2009 CLTAGNY Conference at Seton Hall University May

2009 CLTA-GNY Conference at Seton Hall University May 16, 2009 Chinese Is Fun For Everyone 輕鬆有趣學中文 Marisa Fang Chinese Teacher, Parkway Elementary School Plainview-Old Bethpage Central School District Email: mlfang@pob. k 12. ny. us

了解幼兒的學習特性 Understanding the Learning Style of Young Learners • • 說話速度慢 slow speech 詞句簡短 short phrases and sentences 模仿重覆 imitation and repetition 頻繁使用手勢，表情和肢體動作 frequent gestures, visual and body movements • 具體實例幫助理解 concrete examples • 需要鷹架輔助語言學習 scaffolding 3

Multiple Intelligences 多元智能的開發 哈佛大學 Howard Gardner 教授 Theory: I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. …We need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do. . . (Howard Gardner 1999: 180 -181) 理論內容: 加德納認為過去對智力的定義過於狹窄，未能正確反映一個人的 真實能力。他認為，人的智力應該是一個量度他的解題能力 (ability to solve problems)的指標。

幼兒的多元智能 Multiple Intelligences • 哈佛大學 Howard Gardner 教授1983 提出� • 人類的智能是多元化而非單一的 1. 語言智能 2. 3. 4. 5. 6. 7. 8. Linguistic (word smart) 邏輯數學智能 Logical-mathematical (number/reasoning smart ) 空間智能 Spatial (picture smart) 肢體動覺智能 Bodily-Kinesthetic (body smart) 音樂智能 Musical (music smart) 人際智能 Interpersonal (people smart) 内省智能 Interpersonal (self smart) 自然觀察智能 Naturalist (nature smart) 5

溝通三種模式 3 Modes in Communication • 認知, 理解 (單向) Interpretive • 溝通, 交流 （雙向) Interpersonal • 學習成果展示或表演 Presentational

TPR – Total Physical Response (Asher, 2000) 完全肢体反应教学法(1) 1. Give a command while modeling the action. a. start with actions using the body b. give commands involving objects c. use commands relating to pictures, maps, and charts, etc. 2. After several repetitions of the command, remove the teacher model. If students can respond without the model, give the command a few more times. Mix up single commands and give them in a different order. 3. After students respond confidently to a number of single commands, combine them in original and unexpected ways. Surprise and humor are key elements of TPR. 1、 示范行动，发出指令 A. 发出身体指令 B. 发出物体指令 C. 发出有关图片、 地图和其他图表 的指令重复指令几次后不再示范。 2. 如果学生能在没有示范的情形下 做出反应，再多发次指令。打乱 发令次序，将各指令混合起来发 令。 3. 学生对一系列指令做出积极反应 后，用出乎意外的方式将它们组 合起来发令。TPR的关键因素是制 造惊喜和幽默。

TPR – Total Physical Response (Asher, 2000) 完全肢体反应教学法(2) 4. Call on volunteers to respond to commands of increasing length and complexity (often silly), using familiar language in new combinations. 5. String commands together to tell a story or create a sequence that has a beginning, middle, and end. 6. Give student volunteers the opportunity to give commands to the rest of the class (role reversal). 7. Extend oral TPR activities into experiences with reading and/or writing. 4. 使用熟悉语言新组合，增加指令 长度和复杂度，让志愿者做出（ 通常傻乎乎的）回复。 5. 将指令串讲讲故事或创造一个有 开头、 中间和结尾的片断。 6. 给志愿学生一个机会为全班同学 发指令（角色反串）。 7. 使用读和/或写将口头TPR活动延 伸为经验。

自然教學法 Natual Approach 1. Stephen Krashen and Tracy Terrell developed the Natural Approach in the early eighties (Krashen and Terrell, 1983). 80年代 Objectives： 目標 • it is designed to help beginner become intermediates 把語言能力從初級提升 至中級 • It is designed to depend on learner needs 因材施教 2. The Natural Approach VS. TPR (Asher) 全能肢體教學法（Wait period 沉默 期 Relaxed during learning process　輕鬆無壓力的學習環境) 1. Language acquisition　語言經由習得而來 2. (i + 1) 學習比自身能力稍難之物，效果最佳． 3. Comprehensive Input: presented in the target language, using techniques such as TPR, mime and gesture　使用目的語，穿插ＴＰＲ，模仿及動作

自然教學法提問順序 Natural Approach Questioning Sequence- (Stephen Krashen) Natural pproach Steps Step 1: Student responds with a name Step 2: Yes-no question Step 3: Either-or questions, using nouns, verbs, adjectives, adverbs, or actions Step 4: What, when, where, who questions (Students answer with a single word, moving toward a phrase answer. ) Step 5: Students answer with the entire sentence or action. 自然教学步骤 第 1步：学生以名字回答 第 2步：是-非� 句 第 3步：是-� 是� 句，使用名� 、�� 、 形容� 、副� 或行� 第 4步：什么、何� 、 哪里、 �� 句 （ 学生以� 一�� 回答，逐�� 步 � 片� 。) 第 5步：学生以完整句子或行� 回答

