, reading and writing assignments. Sample assessment examples and scoring rubrics are provided. Support for students includes revision sessions on Thursdays and encouraging speaking practice at home. The overview concludes by looking forward to a great year.
G9 msl(2) c night info- 2012-2013
This document provides information about the Chinese Studies curriculum for Grade 9 students at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key points include:
- The class will use the Nihao textbook and workbook, as well as other supplementary materials.
- Students will be assessed based on oral communication, writing, and reading comprehension criteria. Assessment examples involve presentations, discussions, and written responses.
- Support for students includes revision sessions and encouraging speaking practice at home. Parents are asked to check Moodle for homework and learn with their child.
G9 msl(1) c night info- 2012-2013 copy
This document provides information about the Chinese Studies curriculum for Grade 9 students at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key points include:
- The class will use the Nihao textbook and workbook, as well as other supplementary materials.
- Students will be assessed based on oral communication, writing, and reading comprehension criteria. Sample assessment examples and scoring rubrics are provided.
- Students will have opportunities to develop their Chinese skills through activities like presentations, discussions, and written assignments.
- Support for students includes revision sessions and encouraging practice of Chinese at home.
G8 mhl c night info-2012-2013 cl
This document provides an overview of the Chinese Studies curriculum for Grade 8. It outlines the textbooks and supplementary materials students will learn from, including daily idioms, language knowledge, reading, speaking and writing activities. Assessment will be based on oral presentations, roundtable discussions, reading comprehension exercises, and writing assignments of 300-800 characters on advanced level topics like environmental protection. Examples of assessments are presented. The document concludes by providing details on homework, revision sessions, and the Moodle online learning platform for additional support.
G10 mhl c night info 2012-2013
This document provides an overview of the Chinese Studies curriculum for 10th grade students. It outlines the textbooks and supplementary materials that will be used, including daily idioms and reading assignments. Assessment will include oral activities like debates and group discussions, as well as projects on topics like Chinese crab culture and Hong Kong. Writing assessments will require 360 Chinese characters on discussed topics and adhere to style and language standards. Reading comprehension assessments will cover 1,000 characters of texts, including literature, and require identifying details, inferences and understanding of style and overall comprehension. The document notes support available like revision sessions and encouraging speaking practice at home. It concludes by thanking parents for their involvement and wishing everyone a great year.
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G7 mfl c night info 2012-2013
This document provides information about the Chinese Studies curriculum for Grade 7 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. It describes the textbooks and materials to be used, including Chinese Made Easy and Integrated Chinese Level 1. It discusses the language skills to be learned, including oral communication, writing, and reading comprehension. It provides examples of assessments, such as oral presentations and written assignments. It also describes support available, like revision sessions and encouraging speaking practice at home.
G10 mfl c night info 2012-2013
This document provides an overview of the Chinese Studies curriculum for Grade 10 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key learning topics include Chinese textbooks, supplementary materials, daily oral practice, character writing and reading comprehension. Assessment will be based on oral presentations, discussions, reading and writing assignments. Sample assessment examples and scoring rubrics are provided. Support for students includes revision sessions on Thursdays and encouraging speaking practice at home. The overview concludes by looking forward to a great year.
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This document provides information about the Chinese Studies curriculum for Grade 9 students at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key points include:
- The class will use the Nihao textbook and workbook, as well as other supplementary materials.
- Students will be assessed based on oral communication, writing, and reading comprehension criteria. Assessment examples involve presentations, discussions, and written responses.
- Support for students includes revision sessions and encouraging speaking practice at home. Parents are asked to check Moodle for homework and learn with their child.
G9 msl(1) c night info- 2012-2013 copy
This document provides information about the Chinese Studies curriculum for Grade 9 students at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key points include:
- The class will use the Nihao textbook and workbook, as well as other supplementary materials.
- Students will be assessed based on oral communication, writing, and reading comprehension criteria. Sample assessment examples and scoring rubrics are provided.
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- Support for students includes revision sessions and encouraging practice of Chinese at home.
G8 mhl c night info-2012-2013 cl
This document provides an overview of the Chinese Studies curriculum for Grade 8. It outlines the textbooks and supplementary materials students will learn from, including daily idioms, language knowledge, reading, speaking and writing activities. Assessment will be based on oral presentations, roundtable discussions, reading comprehension exercises, and writing assignments of 300-800 characters on advanced level topics like environmental protection. Examples of assessments are presented. The document concludes by providing details on homework, revision sessions, and the Moodle online learning platform for additional support.
