Meng Yeh Rice University CLERC Workshop October 3rd, 2015

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1 Meng Yeh Rice University CLERC Workshop October 3rd, 2015
Chinese Subject Test: Developing Listening, Reading, and Critical Thinking Skill Meng Yeh Rice University CLERC Workshop October 3rd, 2015

2 Workshop Agenda About SAT Subject Test Developing Listening Skill
Developing Reading Skill Developing analytical and critical thinking skill Research-based approaches your questions Time for you to ponder/reflect

3 Chinese SAT All multiple-choices
Listening (30 questions): rejoinder (short, long), conversation, narration Usage: Fill-in-the-Blank (20 questions) Reading (30 questions): passage, realia 20 minutes for Listening; 40 minutes for Usage and reading. points Offer once a year (in November) Information about Chinese SAT and test items:

4 Chinese SAT vs AP What are the differences between SAT and AP?
Purpose, Format, Proficiency level Purpose: college application, college preparation AP Course; AP score can be transferred to college credits Some universities require students to take SAT Subject Tests Format Chinese AP: open-ended items (Speaking and Writing) AP Reading Chinese SAT: Usage (grammar) Proficiency level AP test items: pre-advance level SAT: beginning, intermediate, advanced Chinese AP: test-taker numbers has increased every year

5 Chinese AP 2014

6 SAT Foreign Language, 2014

7 Developing Listening Skill
SAT listening test items Listening strategies Design listening exercises

8 Listening: short rejoinder
Students only hear the answers, three choices. Each prompt and choice said once.

9 Listening: long rejoinder

10 Listening: conversation
Questions and choices are in English.

11 Listening: Narrative

12 Rejoinder The prompt can be questions or statement.
Responses: contextually and culturally appropriate Who are talking? (friends, parents-kids, doctor-patient) What is the topic? (shopping, making an appointment…) Listen to the key words in the prompts (贵、便宜)

13 Conversation, Narrative
Formal, Informal Listen to the introduction which provides the context and interlocutors. Use the English questions and choices as clues to guide your listening. Elimination technique A) Before Tuesday B) On Tuesday C) On Wednesday D) On Thursday

14 Develop Listening Comprehension Skill
A complex process (Vandergrift 2000). Interactive Process: bottom-up and top-down (Peterson 2001) Start from the beginning Ample practices Dictation vs. Active Listening Scaffolding Design

15 Scaffolding Design What is Scaffolding Design?
循序渐进, Focus on discrete components, one component at a time Simple > complicated Include bottom up and top down exercises Words > sentences > paragraphs > discourse Specific information > gist > details Form-focused > function-focused Interpretive > interpersonal/presentational Reduce the burden of the listening process Visual information Contextual information Advanced organizers (such as forms)

16 Listening Exercises Review the following samples (1-15) of listening exercises. What is the objective of each exercise? The Routledge Course in Modern Madarin Course, Textbook and Workbook, Level I and II, Claudia Ross, Baozhang He, Pei-chia Chen, Meng Yeh

17 Sample 1 a.谁有两个专业？什么专业？ b. 在高中工作的是谁？ c. 谁的专业是经济？ d. 谁是高中生？
You will hear seven questions about the siblings in Zhang Wen’s family. Based on the information, answer the questions in pinyin. New words in sentences/questions, organized form a.谁有两个专业？什么专业？ b. 在高中工作的是谁？ c. 谁的专业是经济？ d. 谁是高中生？ e. 谁已经毕业了？ f. 谁还没有决定他的专业？ g. 对数学有兴趣的是谁？

18 Sample 2 You will hear 8 questions asking about the people in the drawings. Answer the questions English. New words in sentences/questions, visuals a.黄太太的身体哪儿不舒服？ b.谁在咳嗽？ c. 谁发烧了？ d.小郑的头很疼吗？ e.丁丁怎么了？ f. 谁的肚子不舒服？ g. 张先生肚子疼吗？