自然教學法提問順序 Natural Approach Questioning Sequence- (Stephen Krashen) • • • • Who has a red shirt? Who is holding the rock? Is Chen Ling wearing a red shirt? Is Betty holding the rock? Is Chen Ling wearing a red shirt or a blue shirt? Is Betty holding the rock or the flower? Is the rock big or small? Does the monkey feel happy or sad? What is Chen Ling wearing? What is Betty holding? What kind of rock is this? How does the monkey feel? What is Betty doing? Tell us about this rock. • • • • � 有�� 衫？(1) � 拿着石� ？(1) �� 穿着�� 衫� ？(2) � 蒂拿着石�� ？ (2) �� 穿着�� 衫� 是�� 衫？(2) � 蒂拿着石�� 是花？ (3) 石� 大� 是小？ (3) 猴子快�� 是�� ？（3) �� 穿着什么？ (4) � 蒂拿着什么？ (4) � 是什么� 的石� ？ (4) 猴子� 得怎么� ？ (4) � 蒂在做什么？ (4) • 告� 我� - � 个石� 有什么特� 的地 方。(5)

關氏連句法 Gouin Series * introduction to set the scene and motivate the action * 6 -8 statements (can also use commands) • 介绍情景与激发行动 • 6至 8句陈述（也可以使用指令） • 大多数陈述都有7个音节限制 • 7 -syllable limit for most statements • 单一、 具体和清晰的上下文 • logical sequence of actions • 行动的逻辑性顺序 • single, specific, clear context • 行为动词 • action verbs • 一个时态（不一定是现在时态） • 一个人称（不一定是第一人称单数 形式） • one tense (not necessarily present) • one person (not necessarily first person singular) • simple props or visuals to dramatize the action • 用简单的小道具或者视觉辅助教具 将行动戏剧化

關氏連句法 Gouin Series Teacher (shows dirty hands) says, “Ooh, my hands are dirty. ” I raise my hand. I say, “May I please go to the bathroom? ” I stand up. I take the pass. I walk to the bathroom. I wash my hands. I go back to the classroom. I lay the pass down. I sit down. • 老师（举起脏手）说：“噢， 我的手弄脏了。” • 我举起手。 • 我说：“我可以去洗手间吗？ • 我站起来。 • 我拿起通行证。 • 我走向洗手间（厕所）。 • 我洗手。 • 我回到教室。 • 我放下通行证。 • 我坐下。

打電話 Making A Phone Call • • • 1. 我拿起電話. 2. 我撥 6, 2, 6, 7, 4, 3 3. 我說, 「喂? 」 4. 我和朋友聊天. 5. 我說「再見」. 6. 我掛了電話. (I pick up the telephone. ) (I dial …) (I say, “Hello”. ) (I chat with my friends. ) (I say, “Good-bye”. ) (I hang up the telephone. )

上學去 Going To School 1. 　我背書包. 2. 　我上學． 3. 　我脫帽． 4. 　我說，「老師好」． 5. 　我坐下． 6. 　我拿出作業． 7. 　我聽到下課鈴． 8. 　我學中文． ( I carry my backpack. ) ( I go to school. ) ( I take off my cap. ) ( I say, “Hello. Teacher. ”) ( I sit down. ) ( I take out my homework. ) ( I hear the bell. ) ( I learn Chinese. )

看病 Doctor Visit １．我生病了． ２．我去看醫生． ３．我坐在台子上． ４．我張開嘴巴． ５．我伸出舌頭． ６．我做深呼吸． ７．我吃藥． ( I was sick. ) ( I went to see the doctor. ) ( I sat on the stand. ) ( I opened my mouth. ) ( I stuck out my tongue. ) ( I took a deep breath. ) ( I took medicine. )

我要去中国 I Am Going to China 1. 我要去中国。 I am going to China. 2. 我要去中国旅行。 I am traveling to China. 3. 我不能走去中国。 I can not walk to China. 4. 我不能跑去中国。 I can not run to China. 5. 我要飞。 I am flying. 6. 我要飞去中国。 I am flying to China.

My Family 我的家

My Family 我的家

幼兒的多元智能 Multiple Intelligences • 哈佛大學 Howard Gardner 教授1983 提出� • 人類的智能是多元化而非單一的 1. 語言智能 2. 3. 4. 5. 6. 7. 8. Linguistic (word smart) 邏輯數學智能 Logical-mathematical (number/reasoning smart ) 空間智能 Spatial (picture smart) 肢體動覺智能 Bodily-Kinesthetic (body smart) 音樂智能 Musical (music smart) 人際智能 Interpersonal (people smart) 内省智能 Interpersonal (self smart) 自然觀察智能 Naturalist (nature smart) 24

溝通三種模式 3 Modes in Communication • 認知, 理解 (單向) Interpretive • 溝通, 交流 （雙向) Interpersonal • 學習成果展示或表演 Presentational