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2. Self Introduction First degree in English Language and Literature Masters degree in Curriculum Design andInstruction; Post-graduate Diploma in AppliedLinguistics Teaching English/Chinese as a foreign language inChina and abroad Currently teaching Chinese in an internationalschool in Hong Kong 3. Focus of todays workshop Introduction of Easy Steps to Chinese series Misunderstanding of Chinese teaching and learning Teaching approaches Implementation of the Chinese curriculum Effective teaching strategies when using the series inthe classroom Hands-on practice 4. Overview of Easy Steps toChinese (books 1-8)Beijing Language University Press Easy Steps to Chinese (books 1-8)for secondary school students (can also be used forprimary school students)Easy Steps to Chinese for Kids (books1-4) forprimary school students 5. Overview of Easy Steps toChinese (books 1-8) Easy Steps to Chinese series isdesigned for total beginners (non-Chinesebackground students), who wish to learn Chinese asa foreign/second language. The series is composed of 8 coloured textbooks(Books 1-8), each supplemented by a CD and aworkbook, except books 6-8 which are 2 in 1. Flashcards, word cards, posters (Books 1-3) andteachers books are accompanied with this series. 6. Overview of Easy Steps toChinese (books 1-8) The emphasis is to develop communication skills inusing Chinese. The unique characteristics of this series is that theprogramme allows the teacher to use a combinationof various effective teaching approaches (theCommunicative Approach and a task-basedapproach), while taking into account the Chineselanguage system 7. Overview of Easy Steps toChinese (books 1-8) Three stages: Stage 1: Books 1-2 foundationStage 2: Books 3-6 intermediateStage 3: Books 7-8 advanced Approximately 1600 Chinese characters in this seriesBook 1: 175 plus 72 radicalsBooks 2-5: about 250 for each bookplus 60 simple charactersBooks 6-8: around 150 for each book 8. Overview of Easy Steps toChinese (books 1-8) It is suggested that P3 or above can start to useBook 1. With 2 or 3 lessons (about 3 hours) a week, able andmotivated children might complete one book withinone academic year. As the eight books of this series are continuous andongoing, each book can be taught within any timespan. 9. Overview of Easy Steps toChinese (books 1-8) 1. 9. 2. 10. 3. 11. 4. 12. 5. 13. 6. 14. 7. 15. 8. 10. Overview of Easy Steps toChinese (books 1-8) 1. 9. 2. 10. 3. 11. 4. 12. 5. 13. 6. 14. 7. 15. 8. 11. Overview of Easy Steps toChinese (books 1-8) 1. 9. 2. 10. 3. 11. 4. 12. 5. 13. 6. 14. 7. 15. 8. 12. Overview of Easy Steps toChinese (books 1-8)Genres covered in this series:o o o o o o o o 13. Principles of designing thisseries The textbook emphasizes the development oflistening and speaking skills and the workbookprovides support and materials for the development ofreading and writing skills Vocabulary, grammar and sentence structures usefulto the students daily life. Contemporary topics relevant to the age group, andknowledge about Chinese culture are carefullyselected and introduced to the students. Simultaneous development of four language skills Extra words are added in some exercises for fasterlearners. 14. Principles of designing thisseries Grammar is introduced and reinforced throughout thisseries. Task-based learning, such as authentic situation,provides a platform for the students to use Chinesefunctionally. Sufficient comprehensible input, such as varioustypes of exercises, reading materials, etc are carefullydesigned and included. Small steps, regular reinforcement, brisk pace Repeated reinforcement of vocabulary in differentcontexts Various kinds of exercises which are sufficient for use 15. Teaching approaches Human cognitive architecture - Daniel Willingham2009: Why dont students like school? Minimal guidance instruction, such as inquiry-basedapproach, student-centred approach, etc. Second language acquisition Communicative approach Direct instructional approach 16. A book written by Willingham2009 The relationship between knowledge andskills Memorizing facts is very necessary. Fact knowledge much proceed skills 