19 Sample 3 Job Application. Mǎlìlán has applied for a job in Sūzhōu. She called the company to follow upon her application. Listen to her phone conversation with the assistant manager of the company and check the items in the list that have been received, completed, or decided upon. 男：振新贸易有限公司。 女：你好，我是玛丽兰。 我申请了你们公司的工作，我想知道我寄去的申请信你们收到没有？ 男：好，我看看。。是的，我们收到了你的申请信和一封推荐信。还有一封推荐信还收到。 你的简历也收到了。 女：还需要别的文件吗？ 男：对，还需要你的大学成绩和你的中文口语考试成绩。 女： 大学成绩我已经寄过去了，你明天会收到。我的中文口试安排在后天，有了成绩，马上就寄给你。 男： 太好了。我们面谈的时间都安排在七月，我会给你打电话，告诉你日期的。 女： 谢谢你。 Sample 1-3 focusing on ‘new words in a conversation’; key words highlighted/reminded in the form sentenceconversation

20 Sample 4 Self-reflection. Wén Dìng, Bǎojiā, and Xiǎoài are taking turn talking about their strengths and weakness. Listen to the narration, and write down their self-reflection in English in the form below. persons Strengths weaknesses #1 Wén Dìng #2 Bǎojiā #3 Xiǎoài 文定: 我这个人的长处就是喜欢帮助人，所以我花了很多时间做别人的事。短处呢，就是因为常常帮助别人，自己应该做的事都没做。 宝嘉: 我的短处是爱说话，而且常常不小心说错话， 所以有时候让人很不高兴。我的长处是学语言学得很快，这大概跟我喜欢说话有关系。 小艾: 我的长处是无论多忙，我今天的事一定今天做完，不等到明天。我的短处很多，比如说，我的兴趣太多，跳舞，学中文，打网球等等，可是都没有好好地学。 Use form/table: The use of form guides their attention to strengths and weaknesses narration

21 Sample 5 Beijing one-day tour: Miss Huáng at Shanghao Travel Agency is describing the itineary and fee for a one-day tour in Beijing. Listen to her description and provide the information in English for the following form. 我们的北京一日游，去三个景点。早上七点半去长城，长城离市中心两个小时。中午回到市中心吃北京烤鸭，吃完中饭，就去鸟巢和水立方，我们可以进去鸟巢看看。大概下午三点半就可以回到旅馆。每个人人民币240百块。如果有六个人，每个人可以打九折。

22 Sample 6 We all Got Sick: Xiao Ping and her three roommates all got sick. Listen to Xiao Ping’s narration about everyone’s illness. Fill in the missing information in the form based on her narration. Who What illness What to do/current status Yaxin getting better headache Lingling p forms: sort out the information, what to listen to 这几天不知道为什么我的好朋友都病了。小张早上起起床以后，就头疼，所以没去上课。玲玲从昨天开始就拉肚子，上了好多次厕所，除了肚子疼，还有点发烧。他现在每四个小时吃一次药， 雅心觉得不舒服，嗓子很疼，一直打喷嚏，想下午去看医生。我没发烧，可是咳嗽了好几天，今天好了一点。

23 Sample 7 Our Afternoon. Listen to Xianmin’s narration about his afternoon with his girl friend Xinxin, and write the events in English in chronological order as Xianmin describes them. Recording：我下午先去选课，选好课，就跟我的女朋友欣欣去咖啡馆。喝完咖啡，欣欣想买鞋子，所以我们决定去鞋店看看。在鞋店我们看到张老师，她在帮她孩子买球鞋。我跟欣欣一买好鞋，就去坐地铁回宿舍。 Chronological order

24 Sample 8 各位同学，我知道你最近都忙着申请工作。有些同学来问我怎么写申请信。我想写申请信，要记住四个基本的原则。第一，了解你所申请的公司。第二，说明你过去的工作学习经验，第三，一定说清楚你最善于的方面，对公司会有什么帮助。第四，最重要的是让他们知道，你喜歡交朋友，可以跟大家一起工作得很好。 Sample 4-8, context, form, sorting out information, learning to listen to main ideas, not to be anxious about unknown words (Sample 8 instruction)

25 Sample 9 What is the Condition? You will hear five statements describing conditions that lead to some results. In the “Condition” column of the following table, write down the letter of the condition that most likely leads to the results in the “Result” column. L29 P grammatical patterns, sentences to paragraph a. 只要你有兴趣， b. 只要写完功课， c. 只要吃了这个药， d. 只要每天锻炼半个小时， e. 只要花一百块钱，

