Ssat chinese conference a journey to the east finallizfotheringham
This document summarizes the efforts of St. George's School in Harpenden, UK to develop a Chinese language and cultural education program. It established school partnerships in China in 2007 and 2008. It has since expanded Mandarin language offerings across grade levels, offered cultural experiences like a Year 7 China Day, and utilized online resources to support independent language learning. The school aims to provide a holistic approach to learning Chinese language and culture across its curriculum.
You are invited to join a Mandarin-speaking Toastmasters club in the Bay Area and give a speech in Mandarin about the movie "Raise the Red Lantern" and its significance. You have 20 minutes to write a speech in a Google Doc organized with an opening, main points, and summary using vocabulary from the textbook as needed. After writing, you will have 10 minutes for peer evaluation and editing. You then have 2 minutes to present the speech, which will be assessed on pronunciation, tones, body language, eye contact, volume, and pacing, and you may include visual aids.
This rubric evaluates Mandarin oral presentations across several criteria:
Pronunciation and tones are rated on a scale from affecting comprehensibility to being consistently clear and easy to follow. Use of digital media or visual displays are rated on being confusing or informative and polished. Presentational skills like posture, eye contact, volume, and pacing are rated on demonstrating control, establishing eye contact, being loud enough, and engaging pacing. Interaction with the audience is rated on the response to questions.
This document provides a rubric for assessing writing in Chinese. It evaluates writing on dimensions of task completion, organization, language use, elaboration, and accuracy. For each dimension, it defines performance levels from emerging to advanced, describing the characteristics of the writing that would be demonstrated at each level.
The document provides a performance task assignment for Chinese IV students. They must create a dialogue in Mandarin for visiting exchange students from China using at least 5 phrases from a provided list. The dialogue must be completed within 30 minutes and submitted as a Google Doc. It will be assessed based on content, comprehensibility, fluency, volume, grammar, vocabulary, and use of required phrases.
This rubric evaluates Chinese dialogues on four criteria: content, language use, comprehensibility, and fluency. For each criterion, it provides descriptors to assess performance levels from emerging to advanced. For content, it evaluates how relevant and how well the dialogue meets the scenario requirements. For language use, it examines vocabulary precision and grammar accuracy. For comprehensibility, it considers pronunciation clarity and tone use. For fluency, it looks at pause length and reliance on reading the dialogue.
Ssat chinese conference a journey to the east finallizfotheringham
This document summarizes the efforts of St. George's School in Harpenden, UK to develop a Chinese language and cultural education program. It established school partnerships in China in 2007 and 2008. It has since expanded Mandarin language offerings across grade levels, offered cultural experiences like a Year 7 China Day, and utilized online resources to support independent language learning. The school aims to provide a holistic approach to learning Chinese language and culture across its curriculum.
You are invited to join a Mandarin-speaking Toastmasters club in the Bay Area and give a speech in Mandarin about the movie "Raise the Red Lantern" and its significance. You have 20 minutes to write a speech in a Google Doc organized with an opening, main points, and summary using vocabulary from the textbook as needed. After writing, you will have 10 minutes for peer evaluation and editing. You then have 2 minutes to present the speech, which will be assessed on pronunciation, tones, body language, eye contact, volume, and pacing, and you may include visual aids.
This rubric evaluates Mandarin oral presentations across several criteria:
Pronunciation and tones are rated on a scale from affecting comprehensibility to being consistently clear and easy to follow. Use of digital media or visual displays are rated on being confusing or informative and polished. Presentational skills like posture, eye contact, volume, and pacing are rated on demonstrating control, establishing eye contact, being loud enough, and engaging pacing. Interaction with the audience is rated on the response to questions.
This document provides a rubric for assessing writing in Chinese. It evaluates writing on dimensions of task completion, organization, language use, elaboration, and accuracy. For each dimension, it defines performance levels from emerging to advanced, describing the characteristics of the writing that would be demonstrated at each level.
The document provides a performance task assignment for Chinese IV students. They must create a dialogue in Mandarin for visiting exchange students from China using at least 5 phrases from a provided list. The dialogue must be completed within 30 minutes and submitted as a Google Doc. It will be assessed based on content, comprehensibility, fluency, volume, grammar, vocabulary, and use of required phrases.
This rubric evaluates Chinese dialogues on four criteria: content, language use, comprehensibility, and fluency. For each criterion, it provides descriptors to assess performance levels from emerging to advanced. For content, it evaluates how relevant and how well the dialogue meets the scenario requirements. For language use, it examines vocabulary precision and grammar accuracy. For comprehensibility, it considers pronunciation clarity and tone use. For fluency, it looks at pause length and reliance on reading the dialogue.
After mastering key vocabulary and reading second paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
After mastering key vocabulary and reading second paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
Use storytelling to engage students in listening comprehension, oral production, grammar structure exposure, reading, dramatization and problem solving.
