"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
Last week, we invited Yamin Ma and Xinying Li to give a lecture on teaching Chinese as a foreign Language in Utah and Alberta.
Teacher Ma and teacher Li shared their experiences on teaching methods and strategies and lots of Chinese language teachers attended the lecture.
During the lecture, inspiring talks given centered around topics like teaching approaches, in-classroom strategies, and curriculum implementation.
Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of “combining testing and teaching, and promoting learning and teaching by testing”. It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners.
The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher’s book in each volume, there are altogether 27 books. The book is illustrated with photos match the style of the test and is printed in full color. An audio CD comes with the book.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
Last week, we invited Yamin Ma and Xinying Li to give a lecture on teaching Chinese as a foreign Language in Utah and Alberta.
Teacher Ma and teacher Li shared their experiences on teaching methods and strategies and lots of Chinese language teachers attended the lecture.
During the lecture, inspiring talks given centered around topics like teaching approaches, in-classroom strategies, and curriculum implementation.
Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of “combining testing and teaching, and promoting learning and teaching by testing”. It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners.
The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher’s book in each volume, there are altogether 27 books. The book is illustrated with photos match the style of the test and is printed in full color. An audio CD comes with the book.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
This is the Lesson 4 text 2 of the Easy Steps to Chinese Vol.1. As the first book, it covers most basic topics and is suitable for young students with no previous exposure to Chinese.
Easy Steps to Chinese
*Designed for non-heritage students
*Targeted at middle school and high school students
*8-volume curriculum helps intensify students’ integrated language skills in listening, speaking, reading and writing.Introduction
*In line with 5Cs, ACTFL national standards, and IB curriculum requirements.
*Spiral-up approach & student-oriented topics,
*Volume 1-5 build to AP test level readiness
*Volume 1-6 build to IB test level readiness
*One of the most popular Chinese textbook series
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
This is the Lesson 4 text 2 of the Easy Steps to Chinese Vol.1. As the first book, it covers most basic topics and is suitable for young students with no previous exposure to Chinese.
Easy Steps to Chinese
*Designed for non-heritage students
*Targeted at middle school and high school students
*8-volume curriculum helps intensify students’ integrated language skills in listening, speaking, reading and writing.Introduction
*In line with 5Cs, ACTFL national standards, and IB curriculum requirements.
*Spiral-up approach & student-oriented topics,
*Volume 1-5 build to AP test level readiness
*Volume 1-6 build to IB test level readiness
*One of the most popular Chinese textbook series
New Concept Chinese, a series of Chinese textbooks for adults, is suitable for both self-teaching and classroom teaching. Observing the principle of “making Chinese easier to learn”, this series presents practical, concise and interesting teaching materials and employs easy, flexible and effective teaching methods so that students and teachers could learn and teach Chinese in a convenient and effective way.
The whole series includes Textbooks, Workbooks, Chinese Character Workbooks and Teacher’s Books.
This is Textbook 1 in the series, targeted at adults who have some preliminary Chinese knowledge. It teaches more than 400 words frequently used in verbal communication, over 300 Chinese characters and over 40 common sentence patterns as well as the topics foreigners are most likely to encounter in their study, life and work, such as "Professions", "Hobbies", "Food" and "Means of Transport". Upon finishing the first volume, students can achieve a Chinese proficiency of New HSK Level 2.
The design of New Concept Chinese follows three principles, namely “practical”, “easy” and “scientific”.
1. Practical
(1) Common situations: The situations selected are common in everyday life, such as ordering food, shopping, asking the way and making an invitation.
(2) Frequently used expressions: The expressions selected are frequently used in everyday life, such as those used to make an introduction, a phone call or an apology, to thank someone and to talk about the weather.
(3) Communicative activities: There is a communicative activity in the review lesson in each unit to train the students’ ability to put into practice what they have learned.
2. Easy
(1) Interesting content: The texts, being fun and humorous, displays the charm of Chinese language, characters and culture step by step.
(2) Short texts: The texts are short ones, each of which can be finished within one hour, making students feel a continuing sense of achievement constantly.
(3) Humorous cartoons: Each text is illustrated by a series of cartoons, making it much more fun to learn Chinese.
