STARTALK Teacher Training Program Global Village Academy, June 7, 2010 Pat Lo, Director Asian Languages BETAC, NY State.

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1 STARTALK Teacher Training Program Global Village Academy, June 7, 2010 Pat Lo, Director Asian Languages BETAC, NY State

2 Sign in Sheet Review rules and language structures. Ask someone to sign your sheet in the box corresponding to your questions. Raise your hand when your signing sheet is complete. 2 Warm-up Activity: Getting to know you

3 Sign in Sheet Find someone who… works at GVA teaches at a high school has a child under 5 years old Ask a new partner and record the information… What would be the best way to celebrate your birthday? If money is not an issue, where would you like to travel to? Give two words/phrases to describe yourself. 3

4 What is the name of the activity? How is it organized? How does this task support growth in students’ participation? What are the things to watch out for? How can I apply it in my own class? Activity Reflection

5 Teacher Program Goals Think-Pair-Share What’s your understanding of the teacher training program goals? What are your personal objectives? 5

6 What is the name of the activity? How is it organized? How does this task support growth in students’ participation? What are the things to watch out for? How can I apply it in my own class? Activity Reflection

7 Daily Schedule Breakfast Content Specialty Training Break Language Teaching Training Marker Talk (except for Day 1) Lunch Language Teaching Training Micro-Teaching (from Day 3) Lesson Planning Daily wrap-up

8 8 Language Teaching Training Day 1 Foreign Language Standards Foreign Language Program Models Language Immersion Programs Day 2 Backward Design Unit/Lesson planning GVA video clips Can-do statements Immersion program unit template

9 9 Language Teaching Training Day 3 Second Language Acquisition Theory and Practice Second Language Teaching Methodologies Day 4 Characteristics of the Chinese Language and their implications for teaching Chinese Day 5 Teaching Literacy in the Language Classroom

10 Daily Routines Marker Talk for review (except for Day 1) Activity/Strategy inventory/analysis Wiki- reflection Micro-teaching (Day 3 – 10) Unit plan outline for student program Day 4 (student program 1, 2) Day 5 (student program 3, 4) Daily Lesson Plans Day 6-10 (Daily lesson plans) 10

11 11 Foreign Language Standards

12 Standards provide: Realistic goals and benchmarks Balanced curriculum content Focus on performance and assessment Why do we need standards? 12

13 1. Students communicate in a foreign language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing. 2. Students acquire and use knowledge of other cultures while developing foreign language skills. Colorado Foreign Language Standards 13

14 五大 C 学习目标 5Cs Goals 全美外语教师学会制定 Standards by ACTFL Communication 沟通 Cultures 文化 Connections 贯通 Comparisons 比较 Communities 社区运用 14

15 Communication 沟通 Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, an exchange opinions in Chinese. Standard 1.2 Students understand and interpret written and spoken language on a variety of topics in Chinese. Standard 1.3 Students present information, concepts, and ideas to and audience of listeners or readers on a variety of topics. 15

16 Cultures 文化 Standard 2.1 demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Chinese-speaking world. Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the Chinese-speaking world. 16

17 中国的拱桥 17

18 中国的拱桥 中国的拱桥始建于东汉中后期，已有一千八百余年 的历史。 因为拱桥的主要承重构件的外形都是曲的，所以古 时常称为曲桥。曲桥 我国建造拱桥的历史要比以造拱桥著称的古罗马晚 好几百年，但我国的拱桥却独具一格。形式之多，造 型之美，世界少有。 18

19 中国的算盘 19

20 中国的算盘 东汉末年徐岳在《数术记遗》中记载了一种珠算的 计算方法，采用的计算工具很接近现代的算盘。徐岳 这种算盘每位有 5 颗可动的算珠，上面 1 颗相当于 5 ， 下面 4 颗每颗当作 1 打算盘需要脑、眼、手的密切配合, 是锻炼大脑的一 种好方法。 20

21 Connections 贯通 Standard 3.1 Students Reinforce and further their knowledge of other disciplines through the study of Chinese. Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the Chinese language and culture. 21

22 力 22

23 牛顿定律 23

24 力的其他种类 24

25 珠算加法口诀表 加一：一上一，一下五去四，一去九进一 加二：二上二，二下五去三，二去八进一 加三：三上三，三下五去二，三去七进一 25 成语及俗话 二一添作五 不管他三七二十一 十五个吊桶，七上八下

26 26 Current Events Level 1 Earthquakes ( 地震：很多房子倒了， 很多人没有家。 ) Level 2 Yankees vs. Red Sox ( 纽约洋基棒 球队和波士顿红袜棒球队比赛：在哪里比赛？谁赢了？比 数是多少？ ) Level 3 President Obama ( 欧巴马总统访问 了中国，他登上了长城。 ) Level 4 iPad ( 苹果企业有了新产品 )

27 Comparisons 比较 Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the Chinese with their own. Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of Chinese culture with their own. 27

28 比较 在中美文化中，哪些数字是吉利或是不吉利的？ 28 比较中美饮食习惯的相同与相异处

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31 Communities 社区运用 Standard 5.1 Students use the Chinese language both within and beyond the school setting. Standard 5.2 Students show evidence of becoming life-long learners by using Chinese for personal enjoyment and enrichment. 31

32 Curriculum Design 课程的设计 TOPIC 主題 Cultures 文化 Comparisons 比較 Connections 貫連 Communitie s 社區 Communication 溝通 32

33 Stop and Think 33

34 34

35 沟通的三种模式 3 Modes in Communication Interpretive 认知, 理解 ( 單向 ) Interpersonal 沟通, 交流 （双向 ) Presentational 学习成果展示或表演 35

36 Performance Assessment Units: A Cyclical Approach I. Interpretive Communication Phase III. Presentational Communication Phase II. Interpersonal Communication Phase 36

37 Interpretive Communicative Mode 认知, 理解 Students actively listen to and read a wide range of contextualized texts and text styles and develop aural proficiencies through exposure to TV commercials, films, radio programs, public announcements, advertisements, signs, posters, newspapers, short stories, and essays. 37 STARTALK 2009, Global Village Academy

38 Interpretive Communicative Mode 认知, 理解 Sample Stimulus Types Advertisement Article E-mail Letter Note Poster Sign Story 38

39 Interpersonal Communicative Mode 沟通, 交流 Students frequently engage in interactive activities characteristic of naturally occurring conversations among native speakers, respond to questions in a culturally appropriate way, and express person views and exchange opinions on familiar topics. 39

40 Interpersonal Communicative Mode 沟通, 交流 All 4 language skills are required Using language in cultural/social context Communicating opinion, attitude, intent Understanding connotation, body language, para-linguistic messages and different levels of language registers 40

41 Presentational Communicative Mode 学习成果展示或表演 Students clearly express themselves orally and in writing on a variety of familiar topics and in different styles, including descriptive, narrative, expository, and persuasive, by employing vocabulary, structures, and coherent and organizational devices appropriate to the purpose to their presentation and the audience or readers. In addition to developing handwriting skills, students are comfortable with writing Chinese on a computer. 41

42 Presentational Communicative Mode 学习成果展示或表演 Sample Activities Cultural presentation Event planning Skills Required Describing Comparing/contrasting Explaining Justifying 42

43 The FL NAEP Assessment Framework Visual 43 National Assessment of Educational Progress (NAEP)

44 Pre-AP Curriculum Themes College Board  Global Challenges  Science and Technology  Contemporary Life  Personal and Public Identities  Families and Communities  Beauty and Aesthetics