chinese profell 3 – working towards sustainability (or managed interdependence) in chinese...
TRANSCRIPT
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Chinese ProfeLL 3 – Working towards Sustainability
(or managed interdependence) in Chinese Professional learning intended outcomes:We will differentiate to cater for individual needs:• Workshop aspects of selected units in Hăo by focusing on:
– language acquisition and use from units 6 + 17, (Principles 1 + 6 + 7 + 8) – context – weather and family
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Chinese ProfeLL 3 – Working towards Sustainibility
(or managed interdependence) in Chinese Professional learning intended outcomes cont:– revisit language methodologies for input (p 6 e.g. PPP, IRDPX, Oral Choral, Sandwich etc)–Raise awareness of intercultural communicative language teaching and learning (iCLT)–Continue to implement NZC and second tier guidelines (ChiNZC + tki and TAAM)–Continue to integrate ICT tools for e-learning
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• Discuss assessment package in Hăo and x-reference with NZC levels 1 +2 and Level two in Chinese in the New Zealand Curriculum.
• Interact with relevant websites, software, DVDs, videos and song and discuss their application to second language learning and culture
NZC and websites:
http://learning-languages.tki.org.nz/Specific-languages/Chinese
http://learning-languages.tki.org.nz/http://www.learninglanguageswaikato.blogspot.com/ https://learninglanguageswaikato.wikispaces.com/Chinese
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Share storiesReflect on own learning and set personal and school goals for
term 4 and 2011+
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Ellis’ principle 6 – inputAn input methodology: IRDPX• I input• R recognition• D discrimination• P production• X extension
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Ellis’ principle 6 – inputAn input methodology: oral choralPattern of interaction teaching Q + A:• Teacher class• Class teacher• ½ class ½ class• Pair class sharing• Pingponging to teacher• Looping - personalised context
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Ellis’ principles 6,7 – input, outputMethodology: PPP (not in grammatical sense)
• P presentation (input)
• P PRACTICE• P production
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Ellis’ principles 1,6,7 – formulaic language, input, output
Sandwich methodology: • Target Language presentation (input)• English (first language) for comprehensibility• Target Language reinforcement
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Learning Intention (Specific Learning Outcome = SLO)
In this session we are going to learn in Chinese:• to ask and answer abut the weather• think about the differences between northern and southern
hemispheres (iCLT)We are going to learn about [a festival] in China (iCLT) and think
about what is the same and what is different in NZ / for people in our classroom.
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Why would we want to learn this?
The weather happens every day...Talking about the weather isauthentic interaction. It is an English and NZ cultural habit.Is it a Chinese cultural habit?“The weather is a universally neutral topic. .”
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Success criteria:(How will you know you have been successful today?)
Listening: you will be able to point to the weather cards when you hear the answers
Speaking: you will be able to ask and answer correctly and off by heart
Reading for Recognition: you will be able to understand the weather words in questions and answers
used in the activities, and read them (say out loud) correctly.
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Success criteria:(What will you be able to do and how well?
Split screening:When you have a dual purpose for your learning intentions e.g. LL
and KCs / habits of mind…
Thinking :
Relating to others:
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Do Now:
Listen, follow my instructions.
Listen actively and repeat the Chinese you will hear as exactly as you can.Qĭng tīng, qĭng shuō!
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Jĭntiān tiānqi zĕnmeyàng?
Jĭntiān…
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Learning Intention (Specific Learning Outcome = SLO)
In this session we are going to learn in Chinese:• Some words to name family members • to ask and answer about family members’ names• Why would we want to do this?
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• Authentic context for interaction (Ellis 8)• Engages learners in genuine social interaction
(iCLT 2)• Participating (KC)• Relating to others (KC)
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Success criteria: (What will you be able to do and how well?) Listening:
You will be able to identify different members of the family when you hear the words.
Speaking: You will be able to speak correctly and off by heart
Reading for Recognition: You will be able to read the words and sentences used in the activities, and read
them (say out loud) correctly.
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Do Now: • Listen, follow my instructions.• Listen actively and say the Chinese you will hear as
exactly as you can.• Qĭng tīng, qĭng shuō!
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2010
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Chinese ProfeLL 3 – 2010Working towards Sustainability
(or managed interdependence) in Chinese
Professional learning intended outcomes:We will differentiate to cater for individual needs:• Workshop aspects of selected units in Hăo by focusing on:
– language acquisition and use from units 15, + 17, (Principles 1 + 6 + 7 + 8) – context – weather, revising colours and describing our faces
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Learning Intention (Specific Learning Outcome = SLO)
In this session we are going to learn in Chinese:• the names of some face parts• to begin to describe ourselves and others
Why would we want to do this?
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• Authentic context for interaction (Ellis 8)• Engages learners in genuine social interaction
(iCLT 2)• Participating (KC)• Relating to others (KC)
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Success criteria: (What will you be able to do and how well?) Listening:
You will be able to indentify different parts of the face when you hear the words and begin to describe your face.
Speaking: You will be able to speak correctly and off by heart
Reading for Recognition: You will be able to read the words and sentences used in the activities, and
read them (say out loud) correctly.
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Do Now: • Listen, follow my instructions.• Listen actively and sing the Chinese you will
hear as exactly as you can.
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