17. (Willingham 2009) Thinking occurs when you combine information (fromthe environment and long-term memory) in new ways(Environment) (Working Memory) (Long-term Memory)o o 18. (Willingham 2009) How thinking works?o Working memory is the site of thinkingo Working memory has limited space, practice doesnot change ito By compressing the information, you get more space inworking memoryo People with more capacity are better thinkerso This lack of space in working memory is afundamental bottleneck of human cognition 19. (Willingham 2009) Making the contents of working memory smallero Making facts take up less room through chunking,which requires knowledge in long-term memory o Shrinking the process: getting things to becomeautomatized is through practice, therefore practiceenables further learning o If your knowledge is automatic, you have freedworking-memory space that used to be devoted toretrieving and space can now be devoted to thinkingabout meaning. 20. (Willingham 2009) Are drills necessary? Effective?o Drilling has been given a bad name: drill and killo Reasons for practice:a) gain a minimum level of competenceb) improvemento Students must practice to learn some facts and skillsthey need at their fingertips, e.g. the timestableo It is virtually impossible to become proficient at amental task without extended practice, e.g. a goodbasketball player will not be someone who still workson dribbling.o Low-level processes must become automatic. 21. (Willingham 2009) Practice makes memory long lastingo Studying hard and cramming knowledge do not protectagainst forgetting and they DO NOT lead to long-lastingmemoryo The only way to protect against forgetting is to continueto practiceo Practice means that you continue to work on somethingthat you have already mastered. Most people think thatit is boring, even though it brings cognitive benefitso Spreading out your studying would be better for memorythan cramming20 22. (Willingham 2009) Practice improves transfero Practice makes it more likely that you will reallyunderstand the problem in the first place and you willremember it latero Transfer is likely when the surface structure of the newproblem is similar to the surface structure of problemsseen before.o Working lots of problems of a particular type makes itmore likely that you will recognize the underlyingstructure of the new problem. o If you DO NOT understand and remember the necessaryprinciple, theres not much hope of it transferring to anew situation. 23. (Willingham 2009) What should be practised?o Retrieving number facts, letter, sounds from memoryo Students need to have at their fingertips basic factsabout elementso Things remembered and ready to be retrieved are justlike the building blocks of skills that will provide the mostbenefit if they are automatized 24. Minimal guidance instruction Discovery learning () Problem-based learning ( ) Inquiry learning () experiential learning () Constructivist learning () Co-operative learning ( ) Interactive learning ( ) 25. Second Language AcquisitionComprehensible inputIntakeOutputInteractionSecond Language Acquisition (simplifiedversion)Gass, 1997 26. Second Language Acquisition Krashen (1982) (i + 1) Swain (1985) There is a need for the learner to be pushedtoward the delivery of a message that is notonly conveyed, but that is conveyed precisely,coherently and appropriately. 27. Communicative approach Learner-centered The importance of using the target language forcommunication purposes The forms of communication should reflect real lifesituations 28. Direct instructional approach Characteristics- Teacher-centered, teacher-led- Well-organized- Whole class- Clear presentation- Explicit teaching- Time efficient- Effective 29. Direct instructional approach Characteristics- Well-defined knowledge and skills- High expectations for students progress- Students attention and focus on tasks- Maximum time spent by students on academictasks- Feedback, monitoring the students progress 30. Direct instructional approach4-step process(Silver, Strong and Perini, 2007)o Modeling - the skills is modeled by the teacher, whothinks aloud while performing the skillo Direct practice - the teacher uses