G10 mhl c night info 2012-2013
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The document provides an agenda for a presentation on using the interpretive communication mode in language instruction. It defines interpretive communication as understanding text, movies, radio or speeches without direct interaction. The presentation will discuss the importance of interpretive communication, materials to use, incorporating it throughout the curriculum, teaching strategies and examples. It emphasizes using authentic materials from the target culture and scaffolding tasks at different proficiency levels.
Anual Plan 2dos
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
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This document discusses the implications of the Common Core State Standards for English Learners. It outlines how the new ELD standards will be aligned to the Common Core by August 2012. Sample excerpts are provided that link the Common Core standards to the new ELD standards for areas like speaking and listening, vocabulary, and research. The document emphasizes that ELs need access to high academic standards through differentiated instruction and assessments. It also stresses the importance of ensuring ELs' language proficiency and academic success through the new aligned standards.
Stevenage sln 30.06.10 web
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
Ksu presentation2 13
Mishka Barnes discusses how English learners acquire academic language skills needed for reading comprehension. She explains that academic language consists of academic vocabulary, discourse forms, and grammar/conventions. ELs must learn this language to achieve academic success. Teachers should thoroughly teach Common Core standards, using synonyms, and focus on academic vocabulary. They should provide reading instruction in small groups using modeling, scaffolding, visuals, and comprehension strategies. Progress is tracked using WIDA performance definitions which are also used to set language goals.
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This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
Summary of SIOP
The document outlines the key components of sheltered instruction (SIOP) for teaching English language learners. It discusses 8 components: 1) Preparation, 2) Building Background, 3) Comprehensible Input, 4) Strategies, 5) Interaction, 6) Practice/Application, 7) Lesson Delivery, and 8) Review/Assessment. Each component provides specific techniques and strategies for making content comprehensible for English learners such as clearly defining objectives, using supplementary materials, adapting content to proficiency levels, providing opportunities for interaction and application of content, engaging students and appropriately pacing lessons.
2.5 Chinese students instructions sheet
This document provides instructions for Chinese language students on submitting a writing portfolio to meet the Achievement Standard for Languages 2.5 Chinese. Students must select 3-5 written pieces in Chinese of at least 300 total words covering a variety of text types. The portfolio will be assessed on communicating information, ideas, and opinions in Chinese at a level appropriate for the student's language proficiency.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
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This document discusses English for academic and professional purposes. It begins by outlining the learning objectives, which are to differentiate between academic and non-academic texts, examine the nature and characteristics of academic texts, recognize academic language use, analyze and evaluate academic texts based on language.
The document then defines academic texts as those that provide information on concepts and theories within a specific discipline, such as research papers, theses, journals and reports. It notes academic texts have a formal, logical structure and cohesive flow of ideas. They also use an appropriate tone to fairly present arguments without bias. Language in academic texts is unambiguous, uses clear topic sentences and formal third-person perspective, along with discipline-specific terminology. Academic texts
Australian values unit
This document outlines a unit plan for an English as a Second Language class focusing on Australian values. Over four weeks, students will explore how narratives, films, and other texts portray Australian values through conventions like structure, language, and visual techniques. They will closely analyze the film "Australia" and short story "The Rabbits" to identify values presented and how composers use techniques to convey meaning. Assessment will include tasks analyzing how a value is portrayed in a text, a viewing representation, and reflection on learning. The unit aims to improve students' English skills while learning about Australian culture and values.
The Basics of SIOP
The document discusses strategies for making content comprehensible for English language learners. It recommends providing opportunities for students to use common strategies like reciprocal teaching, graphic organizers, and repeated readings. Teachers should consistently use scaffolding techniques such as think-alouds, paraphrasing, and partnering to help students apply strategies. They should also employ a variety of question types and encourage students to ask questions using strategies like "Question Cubes" to promote interaction and language development.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
Interpretive nectfl 2017
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
Assistive technology list
This document provides an overview of reading comprehension strategies and developmental stages of reading. It discusses how comprehension is the goal of reading instruction and should be taught explicitly using strategies. Various strategies are described that readers can use before, during, and after reading, including summarizing, questioning, clarifying, and predicting. Technology tools that can support reading comprehension are also outlined, such as timers, handheld devices, highlighting, bookmarking, and graphic organizers. Barriers to teaching comprehension strategies like lack of teacher training and large class sizes are addressed.
Anual Planning
This document outlines the annual curricular plan for an English as a Foreign Language class in 2016-2017. The plan includes 6 teaching units covering topics such as breakthroughs in science and technology, travel and adventure, hobbies and leisure, amazing facts around the world, jobs and occupations, and lifetime achievements. Each unit lists specific learning objectives, content, methodological orientations, and assessments. The plan was created by teacher Henry Guatemal and approved by administrators Lic. Aida Castro and Lic. Cesar A. Cruz.
