A S A M P L E U N I T O N W E A T H E R K A I N I G U 顾凯妮
INTEGRATING LANGUAGE, CONTENT & CULTURE: MAKING AUTHENTIC TEXTS COMPREHENSIBLE
VIA TARGET LANGUAGE
6TH ANNUAL MANDARIN IN SCHOOLS CONFERENCE PRESENTATION
BACKGROUND INFO
• 10th grade • Non-heritage students • Mandarin 2 (at the beginning of 2nd year) • Novice mid – novice high • Unit: Integrated Chinese Level 1 Part 2 L11 Weather • Finished learning L11 Dialogue 1
PRE VOCABULARY INPUT THROUGH
QUESTIONS • Review L11 D1: 天⽓气预报,下雪,下⾬雨
• Provoke students’ interest and make it relevant to their life
• 你看天⽓气预报吗? • 你喜欢下⾬雨吗?⼩小⾬雨,中⾬雨,还是⼤大⾬雨? • 你喜欢下雪吗?⼩小雪,中雪,还是⼤大雪? • LA天⽓气怎么样?LA常常下⾬雨吗?LA常常晴天吗? • 今天天⽓气怎么样?上午和下午⼀一样吗?
DURING LISTENING
• Guide students to interact with the text
• Listen to an audio and answer questions • What is this audio about?
DURING LISTENING
• Listen to part of the audio again and answer questions
• How is the weather in Beijing? • What is the temperature?
DURING LISTENING
Modifications: • Only city weather forecast 城市天⽓气预报 • Repeated short clips
• age and stage
DURING LISTENING
• Listen to the weather forecast and answer questions • What are the two cities mentioned? • How’s the weather in these two places.
• Guide students to interact with the text
DURING READING WITH QUESTIONS
• Read the weather forecast and answer questions • What information did you get from the picture? • Do you see a date? Please circle the date you see.
Why two dates? • What do you think the green bar means? • Which day is the coldest? • Does this weather forest look like American weather
forecast? What are the differences and similarities?
FORMATIVE ASSESSMENT
• Which country is this weather forecast about? • Which part of the country? • How’s the weather?
POST SUMMATIVE ASSESSMENT
Weather forecast presentation • Pick a city in China • Research weather on baidu.com • Give a written and oral presentation on 5-day
weather forecast • Also include lunar calendar, wind, and air quality
INTEGRATE WITH THE TEXTBOOK
• L11 D1: 冷,暖和,⽐比,更,不但。。。⽽而且 • Ask students to include vocabulary and structures
from the textbook in their presentations
SUMMARY
How to make authentic material comprehensible? • Consider age and stage • Be selective about vocabulary and structure • Pre activity – provoke interest and make it relevant • During activity – guide students to interact with the
text, formative assessment • Post activity – summative assessment What about textbooks? • Integrate language, content, and culture
Kaini Gu 顾凯妮 [email protected]
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