Goal-directed Instructional Design Plan Adjectives in Mandarin. Author Xiaochen Song

Transcription

1 Gal-directed Instructinal Design Plan Adjectives in Mandarin 1. A prblem r a need Learning Objectives: Learn t describe One s appearance Authr Xiachen Sng In this unit, I want t teach students the vcabulary and sentence structures they can use when they describe a persn. In rder fr students t master the usage f the language, there will be practicing n writing, listening and speaking. Making the practice authentic and real will be my challenge. Therefre, I need t cme up with fun and real-life cntent activities. My target students are 6 graders and they all lve vide games and cartns. S I plan t adapt depictin f cartn characters in my teaching. Nt nly because they trigger students mtivatin in learning but als because cartn characters lks are exaggerated s students will have an easier time describing them. In rder t achieve these gals, sme high technical devices are required. Such as vide camera, laptp, dccamera, prjectr. 2. A real-wrld perfrmance hw the learning bjectives fit int a real-wrld activity r need. In real life, we need t describe a persn s lk very ften. Fr example, when tw peple talk abut a celebrity. One might likes this girl because she has big eyes, and the ther might think differently. Als, when tw peple talk abut the third persn they might bth knw. They need t tell the persn s lk by their impressin in rder t knw if they are talking abut the same persn. 3. An instructinal bjective the bjectives are based n the final utcme, activity r test. These bjectives will each be different fr the fur types f knwledge; perfrming skills, recalling facts, identifying examples f cncepts, and applying principles. a. Oral speaking-students will be able t describe ne s lking with Chinese adjectives. b. Cmparisn-students will be able t use the crrect sentence structures t cmpare tw peple s lks and persnality. c. Culture-students will learn the backgrund f Chinese face reading. Als, they will knw sme basic skills f face reading.

2 4. A set f essential cntent Old knwledge- In rder fr students t achieve this unit bjective, they need t master the vcabulary f bdy parts. It has been taught befre and I plan t review it at the beginning f the new lessn. Reviewing Activity: -Divide students int grups f three. -Prvide each grup with several cartn character as well as real pictures f celebrities. On each picture, prvide students with what they need t describe in these pictures. Then students need t cme up with the bdy parts that have features. Fr example, they might think (muth) f Shrek is smething they wuld like t describe. Then they need t label that bdy part in Chinese characters. Then they need t share the bdy parts that they find with the ther grups. This way, they can wrk with each ther in a natural cntent. It is mre authentic than reviewing with flash cards. Technlgy skills-students need t have sme basic cmputer skills. Fr example: pwerpint, glgster, wrd, and ggle dc. They als need t knw hw t cllect useful resurce nline, rganize the infrmatin and put them int their presentatin. New Vcabulary 1. Teach thrugh cntent I will describe different peple using the new vcabulary. Fr exmaple: Little Mermaid (is very pretty.)s students can pick up these wrds in a natural way. Then, I will g ver the new wrds with flash cards t help students get a clear idea f these wrds. Fr practicing part, I will let students g t : adjective-flash-cards/. In this website, students can nt nly listen t the vcabulary but als play games such as scatter r space race in rder t practice them. This way, students can be stimulated thrugh visin, acuity, as well as tuching. 2. Cmmunicatin Practice The gal fr language learning is t cmmunicate with ne anther. Befre students cmmunicate with the target language, they need t have the well listening skills and this is what I want t help my students achieve first. The activity that I designed here is called draw ur mnster. I will prvide students with a piece f recrding: /vcar.cm/i/s0edqycvbu3g This recrding describes a mnster. Students need t listen t this recrding and draw this mnster, then we will cme tgether and cmpare ur picture and tell each ther what did we hear in the recrding. Speaking Activity: I will keep the same idea but this time students will either draw their wn mnster r find a mnster that they want t describe first. I have divided this activity int 3 steps: Step One:Picture Find/draw the mnster that yu wuld like t describe. Students need t have their pictures n a piece f paper. Step Tw:Scripts and Speech Describe the mnster. Students need t write dwn their descriptin and then they can decide t d a presentatin