3. Linguistic theory
(1) Well-arranged layout: The new words, grammar points and Chinese characters are arranged in a scientific and reasonable way based on the regularity in learning Chinese.
(2) Step-by-step progression: Functional topics are presented progress from “greeting” to “shopping” and then to “seeing a doctor”, and Chinese characters from single-element ones to compound ones.
Repeated practice: There are altogether 20 units, each including a main lesson and a review one. The latter is a review of the key sentence patterns and words in the former, which will reappear and be reinforced repeatedly in later units too.
New Practical Chinese Reader is a series of textbooks tailored towards higher education Chinese courses. It's one of the most popular series recommended by teachers and students. It contains student's book, teacher's book, and workbook.
Speakers: Maggie Chen, Yuri Liu
As ACTFL has updated the national standards to promote World-Readiness language learning, language education nowadays is no longer about teaching what a language is like. Rather, it is to provide authentic input and meaningful practice to help learners develop a series of transferable skills, targeted in the ACTFL five “C” goal areas, which enable them to apply their language skills beyond instructional settings and according to a variety of situational needs. In this session, presenters will demonstrate how to establish an authentic and meaningful instructional setting (curriculum design, lesson plan, instructional activities, and materials) that is tightly connected to the ACTFL five “C” goals, in which learners improve their language skills (oral proficiency and literacy), applicable in real-life situations or workplaces. The presenters will also provide sample lesson plans, materials, and activities that can enhance learner engagement.
Speakers: Michelle Cheng, Li Ye
The impact of Standards-Based Grading (SBG) is not just limited to the grading system. It can actually change teachers’ instructional mindset, which in turn can affect everything teachers do in the classrooms. While many have heard about SBG, not many know how it can be implemented and what obstacles they may encounter. In this session, presenters will share firsthand experience in implementing SBG in their Chinese classrooms. From identifying the big ideas (the standards), what and how to measure performance to determining student success criteria, they will explain the steps involved and provide specific examples such as learning targets, unit design and assessments, and additional grading policies.
Speakers: Yuanyuan Lin, Dana Reijerkerk
Mastery of the Chinese characters could probably be considered as one of the most difficult and strenuous tasks for Chinese language learners. The present research is designed to address how Chinese characters are processed and organized in the cognitive approaches between memory and reasoning. In this session, presenters will share the findings, which divulge how fuzzy-trace theory benefits Chinese character learning and helps students to become more independent and effective language learners. The research also suggests that providing assistance to the students to form traces and visual-spatial analysis of the Chinese characters would significantly increase students’ performance. The research procedure, method, data, and results will be shared during the session. This session has implications for the daily classroom practices of using certain techniques to best acquire vocabulary in a second language.
Guided Reading (GR) in English has been approved as an effective strategy of teaching reading skills such as fluency and comprehension. The presenters will discuss how Chinese as a Second Language (CSL) teachers can build up GR into Chinese reading instruction.
Since 2012, Phoenix Tree Publishing has formed close partnerships with Hanban/Confucius Schools/Confucius Classrooms, local schools offering mandarin classes, and countless Chinese teaching organizations in North America to promote Chinese culture and language.
We work with teachers and administrators of schools with students ages ranging from 3 to 18 to create HSK test centers, build support centers, provide training and tutoring opportunities, and develop active, student-oriented learning environments.
Hanban/Confucius Institute Headquarters, as a public non-profit institution affiliated with the Chinese Ministry of Education, is committed to providing Chinese language and cultural teaching resources and services worldwide. It strives to satisfy the demands of Chinese learners around the world and contributing to the development of multiculturalism. The new HSK test was launched by exclusively by Hanban in an effort to better serve Chinese language learners, with different tests designed to serve the unique needs of students.
The new HSK is an international standardized exam that tests and rates Chinese language proficiency. It assesses non-native Chinese speakers’ abilities in using the Chinese language in their daily, academic and professional lives. HSK consists of six levels: from HSK Level I to HSK Level VI. For more information about the HSK tests, please visit http://english.hanban.org/node_8002.htm
New Practical Chinese Reader is a series starting from beginner’s level, designed for non-heritage learners. The pedagogical methodology uses language structure as the basis and combines it with functional and cultural knowledge. The third edition has 6 volumes and 30 books in total, including textbooks, workbooks, instructor’s manuals, companion readers, and tests and quizzes.
