The document provides guidance on designing an effective Chinese language lesson, including establishing clear learning objectives, following steps to present new material and have students practice it, continuously checking for understanding, and assessing learning at the end of the lesson. It also emphasizes the importance of reflection to improve future lesson planning.
Keynotes of Curriculum night_Prep B _JZ_2013-14zenglei
This document summarizes a Chinese curriculum night presentation for a Prep B class. It includes an agenda covering topics like class formation, learning focus, resources, activities and assessment. Parents are encouraged to support learning at home by reading with their child from storybooks and character cards. A reading program will be introduced after the holidays. The teacher's contact information and blog are provided for additional resources and updates.
The document provides guidance on designing an effective Chinese language lesson, including establishing clear learning objectives, following steps to present new material and have students practice it, continuously checking for understanding, and assessing learning at the end of the lesson. It also emphasizes the importance of reflection to improve future lesson planning.
Keynotes of Curriculum night_Prep B _JZ_2013-14zenglei
This document summarizes a Chinese curriculum night presentation for a Prep B class. It includes an agenda covering topics like class formation, learning focus, resources, activities and assessment. Parents are encouraged to support learning at home by reading with their child from storybooks and character cards. A reading program will be introduced after the holidays. The teacher's contact information and blog are provided for additional resources and updates.
An Analysis on an International Collaborated Online Blended Language ProgramJenpei Chao
This document summarizes an international collaboration on an online blended language learning program between Taiwan, Washington, and California. It discusses the program design, roles of teachers, students, and online tutors. It provides examples of online tutoring sessions and student feedback surveys. Reflections note benefits for student teachers in gaining confidence and skills in online teaching. Suggestions for future collaborations include planning ahead, understanding technology literacy, and designating a master teacher.
The document provides instructions for recording phonetic symbols and combinations using an online recording service. It instructs the reader to state their name before each recording, combine initials and finals shown on subsequent slides, and read combinations four times using different tones when multiple tones are provided. Recordings should be shared by posting the vocaroo URL in the comment space.
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.
An Analysis on an International Collaborated Online Blended Language ProgramJenpei Chao
This document summarizes an international collaboration on an online blended language learning program between Taiwan, Washington, and California. It discusses the program design, roles of teachers, students, and online tutors. It provides examples of online tutoring sessions and student feedback surveys. Reflections note benefits for student teachers in gaining confidence and skills in online teaching. Suggestions for future collaborations include planning ahead, understanding technology literacy, and designating a master teacher.
The document provides instructions for recording phonetic symbols and combinations using an online recording service. It instructs the reader to state their name before each recording, combine initials and finals shown on subsequent slides, and read combinations four times using different tones when multiple tones are provided. Recordings should be shared by posting the vocaroo URL in the comment space.
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.
8. Let’s Practice-choose the correct answer ( )1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 ( )2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 ( ) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint ( ) 4.他是 _________。 A.李大衛先生 B.李大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname.
9. Let’s Practice-choose the correct answer (AB)1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 ( )2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 ( ) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint ( ) 4.他是 _________。 A.李大衛先生 B.李大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname.
10. Let’s Practice-choose the correct answer (AB)1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 ( )2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 ( ) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint ( ) 4.他是 _________。 A.李大衛先生 B.李大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname. 2.「叫」is used with full name or given name.
11. Let’s Practice-choose the correct answer (AB)1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 (CD)2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 ( ) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint ( ) 4.他是 _________。 A.李大衛先生 B.李大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname. 2.「叫」is used with full name or given name.
12. Let’s Practice-choose the correct answer (AB)1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 (CD)2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 ( ) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint ( ) 4.他是 _________。 A.李大衛先生 B.大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname. 2.「叫」is used with full name or given name. 3.「是」is followed by nationality, full/given name, or used with someone’s title, such as Mr. and Mrs.
13. Let’s Practice-choose the correct answer (AB)1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 (CD)2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 (AB) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint ( ) 4.他是 _________。 A.李大衛先生 B.大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname. 2.「叫」is used with full name or given name. 3.「是」is followed by nationality, full/given name, or used with someone’s title, such as Mr. and Mrs.
14. Let’s Practice-choose the correct answer (AB)1.我姓 _____，不姓 _____。 A.王 B.李 C.李先生 D.王美美 (CD)2.她叫 _________。 A.王 B.李 C.李愛美(ài měi ) D.愛美 (AB) 3.她是 _______，不是 ______。 A.李愛美 B王珍妮(zhēnní ) C.王 D李 Hint (ABC) 4.他是 _________。 A.李大衛先生 B.大衛 C.中國人 D.李 1.「姓」is followed only by family name or surname. 2.「叫」is used with full name or given name. 3.「是」is followed by nationality, full/given name, or used with someone’s title, such as Mr. and Mrs.
30. Who Are They? Michael Wilson 不是英國人嗎？ Yoshiko姓王嗎？ 王小姐是中國人嗎？
31. Syntax Practice-Ⅲ Questions with a Question Word (QW) The word order of this type of questions is the same as the word order of their answers in Chinese.