26 Sample 10 More and More: You will hear four statements about Xiǎo Wáng’s daily life. Write down (in English) the reason and result that each statement describes. statement cause result 1 2 3 4 L29 Sample 9-10 grammatical patterns, sentence to paragraph a. 我最近越吃越胖，衣服都穿不下了。 b. 这个月我功课越来越多，也就越睡越晚了。 c. 这件衣服我越看越喜欢，所以买了两件。 d. 我游泳越游越快，所以参加了游泳队。

27 Sample 11 You will hear a narration describing the who is who in the party. Listen to the narration and write the name in pinyin right next to each person. 黄功请了很多朋友。最高的那个人就是黄功。跟他跳舞的是他的女朋友，她叫王英。 在唱歌的同学是夏文文，在夏文文右边的男孩子是李明。在吃饺子的是张飞， 喝啤酒的那个人是谢刚，在门旁边打电话的是高国中。 Paragraph, visual

28 请你把啤酒放在门后。请你把咖啡杯拿给我。
Sample 12 Moving things around the room. Gaofeng and his roommate are sitting in their dorm room. Gaofeng is telling his roommate to move things to different places in the room. Listen to Gaofeng’s instructions and draw an arrow from the place where each item is to the place where Gaofeng tells his roommate to put it. visuals 请把那两本书放在电脑旁边。 请把鞋子放在床下。 请把衣服放在柜子上边。 请你把啤酒放在门后。请你把咖啡杯拿给我。

29 Sample 13 选用地道四川调味，麦当劳推出新产品，麻辣口味的猪肉汉堡--麻辣猪堡包，每个六元，全天24小时都可以买得到。麻辣猪堡包又香又辣，吃了还想再吃。

30 Sample 14 Responding to a phone message. Listen to this phone message from Jiājiā, an exchange student from China, and prepare an in Chinese in to reply to her questions.. Reply to Jiajia’s phone message in Chinese: 谢谢你请我寒假的时候到你们家去玩。我从来没去过美国的南边，很高兴能到你家去。你准备哪一天走？从学校，我们得坐多长时间的飞机才能到你家？我们什么时候买票？机票多少钱？现在南边的天气应该比较暖和，对不对？请告诉我要带什么样的衣服？还有，你计划带我去看什么地方？ Listen and respond: production

31 Sample 15 Responding to a phone message. You will hear a phone message from Aunt Lín. Write an to answer her questions in Chinese, using characters where we have learned them. Reply to Aunt Lin’s the phone message in Chinese: 我是林阿姨啊。昨天我在商店看到一件衣服，是最流行的式样，你一定会喜欢的。现在那个商店正在打折，我想帮你买那件衣服，你告诉我你穿几号的衣服，他们有蓝色，绿色，和红色的。你想要什么颜色的？还有，你周末什么时候能来我家试试我给你买的衣服? 如果不合适，我们可以去商店换别的衣服。 Sample 11-12, production, listening to the details

32 Developing Listening Skill Think and Reflect
Start from the beginning Ample practices Scaffolding Design Include bottom up and top down exercises Words > sentences > paragraphs > discourse Specific information > gist > details Form-focused > function-focused Interpretive > interpersonal/presentational Reduce the burden of the listening process Visual information Contextual information Advanced organizers (such as forms)

33 Developing Reading Skill
SAT reading test items Develop reading skill

34 Reading Passages

35 Realia

36 Developing Reading skill
A good reader Automaticity: character recognition (Shen 2005, 2013) Strategies  Skills Designing character learning exercises Designing reading exercises

37 Automaticity: Character Recognition
Character components Stroke order

38 Awareness of character components
Meaning and phonetic components (声部，形部） Recurring components (部件） 朋，期，望，服，能 Internal Structure: 独体字，合体字 木，榕，李，国，四，算，品

39 Meaning and phonetic components
Compound characters （形声字） 妈，晴，话 non-compound characters 什，么，的，是 82% 18%

40 Meaning and Phonetic Components
形声字当中： clear information of pronunciation: 玛，码，蚂 partial information of pronunciation: 骂，妈 no information of pronunciation：说，你，国 36% 48% 16%

