TEXT BOOK EVALUATION CHENGO CHINESE MONICA LEE VERA
TEXT BOOK EVALUATION 乘风汉语 CHENGO CHINESE MONICA LEE VERA LIU
乘风汉语 Chengo Chinese � 高等教育出版社 High Education Press (2006 published/2009 republish) � Levels: 12 -18 years of age. � Author: 许琳 马箭飞 赵 路 陈传光 董德刚 陈希 原 赵国成 宋永波 郭鹏 �
INTRODUCTION � 该教材每集包括课文、词语表、 语言注释、汉字、文化注释和场景探 索等6个部分。本套教材参照美国中 学外语教学大纲设计,以培养听说技 能为主,注意激发学习兴趣。将大量 的语言学习任务融入趣味活动之中, 适合12— 18岁初学汉语的青少年使用。 它是“中美网络语言教学项目”(USChina E-Language Learning Project) 的一部分。全套 8册,配套产品:CDROM、网络课件。 Every Chapter of this text book includes: dialog, Vocabularies chart, Language translation, Characters, Cultural introductions and role play these six parts. This series are referred to a U. S. secondary school foreign language curriculum and designed to develop listening and speaking skills, stimulate interest in learning. Lots of language learning tasks into fun activities, suitable for use among young people 12 -18 years of age begin to learn Chinese. Full set of eight complementary products: the CDROM, network courseware.
EVALUATING ACCORDING TO THE FIVE Cs COMMUNICATION 12 0 1. Are students introduced to appropriate vocabulary? 2. Is the vocabulary functional, thematic, authentic, and practical? 3. Do the activities move from controlled to transitional to communicative? Is there a balance between listening, speaking, reading, and writing? 4. Are there a variety of meaningful activities that provide opportunities for individual, paired, cooperative learning, and information gap activities? 5. Are the activities set in an age-appropriate context and are they level-appropriate? 1 2 3 ○ ○ ○ 6. Is there continuity in the presentation of concepts that builds in a ○ constant review of vocabulary? 7. Are grammatical concepts presented in a meaningful manner? ○ 8. Is grammar presented in an appropriate way? ○
CULTURES 9 0 1 2 3 ○ 1. Are there are wide variety of authentic, up-to-date visual images of the Chinese-speaking cultures? 2. Is the cultural information student-centered to stimulate interest? 3. Is a broad range and diverse representation of countries presented? 4. Does the teaching of the Chinese-speaking culture encourage the learners to explore their own culture? ○ ○ 5. Are both "Little c" and "Big C" culture represented? CONNECTION 4 0 1 2 1. Are the students afforded opportunities to utilize the target language in the community? ○ 2. Are themes that encourage projects outside the classroom? ○ 3
Comparisons 1 0 1 1. Are students asked to look at their own native language ○ and compare it to other varieties of Chinese? 2. Are students asked to compare their own culture and make comparisons with the other cultures to discover similar and different cultural concepts and patterns? ○ 2 3 Communities 3 0 1. Are students provided with role models or individuals from their community that speaks Chinese? 2. Are students given examples of ways they can use their Chinese in the future beyond the school experience? 1 ○ ○
EVALUATING ACCORDING TO THE SEVEN CURRICULAR COMPONENTS Language System 0 0 1. Is there sufficient oral and written practice of the grammar concepts that lead to meaningful usage of the language? ○ 2. Is there grammar summary tables in appendices? ○ 1 2 Cultural Knowledge 6 1. Is the cultural content accurate and current? 2. Are the cultural notes/readings interesting, significant, and appropriate for the age level? 3. Coverage of all Chinese-speaking regions in USA as well Hispanics countries. ? 4. Is there an appropriate coverage of the Chinese-speaking countries? ○ ○ 3
Learning Strategies 5 0 1. Does the text provide the learners with strategies at point of use to help them be successful listeners, speakers, readers, and writers of the language? 2. Are pair and cooperative learning activities plentiful and meaningful? 3. Are the multiple intelligences (such as visual, musical, and kinesthetic) utilized so as to support the variety of learner types in the classroom? 1 2 3 ○ ○ ○ Critical Thinking Skills 0 0 1. Are students asked to do more than rote memorization and recall? ○ 2. Are the students asked to utilize the higher order thinking skills of ○ analysis, synthesis, and evaluation in every chapter and are expectations reasonable? 1 2 3
Technology 6 0 1. Does the program have a video that is integrated with the text? 1 2 ○ ○ 2. Does the program have a CD-ROM that provides meaningful and interactive practice? ○ 3. Does the program have a website? 4. Does the program suggest engaging, worthwhile Internet ○ activities? Other Features 5 1. Is the general appearance of the text and accompanying ancillaries attractive and inviting? 2. Are the chapters/units well organized and offer easy progression? 3. Is the teacher's edition well organized with practical teaching suggestions at the point of need? 4. Is the program easily adaptable to fit different teaching situations or schedule configurations? 5. Does it offer native speaker placements evaluations? 3 ○ ○ ○
Inclusion/Equity/Diversity Issues Criteria 0 0 1. Subject matter covers a spectrum of accomplishments and ○ contributions by all sexes, ethics groups and physical conditions 2. Pronouns and descriptors of both sexes are used equally Nouns, ○ adjectives, terms and illustrations are non-stereotypical and nonprejudicial 3. Students of both sexes and various cultures and physical conditions ○ will use the materials without feeling excluded, estranged or diminished 1 2 3
ADVANTAGE • Provide a lots of information in the Chinese culture. • The topic of culture is base on dialogue.
• The transformation of the Chinese Character.
• The vocabulary is thematic and functional. • Students can easily understand vocabularies easily. • Good for students to remember vocabularies. •
DISADVANTAGE Grammar
DISADVANTAGE Student self-evaluation Too many words.
Conclusion Communication and culture � Interpersonal communication and presentation communication. � Visual, interpersonal intelligence. � Focus on speaking � The topics are authentic. � l Culture diversity l Writing skill , grammar l Lack of exercises l Lack of comparison, connection l Limitation
Reflection How to use this textbook Ø Teaching and practicing students’ speaking skill. (Include three mode communication ) Ø Use pictures in this textbook as a topic, ask students to write a story. (Interpretive) Ø Combine other grammar teaching material. Ø Add more different culture to do the comparison
Reflection What I learn from the rubric? What could be added Ø In this evaluation, let me use more critical thinking and I learn how to use different way to evaluation textbook. Ø No textbook is perfect, but teacher can make textbook more effective. I think can add some evaluation item for students, such as “students can use this book by themselves”. Ø
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