questions to leadthrough these steps and to help them see thereasons behind the stepso Guided practice - the students generate their ownleading questions while working through the steps.The teacher observes, coaches, and providefeedbacko Independent practice finally, students work throughmore examples on their own 31. Direct instructional approachSpecific methods used in the classroom:o Rote learningo Recitationo Memorizationo Copyingo Dictationo Regular tests and exams 32. Implementation of the ChinesecurriculumPrinciples of successful classroom teaching: A variety of activities and teaching strategieso teacher-centred activities (dictation, revision in class,explanation, correction, etc.)o student-centred activities (pair-work, group work,presentation, revision at home, etc.) Encourage students to be autonomous learnerso encourage good study habits from day oneo appropriate expectations from the teachero set up good work routine (use of vocabulary book,dictation, homework, etc.) 33. Implementation of the ChinesecurriculumPrinciples of successful classroom teaching: Using basic teaching methods which are workingeffectively in the classroom Using ICT to support teaching and learning, such asprojectors, on-line activities, etc. Ensure quality teaching, for example schemes of work,peer observation and professional development 34. Implementation of the ChinesecurriculumPrinciples of successful classroom teaching: Assessment for learning- make students aware of learning aims, what they areaiming for and the standard expected- encourage students self-reflection- provide constructive feedback Setting appropriate challenge- plan for simple differentiation in listening, speaking,reading and writing 35. Effective teaching strategies inthe classroom ESC Book 1 (beginners class)- teach the phonetics (songs)- teach the basic strokes- how to write Chinese characters- strokes and stroke order- radicals and simple characters- how to remember the characters - the teachers role- expectations for the students 36. Sample lessons ESC Book 2 L3 Making phone calls Text1 37. Sample lessons ESC Book 2 L3 Making Phone Calls Text11 A: B: A: B: 2 A: B: A: B: 38. Sample lessons ESC Book 2 L3 Making Phone Calls Text2 39. Sample lessons ESC Book 2 L3 Making Phone Calls Text21 A: B: A: B: A: B: 2 A: B: A: B: A: 40. Sample lessons ESC Book 2 Lesson 4 Weather Text 11 fine, clear sunny day 2 rain light rain 3 platform wind typhoon 4 cloud cloudy 5 temperature air temperature6 degree 7 up to 8 left right around 41. Sample lessons Text 112 42. Sample lessons ESC Book 2 Lesson 4 Weather Text 21 overcast overcast day 2 blow windy 3 snow /4 weather5 how 6 below zero 43. Sample lessons Text 2A: B: A: B: A: B: 44. Sample lessons ESC Book 2 (beginners class) Text (1) 45. Sample lessons ESC Book 2 (beginners class) Text (1) 46. Sample lessons ESC Book 2 (beginners class) Text (2) / 47. Sample lessons ESC Book 2 (beginners class) Text (2)ABABABAB 48. Sample lessons ESC Book 3 (beginners class)2 Text (1) 49. Sample lessons ESC Book 3 (beginners class)2 Text (1)1 2 50. Sample lessons ESC Book 3 (beginners class)2 Text (2) 51. Sample lessons ESC Book 3 (beginners class)2 Text (2)AB1.3A BA BA B 52. Sample lessons ESC Book 3 (middle set)(P86 11 53. Sample lessons ESC Book 3 (middle set)P86 11 54. Sample lessons ESC Book 3 (middle set) Text1- // - - - - - - - 55. Sample lessons ESC Book 3 (middle set) Text1 56. Sample lessons ESC Book 3 (low set) (text 2)- - - / ///- - - - - 57. Sample lessons ESC Book 3 (low set) (text 2) AB A: B: AB 58. Sample lessons ESC Book 4 (set 2) Teach (The format of Book 4 and 5 is the same.)- Get ready for the lesson- revise related vocabulary- learn new vocabulary- listen to the text, answer questions- read/explain through the text- reading comprehension, model for essay- extended reading for higher ability students- paragraphing, give opinion, justifyESC Book 4 Lesson 12 59. Hands-on practiceForm a group of 2-3 teachers and plan one lesson Objective Teaching materialsProcedures: a) motivationb) introductionc) presentation of lessond) practice Classroom instruction Classroom management Assessment of students performance Homework 60.