41 Stroke Order Why is it important? Research told us…
Motor and brain learning, systematic/structured L1 Aphasia patient：stroke order helps them remember the characters (Tzeng 1986) L1 and CFL speakers cannot identify characters if the stroke order is not presented correctly (Huang and Wang 1992). Stroke order is critical in memorizing a character. Analogy: piano, soccer, writing English alphabets

42 Character acquisition exercises
View the exercises Sample 1-11 The Routledge Course in Modern Madarin Course, Textbook and Workbook, Level I and II, Claudia Ross, Baozhang He, Pei-chia Chen, Meng Yeh

43 Sample 1 Circle the character or characters in each line that correspond to the meaning on the left
a. guǒ (rúguǒ if) 杲 果 b. xuǎn select 选 洗 c. jí level in school 级 极 d. qù (xìngqu interest) 越 趣 e. xīng (xìngqu interest) 兴 应 f. suǒ (suǒyǐ therefore, so) 户 所 Recognize character (guide to NOTICE the differences)

44 Sample 2 Write the first two strokes of each of the following characters.
强 f. 工 b. 定 g. 数 c. 所 h. 选 d. 因 i. 考 e. 最 j. 行 The first stroke is critical in remembering the character

45 Sample 3: Complete the missing strokes for each characters
guǒ (rúguǒ if) f. jí (level in school) b. qù (xìngqu interest) g. qiáng strong c. zuì most h. xuǎn select d. shì (kǎoshì test) i. háng (yínháng bank), xíng okay e. yīn yīnwèi because j. xìng (xìngqu interest) Sample 3, 4, 5 stroke

46 Sample 4: Fill in a specific stroke

47 Sample 5: Add radicals

48 Sample 6: Look for radicals
不,你,都, 他,呢, 哪, 什, 两,吃, 可,会,吗,们

49 Sample 7: Look for the phonetic.
可 只 筷 先 少 漂 界 快 钟 炒 价 请 歌 懂 种 哥 介 选 重 阶 块 票 识 情 phonetic characters that rhyme or almost rhyme and share a phonetic component 夬 可 介

50 Sample 8 Look for shared components
Group the following characters in terms of a part that they share in common. The shared part need not be the radical in each character. （部件） 服，旅，经，市，朋，带，真，报，能， 轻，旁，常，直

51 Sample 9 Find the Incorrect Characters
因为我一真对书学很有兴去，所以这个学七我先了两们数学可。可是第一个考是以后，我的考是分数不太好。 下可以后我去找老师。老师跟我话，第一个考试的分数好不好没有关西。如果你一直很用功，一定能字好，一定能考好。

52 Sample 10 Find the words and phrases: --Circle the 9 two-character words that you have learned --The words underlined are the names. 小张和小谢想请他们的中文老师吃饭。小张跟老师说： “我们想请你跟我们吃午饭。”老师说：“谢谢你们，可是 今天中午我有事。”小谢说“那，明天中午可以吗？” 老师说：“明天中午也不可以。” 小张说：“明天晚上呢？” 老师说：“明天晚上可以。” 小谢说“好，明天晚上见。” Recognize character and word/ci

53 Sample 11 Read and add the punctuation
--Add 1 comma (,), 3 periods (。) --Name are underlined. --Translate the paragraph into English 小张学中文小谢也学中文他们都学说中文他 们的中文老师都很好

54 Exercises focusing on characters
introduce each character thoroughly recognize characters practice stroke number, stroke order look for radicals, phonetic components and shared components detect incorrect characters parse words

55 Designing reading exercises
Reading guidance (Anderson 1990) Pre-reading, during-reading, and post-reading Reading skills/strategies (Carver 1992) skim (略读) scan (扫读) learning (细读) Reading curriculum (Day and Bamford, 2002) intensive reading (精读) extensive reading(泛读)

56 Developing Reading Skills
Reading Lesson Plan Pre-reading During-reading Post-reading

57 Reading Skills Pre-reading
What are the goals of pre-reading? Setting a purpose for reading Encourages a preview of text features to get a sense of the structure and content of a reading selection Contextualizing the text: Provides context for possibly unknown topics or themes Builds students’ confidence to delve into a text Engages and interests students Small group/pair activity

58 Reading Skills Pre-reading
Predicting Skimming the main ideas Scanning for specific information Small group/pair activity

59 Reading Skills Predicting
Good readers naturally make predictions before they begin to read. Making predictions starts us thinking about the text, and it also activates the knowledge we may already have about the topic. As a result, we’re more ready to continue reading once we start.