DLL_ENGLISH 6_Q1_W4.docx
This document contains a daily lesson log for an English class in Grade 6. It outlines the objectives, content, learning resources and procedures for lessons taking place from Monday to Friday on topics like tone, mood, figurative language, verbs and film conventions. The objectives are aligned with national content and performance standards. Each day's lesson involves reviewing previous concepts, establishing purposes, presenting examples, discussing new skills, practice activities, mastery development, and self-evaluation. The log also includes spaces for the teacher's reflections on the lessons and requests for assistance from the principal.
H. Chan, E. Chau: Innovative Approaches to Lesson Design and Delivery (I7)
H. Chan, E. Chau: Innovative Approaches to Lesson Design and Delivery (I7)Center for Global Education at Asia Society
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.Cluesto design clil_materials
When designing CLIL material, there are four key points to consider:
1) Collaboration between language and content experts to ensure objectives are met.
2) The subject content determines the specific language used - focusing on vocabulary, language structures, and discourse types in context.
3) Integrate the five skills of reading, writing, listening, speaking and interacting through a balance of reception and production activities.
4) Use a task-based approach with three phases: pre-task, task, and post-task to scaffold learning from simple to more complex tasks.
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G8 mfl c night info 2012-2013
- 1. Curriculum Night 2012-2013 Chinese Studies G8/9/10 MFL LKBAO Irene Gu, Rm. 516b Email: Irenegu@cdnis.edu.hk Moodle:communication platform To Develop Responsible Global Citizens and Leaders Through Academic Excellence 以優質教育培育承擔責任的世界公民及未來領袖
- 3. Agenda What to learn How to assess students Examples of Assessment How do you/I support
- 4. What to learn Textbook / Supplementary Chinese Made Easy 1-2 Textbook and Workbook Integrated Chinese Level 1 part 1-2 Self-developed exercises sheets
- 5. What to learn Daily oral practice according to our units:Greeting, Family, country and languages, Job, transportation, color clothes, weather, hobby,subjects,school etc Written and recognition characters in every texts and every unit Reading materials from texts and teacher compiled materials Basic Writing practice with the steps teacher
- 6. How is MYP Foundation/Standard Level assessed?
- 7. How is MYP Foundation/Standard Level assessed? Overall Expectations Maximum Assessment Criteria Student is able to... Band • Communicate information with relevant ideas and A. Oral communication supporting details. – message and interaction • Show understanding and respond correctly in 8 familiar situations (3 - 5 min.) • Let ideas flow • Use correct pronunciation and intonation B. Oral communication • Use range of vocabulary and grammatical 8 - language structures • Attempt to use idioms and appropriate register C. Writing • Communicate information clearly – Message and organization • Give relevant ideas with detail and support (180 characters min for Foundation) 8 • Justify opinions • Use cohesive devices to structure the work • Use range of vocabulary and grammatical structures D. Writing • Attempt to use idioms 8 – Language • Use accurate Chinese characters • Show sense of audience and use appropriate register • Identify stated information, main ideas and supporting details in texts with familiar and/or E. Reading comprehension unfamiliar language and/or complex ideas. 16 (500 characters for Foundation) • Draw conclusion • Understand the text(s)
- 8. Example of Assessment Speaking and Listening: - Students have 20min. to prepare - make a 1-2 min. presentation based on the topic - have a round-table discussion with peers based on the topic.
- 9. Example of Assessment Speaking and Listening: - Students have 20min. to prepare - make a 1-2 min. presentation based on the topic - have a round-table discussion with peers based on the topic. Foundation Level topic example: • My favorite person Standard Level topic example: • A charity that you’ve involved with Advanced Level topic example: • Environmental Protection
- 10. Reading Comprehension: (Foundation Level) (middle paragraph) (quoted from OCC, IBO)
- 11. Reading Comprehension: (Foundation Level) (middle paragraph) (quoted from OCC, IBO) Questions & Student’s Answers：(quoted from OCC, IBO)
- 12. Writing (Foundation Level) Write about diary about a friend’s birthday party. 100 characters, time is one hour.
- 13. Writing (Foundation Level) Write about diary about a friend’s birthday party. 100 characters, time is one hour. 學生作品 Student’s Work (middle paragraph) (quoted from OCC)
- 14. How do you/I support? Revision Session: Time: Thursday 14:35 ~ 15:35 Room: 516b Encourage your child to speak more in public Learn with your child(some homework will need your involvement ) Check homework regularly: Moodle
- 15. We all Look forward to a great year!
- 16. fo r h ks an g! T in co m ht! d n ig G o o
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