汉语教学设计四大步骤(structureofteaching,lindomizio,2004).pptVIP

Topics of Today THE LEARNERS Students _Who are your target audience? What particular background (use of languages at home, socio-economic background) Strength, weakness in four skills UbD: Where they are and where would you like them to reach afterward? SETTING Where will your be teaching take place? What type of program (FL classroom at a public school, or a two-way bilingual immersion program; or afterschool program funded by an agency; Chinese heritage schools; others such as self-own teaching program) INSTRUCTIONAL PLANNING DELIVERY Stage I– Defined Desired Results (Established goals/fulfilling certain standards a. essential questions; b. knowledge gain (student will know) c. skills obtain (can do) Stage II- Assessment Evidence (surfaced through….a. Performance Tasks; b. other) Stage III- Learning plan/ daily teaching sequence with activity design (learning activities) 汉语教学设计四大步骤 (Structural Sequence of Teaching, Lin Domizio, 2004) [stage III] D. Link up （延伸） A. Warm up （奠立基础） Conceptual Framework How to determine language progress? Reflective, Self AssessmentCan Do Check US National Standards for Foreing Language Learning in 21st Century Look to the StandardsCreate interest-based learning experiences that maintain the integrity of the standards Benchmark for K-12 Three Benchmark Levels: Novice Learner (K-4, 5-8, 9-10); Intermediate Learner (K-8, 7-12); Pre-Advanced Learner (K-12); Six?Domains of Performance (Evidence): Comprehensibility (How well is the student understood?); Comprehension (How well does the student understand?); Language Control (How accurate is the students language?); Vocabulary Usage (How extensive and applicable is the students language?); Communication Strategies (How do they maintain communication?); Cultural Awareness (How is their cultural understanding reflected in their communication?) US National Standards for Foreign Language Learning in 21st Century