The document discusses using movies as an instructional tool for teaching Chinese as a second language, outlining a process of selecting movies based on language level and cultural content, introducing vocabulary and concepts through movie clips and activities, and assessing student learning through discussions, writing assignments, and other interactive tasks focused on interpreting, presenting, and negotiating meaning from the films.
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Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
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Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
Reflecting on The Significance Of Reading In The Esl
Teacher workshop at confucius institute of chicago
1.
Make Movies Matter
Teaching Chinese as a Second Language through movies
探索美国大学中文课堂中的电影教学
Dr. Jinai Sun
North Central College
jsun@noctrl.edu
March 9th, 2013
Confucius Institute in Chicago
2. Traditional Teaching Plan
Start with vocab and grammar
Practice
Quiz
Practice more
Culture
Chapter test
3. “Lead with culture…language will follow”
Backward Design: start with the end goals in mind
(standards-based performance goals)
Envision activities to lead students to success
Select the means (language elements and language
functions)
5. Three Modes of Communication (Cont.)
Interpersonal: the active negotiation of meaning
among individuals
Interpretive: the appropriate interpretation of
meaning
Presentational: the creation of oral and written
messages
6. Balanced Assessment
Learning Checks Formative Summative
Assessment Assessment
Did students learn what Can students apply or Designated point in time
was taught? manipulate what they (end of unit, year);
have learned? Gauge if students
reached a benchmark
Decide if I need to Check how students are Did we reach our goals?
reteach something doing: can I move on?
Show students their
Monitor students’ improvement and
progress and adjust motivate them
instruction accordingly
Assessment of learning
Assessment for learning
7. Interpretive Mode of Communication
Interpretive Communication Is NOT Interpretive Communication IS
Translation Context-driven understanding (gist)
Hunt for trivial details Whole picture; mediating meaning with the
text; focused task
Glossed readings; teaching all new Finding familiar words in new context; and
vocabulary first new words in a familiar context (authentic)
Reading, listening, or viewing from the Use the author’s perspective and cultural
“reader’s” perspective only perspective
Reading word-for-word Re-phrasing chunks; re-telling; predicting;
using structural clues
8. Presentational Mode of Communication
Presentational Communication is NOT Presentational Communication IS
Negotiated communication One-way communication (requiring a
higher degree of accuracy)
Random Practiced, rehearsed, polished, edited (often
using a script, rough draft) or “on demand”
Unplanned Organized (content and flow matters)
Speaking or writing in a vacuum An awareness of audience
(formal/informal; cultural context)
Reliance on circumlocution (May be) improved by using a bilingual
dictionary or spell-check
Talking or writing only for the teacher Maintaining attention of the intended
audience
9. Interpersonal Mode of Communication
Interpretive Communication Is NOT Interpretive Communication IS
Translation Context-driven understanding (gist)
Hunt for trivial details Whole picture; mediating meaning with the
text; focused task
Glossed readings; teaching all new Finding familiar words in new context; and
vocabulary first new words in a familiar context (authentic)
Reading, listening, or viewing from the Use the author’s perspective and cultural
“reader’s” perspective only perspective
Reading word-for-word Re-phrasing chunks; re-telling; predicting;
using structural clues
11. Course Objectives
(1) Increase language proficiency through vocabulary
extension, dialogue clips, reading and writing blogs, and
classroom discussions all on the movies shown in class.
(2) Gain cultural knowledge through in depth observations of
the films, reflection of what happened in the movie, and
comparisons between American and Chinese ways.
(3) Be able to acknowledge and appreciate different genres of
Chinese movies, Chinese actors, and producers and be able to
discuss about the movies you like or dislike with native Chinese
speakers.
12. Course Organization
Sun. Mon. Tue. Wed. Thu. Fri. Sat.
New Movie Watch the
(Trailer, new movie
Introduction
Slides)
Translation New Vocab Paraphrase Role play Discussion Fill out the Review blog
Sentence sheet blanks, post of Scene
Patterns Discussion 1
Translation New Vocab Paraphrase Role play Discussion Fill out the Review blog
Sentence sheet blanks, post of Scene2
Patterns Discussion
Translation New Vocab Paraphrase Role play Discussion Fill out the Review blog
Sentence sheet blanks, post of Scene2
Patterns Discussion
Movie Peer review Second Draft Peer review Submission New Movie Watch the
reflection (Trailer, new movie
outline Introduction
First Draft Slides)