STARTALK Teacher Training Program

Global Village Academy, June 7, 2010

Pat Lo, Director

Asian Languages BETAC, NY State

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

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

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

Teacher Program Goals

Think-Pair-ShareWhat’s your understanding of the teacher training program goals?

What are your personal objectives?

5

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

Daily Schedule

BreakfastContent Specialty Training

BreakLanguage Teaching Training

Marker Talk (except for Day 1)

LunchLanguage Teaching Training

Micro-Teaching (from Day 3)

Lesson PlanningDaily wrap-up

8

Language Teaching Training

Day 1Foreign Language StandardsForeign Language Program ModelsLanguage Immersion Programs

Day 2Backward Design Unit/Lesson planning

GVA video clipsCan-do statementsImmersion program unit template

9

Language Teaching Training

Day 3Second Language Acquisition Theory and Practice

Second Language Teaching Methodologies

Day 4 Characteristics of the Chinese Language and their implications for teaching Chinese

Day 5Teaching Literacy in the Language Classroom

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 programDay 4 (student program 1, 2)

Day 5 (student program 3, 4)

Daily Lesson PlansDay 6-10 (Daily lesson plans)

10

11

Foreign Language Standards

Standards provide:

• Realistic goals and benchmarks• Balanced curriculum content• Focus on performance and assessment

Why do we need standards?

12

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

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

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

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

中国的拱桥

17

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。

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

中国的算盘

19

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。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

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

力 

22

牛顿定律

23

力的其他种类

24

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

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 )

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

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

29

30

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

Curriculum Design 课程的设计

TOPIC 主題

Cultures

文化

Comparisons 比較

Connections

貫連

Communities 社區

Communication 溝通

32

Stop and Think

33

34

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

Performance Assessment Units:A Cyclical Approach

I. Interpretive Communication Phase

III. Presentational Communication Phase

II. Interpersonal Communication Phase

36

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.

37STARTALK 2009, Global Village Academy

Interpretive Communicative Mode 认知 , 理解

Sample Stimulus TypesAdvertisement

Article

E-mail

Letter

Note

Poster

Sign

Story38

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

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

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

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

The FL NAEP Assessment Framework Visual

43

National Assessment of Educational Progress

(NAEP)

Pre-AP Curriculum Themes

College Board Global Challenges Science and Technology Contemporary Life Personal and Public Identities Families and Communities Beauty and Aesthetics