60 Reading Skills Predicting
Prior knowledge Title Illustration/photos/charts Asking questions Discussion

61

62 Title and prior knowledge
Utilize prior knowledge Show the location of Harbin and predict about the weather, possible influence from the neighboring countries, and racial population Compare Harbin to New York, which place is colder in winter What winter outdoors activities do people do in places like Harbin? Through interaction with the teacher or small group activities

63 Photos/illustrations
圣母帡幪教堂 圣索菲亚教堂 中央大街建筑

64 Students generating questions
Learn to ask questions to guide their reading 这篇文章的重点是什么？ 从这篇文章，我可以学到什么？ 哈尔滨有什么特别的地方？ 到了哈尔滨可以做什么？

65 Reading Skills Skimming （略读）
Skimming is one way to look for the main ideas in a reading. When we skim, we read over parts of the text very quickly. We do not need to read every word or look up words we don’t understand; we just need to get a general idea of what something is about. Identifying main ideas of a text Identifying main ideas within paragraphs

66 Discussion: pair works
First, work in pairs to understand the following statement. Then, skim the text quickly and judge if the statements are T or F. 这篇短文是有关哈尔滨城市旅游业的发展 哈尔滨的城市受到俄国的影响。 哈尔滨的冬天很冷， 但是不常下雪。

67 Reading Skills Skimming
Identifying main ideas of a text Circle the main idea of this text. 1）哈尔滨饮食习惯不太健康。 2）哈尔滨有很多优秀的运动员。 3）哈尔滨的文化受到别的国家的影响 4）哈尔滨少数民族的文化已经消失了。 Identifying main ideas within paragraphs Skim the 4 paragraphs in the text. Circle the key words for the main ideas for each paragraph.

68 Reading Skills Scanning （扫读）
Scanning is looking through a reading for specific information you need. We move our eyes very quickly across the page to look for the information we need, sometimes using subtitles, numbers, or other key words to help us.

69 Reading Skills: Scanning
Identifying specific information Scan the text and circle the correct answer for each of the following questions. （第一段）哈尔滨这个城市在哪方面受到俄国的影响？ 1)教育 2)饮食 3)交通 （第二段）野游的时候一定会有什么？ 1）野菜 2）野餐 3） 野营 （第三段）哈尔滨有什么冬季活动很特别？ 1）滑雪 2）滑冰 3） 游泳 （第四段）很多游客到哈尔滨看什么？ 1) 野游 2) 冰灯 3） 体育

70 Reading Skills Pre-reading
Predicting Skimming the main ideas Scanning for specific information Small group/pair activity

71 Reading Skills during-reading (细读）
Syntactic markers: 得，地，的，了 Recognizing action verbs Recognizing temporal connectors Identifying sequence of events Identifying meaning from context (word inferences) Making inference (concept inference, ‘read between lines’) Reading for supporting details Identifying transition words Identifying facts vs. theory Small group/pair activity

72 Reading Skills during-reading
Organizing principles Chronological order Pros and cons Cause/effect Compare/contrast Story telling Problem and solution Opinions and arguments Small group/pair activity

73 Reading Skills during-reading
Recognizing temporal connectors 哈尔滨人喜欢野游。由于受历史上北方游牧民族传统影响，早在20世纪90年代，哈尔滨就有了野游的风俗。现在，随着人们物质文化生活水平的提高，野游已成为生活中文化娱乐的一项重要内容，而且野游活动都离不开野餐。 Small group/pair activity

74 Reading Skills during-reading
Identifying meaning from context (word inferences) 野游的意思是：1）在野外游玩 2）在外地游览 3）收养野生动物 外侨的意思是：1）外国游客 2）住在国外的中国人 3）在中国住的外国人 冰灯是 1）一件电器 2）一种艺术 3）一项体育活动 Small group/pair activity

75 Reading Skills during-reading
Reading for supporting details （细读） When we read for details, we read every word carefully and think carefully about the meaning. Read the following 4 statements. Circle the one support main ideas of this text Small group/pair activity

