Designing a Lesson for High School Chinese Sequenced

Designing a Lesson for High School Chinese Sequenced Instruction for Better Understanding Presented by: • Lanting Xu, teacher of Chinese at Bellarmine College Preparatory • Jiaying Howard, Professor of Chinese at the Monterey Institute of International Studies

What will we discuss today? • Criteria for effective learning • Overall considerations in lesson planning • How to choose and create activities • Implementing an instructional sequence

Program Components • • Full year textbook Workbooks (2) Teacher’s books (2) Audio downloads (Free w/ purchase of the book) http: //www. cheng-tsui. com/store/products/huanying/ huanying_volume_1_audio_cd

Means to achieve effective learning • Understand lesson content and learning goals • Characteristics of Chinese • Set up time and progress • Intensive lesson progression • Reflect and make improvements

Considerations in Choosing activities 1. Lesson plans should reflect a sequenced instructional purpose 2. Each class period should have a mix of activities 3. Pair or group activities are best followed by a quiet writing activity

Instructional sequence for each lesson Competency-based instructional sequence Introduction Extension Evaluation Getting the Basics Guided Practice Application

Introduction • Introduce the topic of the lesson • Invite students to participate • Develop student learning methods e. g. p. 1 of Huanying Vol. 1, Textbook

Getting the Basics Students at this stage: – Learn basic functions – Rely on memorizing and recognition Sample Classroom Activities: – Students quiz each other on vocabulary – Reading and listening comprehension practice – Students role play dialogues e. g. p. 77 of Huanying Vol. 1 / Part 1, Workbook

Guided practice Students at this stage: – Apply language mechanically – Make many mistakes – Rely on sentence meaning Classroom Activities are: – Focus on certain expressions – Set up a limited language environment – Control answers – Focus on a controlled language ability e. g. p. 41 of Huanying Vol. 1 / Part 1, Workbook

Application Students at this stage: – More familiar with vocab, sentence structure, and expressions of the lesson – Want more than drills Classroom Activities are: – Open and communicative that integrate different language skills – Provide authentic situations that promote varying answers – Emphasize solving problems e. g. p. 81 of Huanying Vol. 1 / Part 1, Workbook

Evaluation • Formal and informal assessment • Combine student’s and teacher’s assessment • Formal assessment should include memorization and application • Standards should be known by students e. g. Appendix, Huanying Vol. 1 / Part 1, Teacher’s Book

Extension Incorporate language beyond the classroom: – Eating at a Chinese restaurant – Watching Chinese movies, TV, radio, and music – Chatting with Chinese people in online games • Connect community service with language learning • Consider extra credit! e. g. p. 37, Huanying Vol. 1, Textbook

Questions? Contact the authors at: lantingxu@gmail. com (Lanting Xu) jhoward@miis. edu (Jiaying Howard) Continue the conversation with your peers at Peer. Source my. cheng-tsui. com/forum/593

Thank you for attending We will be emailing you a brief survey for your feedback on this online seminar. Visit www. cheng-tsui. com for more information on the Huanying series.