Chinese for Elementary School
Chinese for Elementary School is the first textbook designed exclusively for Chinese Immersion Programs in North America. Each grade contains book A and book B. Each book has 16 lessons. One lesson one week and 60-90 minutes class time each day (Adjustable). It aligns with 5C, ACTFL Proficiency Guidelines, and other national standards.
Systematic curriculum: synergy of literacy study and content subjects
Story-driven and activity-based: entertaining, instructional, and interactive
3-D teaching support: supplementary materials, teaching resources, and professional development programs.
Stories from China is a series of extensive reading textbooks compiled by local Chinese language teachers for intermediate/advanced Chinese students or self-learners.
This series introduces Chinese culture to foreigners and improves their Chinese reading skills while teaching Chinese culture. The textbooks use stories to present vividly and specifically the glorious traditional Chinese cultural points that foreigners are interested in.
This series is divided into 10 volumes, including volumes of history, geography, folk customs, myths and legends, traditional culture, traditional festivals, arts, Chinese language, literature, celebrities, etc. Each volume uses 10 stories to discuss a cultural topic.
The volume of traditional festivals introduces ten most important traditional Chinese festivals, including the Spring Festival, Yuanxiao Festival, Tomb-Sweeping Day, Dragon Boat Festival, the Night of Sevens, Mid-Autumn Festival, Double Ninth Festival, Winter Solstice, Laba Festival and Little New Year. Besides these, there are also cultural tips such as staying up all night on Spring Festival Eve, pasting the Spring Festival couplets, watching Spring Festival Gala, guessing the lantern riddles, 24 solar terms, Chinese people’s sense of reunion, the special meanings of the number “9” and the ancestral worship ceremonies, etc.
This workshop will provide an overview of the policies and initiatives at the state and national levels that supported this implementation, focusing on how this impacts programs like dual language/immersion, heritage language, and the traditional K–12 sequence. Participants will examine recent language research, intercultural competence initiatives, and student learning outcomes that have been used to establish proficiency expectations in different programs. International examples showing the use and alignment of proficiency scales will be presented. Free classroom resources like LinguaFolio will be shared, as well as activities that can help parents and administrators understand proficiency-based learning. Participants will learn about the progress of proficiency-based initiatives and gather resources they can use for professional development.\
Speaker:
Ann Marie Gunter: Ann Marie Gunter is the World Languages Consultant at the North Carolina Department of Public Instruction and the president-elect of the National Council of State Supervisors for Languages (NCSSFL). She serves K-12 world language educators, with a variety of state and national initiatives, to implement proficiency-based language programs.
Ryan Wertz: Ryan Wertz is the lead consultant for world languages at the Ohio Department of Education. He is also the current president of the National Council of State Supervisors for Languages (NCSSFL). His work supports the proficiency-based efforts of K-12 world language educators and students throughout Ohio and across the country.
Connect Chinese language learning and assessment with the PK-16 focus on literacy and 21st century skills. American Council on the Teaching of Foreign Languages (ACTFL) is facilitating an initiative to guide teachers in a process of collaborative inquiry in which they explore an area of literacy to embed in language instruction to improve learners’ performance. Learn and apply strategies for developing engaging tasks in order to practice and assess this literacy-focused application of language skills. Participants practice using Conversation Builder, a free online tool that guides teachers through the design of several rounds of prompts for learners who wish to explore a single focus or topic as they practice conversation strategies and receive feedback from their teacher. In this workshop, educators design interpretive tasks in which learners demonstrate what they understand from what is heard, read, or viewed – without relying on production of Chinese to assess this receptive skill.
Expand the practice of the Presentational Mode beyond formal writing or memorized presentations to focus on tasks that learners would do in their daily life.