Use storytelling to engage students in listening comprehension, oral production, grammar structure exposure, reading, dramatization and problem solving.
The document outlines plans for days 3-6 of a lesson on the story "Rainbow Shoes". It involves continuing to tell part 2 of the story while reminding students of expectations and providing vocabulary support. It also details differentiating learning tasks for students at different levels, such as using Quizlet, fill-in-the-blank, and rearranging story elements. Additionally, students will be invited to brainstorm how to get the rainbow shoes and illustrate their ideas to share with the class.
After mastering the key vocabulary and reading first paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
After mastering the key vocabulary on Quizlet, try to read the story aloud. Work with a partner to support each other. Read to at least 2 peers to develop reading fluency.
An old grandmother wanted a pair of shoes that were as colorful as a rainbow. She asked her son and daughter to buy her the shoes, but they were both too busy. The grandmother was left feeling sad that she could not get the colorful rainbow shoes she wanted.
Use storytelling to engage students in listening comprehension, oral production, grammar structure exposure, reading, dramatization and problem solving.
Simplified or Traditional Chinese Character: Which one is for me?Lee Kerk
Simplified and traditional characters co-exist in the Chinese world. Students are exposed to both character systems- some started in learning simplified characters, some started in traditional characters. A lot of students find it challenging to master both systems. In order to be effective Chinese users, students have to make a logical and meaningful decision based on individual learning needs. The process of reflections and experiments will guide students to make the right choice for their own learning of Chinese.
Constructive Response Chinese Writing RubricLee Kerk
This document outlines a rubric for scoring Chinese writing with four domains: task completion, organization, language use, and elaboration. Each domain is scored on a scale from emerging to advanced. For task completion, an emerging response is off-topic while an advanced response fully addresses the prompt and is on-topic. Organization progresses from an emerging response lacking structure to an advanced response with ideas presented clearly using a variety of transitional words. Language use develops from an emerging response lacking precise vocabulary to an advanced response using skillful and precise vocabulary. Elaboration scales up from sparse details in an emerging response to specific developed details in an advanced response.
You have been asked to give a speech in Mandarin at an upcoming Chinese campfire to introduce yourself to other participants. The speech should include personal information, interests, your home language, experiences learning Chinese including both accomplishments and challenges, and your goals for learning Mandarin. It should be between 120-180 characters and include pinyin for any unknown characters. You have 25 minutes to complete the task.
After mastering key vocabulary and reading second paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
After mastering key vocabulary and reading second paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
Use storytelling to engage students in listening comprehension, oral production, grammar structure exposure, reading, dramatization and problem solving.
Use storytelling to engage students in listening comprehension, oral production, grammar structure exposure, reading, dramatization and problem solving.
The document outlines plans for days 3-6 of a lesson on the story "Rainbow Shoes". It involves continuing to tell part 2 of the story while reminding students of expectations and providing vocabulary support. It also details differentiating learning tasks for students at different levels, such as using Quizlet, fill-in-the-blank, and rearranging story elements. Additionally, students will be invited to brainstorm how to get the rainbow shoes and illustrate their ideas to share with the class.
After mastering the key vocabulary and reading first paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
After mastering the key vocabulary on Quizlet, try to read the story aloud. Work with a partner to support each other. Read to at least 2 peers to develop reading fluency.
An old grandmother wanted a pair of shoes that were as colorful as a rainbow. She asked her son and daughter to buy her the shoes, but they were both too busy. The grandmother was left feeling sad that she could not get the colorful rainbow shoes she wanted.
Use storytelling to engage students in listening comprehension, oral production, grammar structure exposure, reading, dramatization and problem solving.
Simplified or Traditional Chinese Character: Which one is for me?Lee Kerk
Simplified and traditional characters co-exist in the Chinese world. Students are exposed to both character systems- some started in learning simplified characters, some started in traditional characters. A lot of students find it challenging to master both systems. In order to be effective Chinese users, students have to make a logical and meaningful decision based on individual learning needs. The process of reflections and experiments will guide students to make the right choice for their own learning of Chinese.
Constructive Response Chinese Writing RubricLee Kerk
This document outlines a rubric for scoring Chinese writing with four domains: task completion, organization, language use, and elaboration. Each domain is scored on a scale from emerging to advanced. For task completion, an emerging response is off-topic while an advanced response fully addresses the prompt and is on-topic. Organization progresses from an emerging response lacking structure to an advanced response with ideas presented clearly using a variety of transitional words. Language use develops from an emerging response lacking precise vocabulary to an advanced response using skillful and precise vocabulary. Elaboration scales up from sparse details in an emerging response to specific developed details in an advanced response.
You have been asked to give a speech in Mandarin at an upcoming Chinese campfire to introduce yourself to other participants. The speech should include personal information, interests, your home language, experiences learning Chinese including both accomplishments and challenges, and your goals for learning Mandarin. It should be between 120-180 characters and include pinyin for any unknown characters. You have 25 minutes to complete the task.