中文二 Treasure Hunt Assessment Teacher and Student GuidePing Wu
考试的另一种方式,是方位和地方的简易版; 给学生的handout的里面应该只有第一个有文字解释,其他的都是空格,这样子才能一环套一环;我这里的设计错误了,所以换成学生要在第五个clue的所在地签名字,表示自己找到了这个地方然后直接去第六个地方
学生总共要gather:
1. 5 colored paper
2. Sign their names on a piece of paper
3. make 2 videos (how to get to the final destination and skit at the final destination)
中文二 Treasure Hunt Assessment Teacher and Student GuidePing Wu
考试的另一种方式,是方位和地方的简易版; 给学生的handout的里面应该只有第一个有文字解释,其他的都是空格,这样子才能一环套一环;我这里的设计错误了,所以换成学生要在第五个clue的所在地签名字,表示自己找到了这个地方然后直接去第六个地方
学生总共要gather:
1. 5 colored paper
2. Sign their names on a piece of paper
3. make 2 videos (how to get to the final destination and skit at the final destination)
This document provides the project description for a mid-term project for a Chinese II class to create a declassified school survival guide for a high school called CSG. It outlines four sections for the project: an introduction to CSG including its location, history, facilities and student/teacher numbers; course offerings and teacher descriptions along with study tips; a comparison of school life in China and at CSG; and self-introductions from each student providing personal information and their experience learning Chinese. Completing the project with accurate details, explanations, wording and transitions will lead to a higher grade.
This document outlines a project for a Chinese II class where students interview one grandparent, one parent, and one peer about their experiences in high school. Students are required to conduct interviews on daily schedules and feelings about school. They must then write an essay in Chinese summarizing the interviews and reflecting on changes in education over generations. Finally, students will do an in-class presentation sharing their findings from the interviews and essay. The presentation format is flexible but should be engaging and include any relevant photos or interview footage. Students will be graded based on completion of interview questions, language use in the essay, and presentation skills.
This document provides instructions for an activity to learn the days of the week in Mandarin Chinese. It includes:
1. A chant with the days of the week and instructions to add pinyin and translate new words.
2. Acting out each line of the chant and a picture competition to demonstrate understanding.
3. An assignment to make sentences using new words on a website.
4. Prompts for interviewing classmates about the current day of the week and their favorite/least favorite days and why.
5. A link to complete a homework assignment online by a deadline.
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 the project description for a mid-term project for a Chinese II class to create a declassified school survival guide for a high school called CSG. It outlines four sections for the project: an introduction to CSG including its location, history, facilities and student/teacher numbers; course offerings and teacher descriptions along with study tips; a comparison of school life in China and at CSG; and self-introductions from each student providing personal information and their experience learning Chinese. Completing the project with accurate details, explanations, wording and transitions will lead to a higher grade.
This document outlines a project for a Chinese II class where students interview one grandparent, one parent, and one peer about their experiences in high school. Students are required to conduct interviews on daily schedules and feelings about school. They must then write an essay in Chinese summarizing the interviews and reflecting on changes in education over generations. Finally, students will do an in-class presentation sharing their findings from the interviews and essay. The presentation format is flexible but should be engaging and include any relevant photos or interview footage. Students will be graded based on completion of interview questions, language use in the essay, and presentation skills.
This document provides instructions for an activity to learn the days of the week in Mandarin Chinese. It includes:
1. A chant with the days of the week and instructions to add pinyin and translate new words.
2. Acting out each line of the chant and a picture competition to demonstrate understanding.
3. An assignment to make sentences using new words on a website.
4. Prompts for interviewing classmates about the current day of the week and their favorite/least favorite days and why.
5. A link to complete a homework assignment online by a deadline.
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.
2. Vote with your feet.
• 把 星期一—星期天的字写在黑板上,问学生喜欢星期几,然后让
学生走到那个词的下面;然后问学生为什么喜欢那一天;然后考
验学生的听力,问学生:“XXX为什么喜欢星期天?谁喜欢星期
三?” More input
• 然后问学生不喜欢星期几,解释为什么和考验学生的听力
• Get students moving with “voting” questions.