Speaker:
Paul Sandrock, Director of Education at the American Council on the Teaching of Foreign Languages (ACTFL), directs this national organization’s professional development and initiatives around standards, curriculum, instruction, and performance assessment. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction (DPI) , coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as the DPI state-wide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance and Planning Curriculum for Learning World Languages. Paul previously served ACTFL as a board member and president and received ACTFL’s Florence Steiner Award for Leadership in Foreign Language Education, K-12.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
Focusing on a collaborative approach to teaching, participants will sample hands-on, highly engaging integrated arts lessons to introduce students to Chinese language, culture, and history, and will examine methods to increase intercultural and language competencies to enhance the support of Chinese culture and language throughout the school community. Teachers will learn how to use the various arts disciplines to kick-start classroom studies in order to deepen and enrich students’ experiences and understanding, to open dialogue for discussion, and to make authentic connections between students’ home cultures and those they have chosen to study.
Currently there is an increased demand for Chinese language teachers across the U.S. The majority of today’s Chinese teachers are faced with the daunting realization that teaching in U.S. schools is tremendously different from their own schooling experiences; numerous factors contribute to this contrast. This study specifically focused on classroom management and discipline and examines how teachers address the challenges of working across the languages and cultures of U.S. schooling. Through a carefully designed sequence of blended learning activities, this study provided participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning into a learner-centered classroom, utilizing various classroom management skills and strategies with millennial learners. Data collection instruments included two online surveys, a group interview, and online discussion board threads. Results indicate that there remains a great deal to be done in this area to assist Chinese teachers.
Speaker:
Marjorie Hall & Sherry Steeley
Dr. Marjorie Hall Haley is tenured Professor of Education at George Mason University in Fairfax, VA. She is a former Spanish, French, German, and ESL teacher of 14 years.She teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Dr. Haley’s research and publication record is wide. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-compatible Differentiated Instruction for English Language Learners (2010). In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org
Performance-based tasks allow students to show their knowledge and skills in a more authentic way than paper tests. Integrating technology, such as creating Web pages, virtual posters, and using Google Classroom, will prepare students for their future studies. Participants will learn how to design highly engaging performance-based tasks and rubrics to assess students’ knowledge in Chinese language, science, and social studies units. Participants will get a number of ideas on how to implement performance-based formative and summative assessments in the immersion class. Participants will see videos, pictures, and student work samples demonstrating how two Chinese teachers use short plays, foldable books, living museums, etc., to assess students’ knowledge.
Speaker:
Yi Shao & Lijin Yang & Pearl You
79. 八、市场反馈
英国亚马逊网站上读者对《轻松学中文》的评价::
Amazon.co.uk review of Easy Steps to Chinese
Fantastic!
An absolutely brilliant book for beginners trying to learn Chinese on their own,
and with little or no previous knowledge.
The workbook has over 150 colour pages of clear tasks and exercises to work
through.
The textbook comes with an audio CD and has information -guided with the CD-and
exercises as well.
Very easy to use and beginner friendly, it explains everything and builds your
confidence in manageable bites.
Though it may appear to be aimed at a younger audience, it is also perfectly
suitable for adults trying to learn the language. It is child friendly of course, and
like I said, you do not need a teacher or Chinese speaker to learn.
I cannot speak highly enough of it, and recommend it to anyone trying to learn
Chinese.
Great!
80. 教师和家长对《轻松学中文》的评价::
Upper Canada College 李静明老师以教师和家长双重
身份在使用过《轻松学中文》后说:
“我儿子曾经把中文书往地上一摔,哭着说:‘我再也不
想学这个stupid的Chinese! So boring!’当儿子见到《轻
松学中文》时才第一次喜欢上一本中文教材并在海外坚
持学完1—6册。在HSK考试中,他每个部分都拿了满
分。
现在即将成为美国康奈尔大学学生的他常常说:
‘我是我们同学中汉语最棒的。妈妈,幸亏你找到了那本
好书!’”
82. 梧桐出版有限公司(北京语言大学出版社北美分社)
Phoenix Tree Publishing Inc.
Address: 5660 North Jersey Avenue, Chicago, IL60659, USA
Tel (Office): 773-250-0707
Fax (Office): 773-250-0808
Email: beiyu@phoenixtree.com
Website: http://www.phoenixtree.com
Sales representatives:
Eastern United States | Tony Yuan (袁世奇) 773-600-3098 syuan@phoenixtree.com
Western United States | Kevin Meng ( 孟旭) 773-250-0707 xmeng@phoenixtree.com
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谢谢!