76 Reading Skills during-reading
Read the following 4 statements. Circle the one support main ideas of this text 1) 哈尔滨野游的风俗是中国的一个传统。 2）冬泳的活动是源自于俄国。 3）玉米面贴饼子、红肠是南方的饮食特色。 4）冰灯博览会是展示各种照明设备。 Small group/pair activity

77 Reading Skills during-reading
Identifying Transition Words Transition words show the relationship between ideas. 哈尔滨市地处东北部，特殊的历史进程和地理位置造就哈尔滨这座具有异国情调的美丽城市， 不仅荟萃了北方少数民族的历史文化，而且融合了中外文化。旧时的哈尔滨，外国侨民比例较多，其中俄侨占多数。外侨生活方式与习俗对哈尔滨人的饮食文化有一定影响。 Small group/pair activity

78 Reading Skills during-reading
Making inference (concept inference, ‘read between lines’) 作者写这篇文章的目的是什么？ 你认为作者对哈尔滨这个城市有好感吗？为什么？ Small group/pair activity

79 Reading Skills post-reading
Purposes of post-reading To reflect upon what they have read To assess their comprehension To practice new vocabulary/usage and sentence patterns To apply and use the new information Small group/pair activity

80 Reading Skills post-reading
Reading fluency Reading comprehension Vocabulary comprehension Vocabulary skills （CFL） Small group/pair activity

81 Reading Skills post-reading
Reading fluency Reading aloud and repeated reading (Wu 2012) Small group/pair activity

82 post-reading Vocabulary skills （CFL: Chinese as a foreign language）
Word segmentation: 组词，断词 Sentence components Part of speech Word formation Small group/pair activity

83 post-reading 哈尔滨人旧时多以玉米面贴饼子为主食. 冬泳是哈尔滨是一项具有文化特色的体育活动.
Word segmentation组词，断词 Are the underlined items words? If yes, write the English meaning. If not, explain why? 哈尔滨人旧时多以玉米面贴饼子为主食. 冬泳是哈尔滨是一项具有文化特色的体育活动. Small group/pair activity

84 post-reading 世 吸 内 引 例 比 习 容 俗 纪 Word segmentation 组词，断词
世 吸 内 比 习 引 例 容 俗 纪 Small group/pair activity

85 post-reading Part of speech
A. Match these words with their antonyms from the box. Also, write each word’s part of speech in the box (noun/verb/adjective) 少数 小号 末期 减少 反义字 词性 提高 大批 初期 Small group/pair activity

86 post-reading Part of speech
B. Complete the sentences below with the words in the chart: 初期，大批，提高 ______中文水平的最好方法，就是去中国留学。 英国人于十七世纪______开始移民到美国。 黑眼豆豆乐队在上海演出，吸引了______的青少年。 Small group/pair activity

87 post-reading Word formation
起源、光源 are vocabulary items from the reading. Circle the meaning of 源. 1) power 2) origin 3) point Complete the following sentences with the words in the box. 北京空气污染的______是车辆工厂过多。 这儿的______是来自山上的雪水。 少开车，多骑自行车就可以节约______。 水源 能源 根源 Small group/pair activity

88 post-reading Vocabulary skills （CFL） Word segmentation
Sentence components Part of speech Word formation Small group/pair activity

89 Intensive vs. extensive reading
Quantity several vs. large amount Instruction Explicit vs. no instruction Comprehension All aspects vs. main ideas Not just 4 skills; audio visual

90 Advantages of Extensive Reading
expand vocabulary knowledge enhance reading fluency promote positive attitude toward reading, raise confidence Not just 4 skills; audio visual

91 Reading Resource The Chinese Reading World ReadChinese p://readchinese.nflc.org/ Graded Readers 中文分级阅读 Chinese Breeze Chinese Biographies (characters and pinyin), not recommended Tales and Traditions, Readings in Chinese Culture Series Startalk Read-On: Literacy Development 2012, 2013, 2014, Not just 4 skills; audio visual

92 High school Unit 2013 Unit (Level 2), IM-IH 好想谈恋爱 ‘Looking for Date’
2014 Unit (Level 1), NH-IL 一生的好朋友 ‘Best Friends Forever’ Startalk Read-On: Literacy Development 2012, 2013, 2014,

