更多的pinyin; 新单词的含义告诉学生,重点的词汇加颜色,让学生大声读故事,然后需要强调重点的,不常用的词汇;也可以用里面的句子来让学生做《击鼓传话》的游戏,还有就是让学生从故事中找出词组;还有读完了故事让学生看图说话来复习这个故事,以后可以让学生做写作的练习(白班,看图写句子) (因为有的学生会说话,没有听其他的学生在说什么)
最后的哲学问题:人的一生 https://www.youtube.com/watch?v=-_gitbtphRE 你想要你的人生很快还是很慢?美国人的生活很快还是慢?人们常常有时间还是没时间?你没时间做什么? Leads to 没时间 song and the next 学校生活的主题;
具体教学中,问了学生他们在camp吃什么饭?有没有类似的经历,为什么苏小慢没有朋友叫她起床?还有,老师对苏小慢的态度怎么样?如何定义“成功--聪明”?
然后让学生设计了Kahoot games, 一起来玩了学生设计的游戏,学生游戏的句子有语法错误,记住要让学生来有一个玩了游戏以后的复习机会(专心复习,真的sink in)
This document lists and provides links to over 20 input and output activities for a CI-inspired Chinese language class with the goal of helping students know themselves, each other, and the world better through meaningful materials and authentic interactions. The activities include games like TPR Cup Grab, Speedy Announcer, Pass it Up, Guess the Stores, Video Reading with comprehension questions, and others. They aim to create information gaps, use realia, involve music or movement, build comprehension and memory, and foster teamwork and competition to engage students rather than just teaching content. The document encourages adding more activities to the list.
更多的pinyin; 新单词的含义告诉学生,重点的词汇加颜色,让学生大声读故事,然后需要强调重点的,不常用的词汇;也可以用里面的句子来让学生做《击鼓传话》的游戏,还有就是让学生从故事中找出词组;还有读完了故事让学生看图说话来复习这个故事,以后可以让学生做写作的练习(白班,看图写句子) (因为有的学生会说话,没有听其他的学生在说什么)
最后的哲学问题:人的一生 https://www.youtube.com/watch?v=-_gitbtphRE 你想要你的人生很快还是很慢?美国人的生活很快还是慢?人们常常有时间还是没时间?你没时间做什么? Leads to 没时间 song and the next 学校生活的主题;
具体教学中,问了学生他们在camp吃什么饭?有没有类似的经历,为什么苏小慢没有朋友叫她起床?还有,老师对苏小慢的态度怎么样?如何定义“成功--聪明”?
然后让学生设计了Kahoot games, 一起来玩了学生设计的游戏,学生游戏的句子有语法错误,记住要让学生来有一个玩了游戏以后的复习机会(专心复习,真的sink in)
This document lists and provides links to over 20 input and output activities for a CI-inspired Chinese language class with the goal of helping students know themselves, each other, and the world better through meaningful materials and authentic interactions. The activities include games like TPR Cup Grab, Speedy Announcer, Pass it Up, Guess the Stores, Video Reading with comprehension questions, and others. They aim to create information gaps, use realia, involve music or movement, build comprehension and memory, and foster teamwork and competition to engage students rather than just teaching content. The document encourages adding more activities to the list.
This document provides instructions for a class interview assignment in Chinese where students work with a partner to understand sentences, interview 6 classmates they don't have class with to get their name, number of family members, number of pets, who they think is famous, if they like singing or dancing, what movies they like, and if they prefer movies or sports. Students are to conduct the interview and write responses in Chinese characters.