3 r make a sund track f their descriptin n vcar. The reasn I d this is because sme students enjy giving a speech in frnt f a lt f peple while sme f them d nt have much cnfidence. I want them t use the recrding s they can try as many times as they want until they get a presentatin that they are satisfied with. Step Three: Present On the day fr presentatin, I will lay ut all the mnster s pictures n the bard. As students give their speech, the audience need t watch and find ut the mnster their classmate is talking abut. S the audience will practice listening as well. Culture Part: Face Reading:Mian Xiang, the Chinese art f Face Reading, has its rts dating back centuries. It allws a persn t tell the fate r destiny f a persn simply by lking at, and analyzing, the varius features f their face. It is a legitimate art and skill that is based n specific methds and bservatins. The reasn I want t intrduce this tpic t students is because it is part f Chinese culture and als it is kind f cl, s student will like it. The bjective is just t let students have a basic idea f what is face reading and sme simple principles. 1-What is face reading? Students will be divided int grups, and each grup will use the websites that prvided by me: and learn 1)what is face reading? 2) What d different facial features mean?-this part, I will give each grup a tpic such as eyes, nse and they just need t find infrmatin abut that. 2-Clarify yur ideas After the first step, students shuld have many infrmatin but they need t cme back tgether and have a big picture abut face reading befre the prject. S I will d a general face reading presentatin with a PPT in rder t help students summarize their ideas and have a clearer picture fr the next step. 3-Be a Kradji! Students need t use the knwledge they learned t face read different peple. They can be celebrities r their family memebers. Since they were wrking n specific facial features, they have tw ptins abut this presentatin: 1) General face reading They need t use the general face reading skill t analyze a persn s whle face. They need t reveal what characteristics des this persn have accrding t his/her facial feature. Then they need t cme up with if it is true r nt with real life experience. 2)Cmpare One Facial Features Students can nly wrk n ne facial feature, fr example: eye. Then they need t give details abut hw different kinds f eyes have different meanings. They need t prvide audience with real examples.

4 5. An evaluatin cnsisting f a test r bservatin an assessment, bservatin r prduct shwing that the bjectives can be accmplished in the real-wrld setting. Task One-Speaking presentatin Optin 1: Partner Prject Prject Expectatin: - Chse a pair f her and villain - Intrduce the characters yu chse. Fr example: zhè shì ( ) - Describe each f them in Chinese. (8 sentences) fr each - Cmpare their lks in Chinese (3 sentences) - Yu may use ppt r psters. (Apprpriate images are required) Optin 2: Wrk by yurself Prject Expectatin: -Chse ne persn (maybe yur family member r a celebrity) -Intrduce this persn. Fr example: zhè shì ( ) -Describe his/her lks in Chinese (8 sentences). -Yu can use either ppt r psters. Task Tw- Face Reading Presentatin Final Prduct Expectatin: Grup (Single) Prject Face Reading -Pick ne part f the face and d research n Chinese Face Reading -D a presentatin abut the facial feature that yu learned abut. Yu may wrk with a partner r by yurself. -Presentatin Frmat: The presentatin can be given in varius frmats such as thrugh pwer pint, psters, r vides and etc. Requirement f the Presentatin 1. What have yu learned abut specific face reading (eyes, nse, muth ) 2. Use it in real life. Fr example, if yu d research n eyes, yu may want t analyze the peple whse eyes have different features and talk abut what d their eyes reveal. In this sectin, images are necessary fr example, president Obama, r sme celebrities.

5 3. In yur pinin, hw can face reading help peple in ur life? Checklist fr Grading Accuracy f yur speech Sufficient infrmatin Apprpriate visual images Speak clearly and ludly Eye cntact Standing psture Supprtive audience Useful Websites: 6. A methd t help participants learn One f the crucial facts f the gd learning is the fundatin. In this lessn, that was my first cncern as well. Therefre, I planed a brief reviewing sectin and ideally the ld knwledge cnnects with the new knwledge. This lessn is designed based n students freign language acquisitin rder: listenspeak-early literature. It is assisted with the utilizatin f the technlgy s students can learn with their wn pace and ability. Being able t cmmunicate is the main bjective fr this lessn. Hwever, students cmmunicatin skill is nt nly treated as a gal but als as a tl because students als need t cmmunicate with each ther t have their task accmplished. Their scial skill is cnsidered imprtantly as well. Mtivatin: Meaningfullness cntent and activities must have meaning fr the learner Pleasant cnsequences the effects that achieving the gal will have n the learner Nvelty an attentin-getting, humrus r curius manner that relates t the useful infrmatin in yur lessn

6 Scializatin - a strng mtivatr fr student learning Students cperatin was required thrughut the whle lessn. They need t learn the knwledge, rganize the materials and discuss with each ther t accmplish their final prject. During this time, learning ccurs. Teacher s rle is mre like a guidance, resurce and feedback prvider. Students get mtivated when they are given respnsibilities. But teacher need t make sure t prvide students with infrmative feedback as well as inspiring them with questins. Audience Fr what audience are yu designing this lessn? Cnsider the fllwing: 13 6 th grade. Secnd year Mandarin Chinese learners. Students are cmfrtable with technlgy. They are using cmputers t learn varius subjects. They als have nline calendar where they can see their hmewrk. They are als cmfrtable n learning new technlgy skills. Technlgy Needs the cmputers, prjectrs, dc-camera.