93 5 “Gears” of Reading (Carver, 1990)
5 Scanning 4 Skimming 3 Rauding 2 Learning 1 Memorizing Article 4: 我的最佳球友 Article 3: 我的好朋友 Article 2: 社团海报 Article 1: 豆瓣小组 Pre-Reading During Reading Post Reading

94 Please find the title of this web post! (30 seconds)
Adapted from Please find the title of this web post! (30 seconds) Show students the slide and ask 这是什么？ Guide students attentions towards the title and the first line: What does the title and the first line say? What is the contents in the covered area? What is the purpose of this post? 3.

95 Show students the slide and ask 这是什么？
Adapted from Show students the slide and ask 这是什么？ Guide students attentions towards the title and the first line: What does the title and the first line say? What is the contents in the covered area? What is the purpose of this post? 3.

96 Discuss the meaning of the title. Guess the contents of this post.
Adapted from With your partner, read the title and the first line. Write in Chinese on your paper: Discuss the meaning of the title. Guess the contents of this post. Guess the purposes of this post. Show students the slide and ask 这是什么？ Guide students attentions towards the title and the first line: What does the title and the first line say? What is the contents in the covered area? What is the purpose of this post? 3.

97 By yourself, read the article (3 minutes)
Adapted from By yourself, read the article (3 minutes) 1. Circle the characters “人” and “朋友” Show students the slide and ask 这是什么？ Guide students attentions towards the title and the first line: What does the title and the first line say? What is the contents in the covered area? What is the purpose of this post? 3.

98 Circle the words of the types of people. Repeated words?
Adapted from Skim the article: Circle the words of the types of people. Repeated words?

99 By yourself, highlight the words of the type of “people”. (3 minutes)
Adapted from By yourself, highlight the words of the type of “people”. (3 minutes) Show students the slide and ask 这是什么？ Guide students attentions towards the title and the first line: What does the title and the first line say? What is the contents in the covered area? What is the purpose of this post? 3.

100 Circle the words of the types of people. Repeated words?
Adapted from Skim the article: Circle the words of the types of people. Repeated words?

101 By yourself, underline the activities you do after school. (3 minutes)
Adapted from By yourself, underline the activities you do after school. (3 minutes) Show students the slide and ask 这是什么？ Guide students attentions towards the title and the first line: What does the title and the first line say? What is the contents in the covered area? What is the purpose of this post? 3.

102 Circle the words of the types of people. Repeated words?
Adapted from Skim the article: Circle the words of the types of people. Repeated words?

103 表示biǎoshì: mean 唱歌 打球 这个人没有朋友。 ________________________________
“一个喜欢唱歌的人” 表示: 这个人很喜欢_____________________ “一个爱打球的人” 表示 : 这个人很爱_______________________ “一个没有朋友的人” 表示: ________________________________ 唱歌 打球 这个人没有朋友。

104 Circle the words of the types of people. Repeated words?
Adapted from Skim the article: Circle the words of the types of people. Repeated words?

105 Circle the words related to the image, underline the location on the poster, box the activity

106 Sequence the event: rearrange the following sentences 就这样，我和他成为了好朋友。 后来，我们下课后就一起去打桌球。 我的好朋友叫罗伯特。 他刚来时，没有人和他玩， 所以我常常跟他聊天。 我们是在二年级认识的。 比如说，我们都喜欢打桌球。 我发现我们有很多一样的爱好，

107 Extensive Reading Large amount of reading material Read independently
Easier than intensive readings Enhancing reading fluency ‘Reading gain without reading pain’ (Day & Bamford, 1998, p.121) Engaging and interesting

108 Extensive Reading 暗恋 第一次 告白 思念总在分手后

109 暗恋 Story adapted from: Image:

110 他是高三那年转来的。因为我们一起加入漫画社，所以我们马上就成为了好朋友。
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111 不知道什么时候，我开始喜欢上他。 不知不觉中，他的一切都是那么的美好。
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112 我深深地被他吸引了，不能自拔。我们很谈得来。连我最丢脸的事他都知道。
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113 有一次，我的数学考试不及格。当我正烦恼怎么跟爸妈交待的时候，他主动帮我复习考题。我被他的温柔吸引了。
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114 他也是一个很体贴的人。每天早上都会在我家街口等我一起走路去学校。不管有太阳还是下雨天，他都静静地走在我的身旁。
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115 有一次他开玩笑地说，要帮我介绍男朋友，或者叫我帮他介绍女朋友。
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116 听到那句话的时候，我连一句话都说不出来。只能笑着对他说，我还不想交男朋友。
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117 我的心被他的那句话刺疼了。我是多么地想对他说，我喜欢你。
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118 不久，六月，高考的时间到了。我们都被高考的准备工作忙得团团转。我们连一起复习功课的时间都变少了。
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119 高考以后，我们各自考上了不同的学校。也就因为这样，我们再也没有机会碰面了。
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120 如果可以再来一次，我会勇敢一点，让他知道，我喜欢他。
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121 Developing Reading skill Think and Reflect
Designing character learning exercises components and stroke order goal: character recognition automaticity Designing reading exercises reading guidance: pre-reading, during-reading, post-reading reading strategies/skills: scanning, skimming, predicting, asking questions, word segmentation, recognize temporal connectors and transition words, analyzing sequence of events and grammatical markers, making inferences, finding main ideas and supporting details, read aloud reading curriculum: reading type: intensive and extensive

122 Teaching Grammar SAT usage test items
Teaching Grammar: Developing critical thinking skill

123 Usage

124 Usage

125 Instructional Approaches
What is the difference between the two instructional approaches in the next PPT?

126 Instructional Approaches

127 Two approaches Goal: understand the two basic sentence structures
Subject + 是 + nouns to identify someone’s professions or nationalities Subject + 很 + adjective to describe the quality of people or objects Approach (1) teacher-centered, give students the rules Approach (2): student-centered, guide students to analyze the patterns

128 Inductive vs Deductive
Inductive? Deductive? 归纳法 vs 演绎法 Approach (1) deductive (演绎法) Approach (2) Inductive (归纳法) Why inductive? Students play ‘active’ role Provide them sufficient language data and guide them to infer, hypothesize, formulate the underlying structure Language awareness >> Language analysis Develop critical thinking and analytical skills (World-readiness Standards)

129 不 bù or bú bú shì bù hǎo bù gāo bù lái bú yào
Rules 1) bú + _________ tone(s) ) bù +__________tone(s)

130 Stroke Order (笔顺) xiǎo ‘small’ Rule1: Rule2: Rule3: Rule4: Rule5:

131 Inductive Approach Guided Induction Inductive approach with scaffolding guidance “得”的用法 Students are provided the following sentences with 得. What are the steps that should be designed to guide students to analyze the function of 得? 他英文说得很好。He speaks English well. 我们晚饭吃得很晚。We eat dinner late. 他中国字写得很漂亮。 He writes the Chinese characters beautifully.

132 Guided Induction What does the phrase “很好” describe?
Underline the phrase after de. 他英文说得很好。 What is the underlined phrase? Noun? Adj? Adv? Verb? Circle the word before de. 他英文说得很好。 What is the part of speech of the word? Noun? Adj? Adv? Verb? pattern: ____ + 得 + _____ Verb + 得+ Adj phrase What does the phrase “很好” describe? What is the word before说得很好？ Subject + ____ + ____ + 得 + _____ The function of 得:

133 Use of the target language
Question: Does not ‘language analysis’ activities take away the time to use the target language? When you (the teacher) explain the pattern Give them key words to analyze… Parts of speech 名词 míngcí [naming word] noun 动词 dòngcí [moving word] verb 形容词xíngróngcí [describe word] adjective 副词 fùcí [assisting word] adverbs Use more Chinese

134 Inductive Approach: Discovering Grammar
Provide tasks for students to play an active role in grammar construction and infer the underlying rules. Provide students sufficient linguistic data for them to formulate their own hypotheses about a particular grammatical rule. (Kumaravadivelu, Foster Language Awareness, 2008) Communicate about language Chinese teachers…

135 Developing critical thinking Think and Reflect
Guided Inductive approach to grammar teaching Develop students’ critical thinking and analytical skills Progress from language awareness to analysis Use the target language: Chinese

136 Thank You Questions? Comment?