汉语沉浸式教学现状、经验及趋势课件.pptx

1、Resources：http:/miparentscouncil.org/2013/11/20/mandarin-immersion-schools-in-the-united-states-in-2014/FLEX programsForeign Language Experience ProgramsFLES ProgramsElementary School Foreign Language ProgramsFamily of Immersion educationOne-way(Foreign language)Two-way Bilingual ImmersionIndigenous

2、 Immersion Generally speaking,at least 50 percent of instruction during a given academic year must be provided through the second language for the program to be regarded as immersion.Programs in which one subject and language arts are taught through the second language are generally identified as en

3、riched second language programs.(p.1)(Fred Genesee,1987)Time allotted for the program/classesIntensity of program and instructionContinuity of the programDefined by Target PopulationThe immersion language(L2)is the medium of instructionStudents enter with no proficiency in L2Program aims for additiv

4、e bilingualismExposure to L2 is confined to the classroomTeachers are Bilingual Goals of Immersion Programs Proficiency in the target language Proficiency in English Academic achievement Intercultural competenceGoals of Immersion ProgramsSuperiorCan support opinion,hypothesize,discuss topics concret

5、ely and abstractly,and handlea linguistically unfamiliar situationProficiency Inverted PyramidLOWLOWLOWMIDMIDMIDHIGHHIGHHIGHNoviceCan communicateminimally withformulaic and rote utterances,listsand phrasesIntermediateCan create with language,ask and answer simple questions on familiar topics,and han

6、dle a simple situation or transactionAdvancedCan narrate and describe in all major time frames and handle a situation with a complicationNoviceAdvancedIntermediateSurvive and cope in the countryLimited work abilitySatisfy most work requirementsACTFL Performance Guidelines for K-12 LearnersImmersion

7、ProgramsResearch and experience has demonstrated that immersion students often score higher on achievement tests than peers from non-immersion programs.High levels of proficiency in L1 and L2 Heightened mental flexibility Creative thinking skills (Stewart,2005)Benefits of Immersion Enhanced meta-lin

8、guistic awareness Greater communicative sensitivity (Lazaruk,2007)Positively influences achievement in other disciplines,including higher test scores in reading and math (Stewart,2005)Benefits of Immersion Language Learning is a Long Term Commitment Harder Work for Everyone Involved Separation of La

9、nguage Chinese Immersion Environment究竟我们希望培育出什么样的人才？到底汉语沉浸式教学该如何进行？有效的汉语沉浸式课堂应该是什么样子呢？連鷺役博士連鷺役博士二零一二零一五五年年七七月月二十二十日日国际主流语言教学法高级讲习班国际主流语言教学法高级讲习班北京北京目标目标語言語言:学科学科內容內容:文化文化:文化目标语言学科内容Belief is the Ignition SwitchMake Input ComprehensibleProduce Successful Experiences with StudentsCraft a Print-rich,Me

10、aningful,and Playful EnvironmentPlan Lessons:Integrate Content,Language,and Culture Encourage Language OutputWhat did the teachers do?What were the students responses?Pictures GesturesFacial expressionsPronunciationPhrases/Chunks/VocabularyLink to real life experiencesIllustrate meaningsUse body lan

11、guage,visuals,realia,hands on material to communicate meaning Solicit and draw upon prior knowledge and experiences with new themesUse a variety of pre-reading and pre-writing activities to make language and content more accessible Break complex information and processes into component partsMake fre

12、quent use of comprehension checks that demonstrate understanding Select and adapt instructional material for learners developmental levelEstablishe routines to build familiarity and allow for repetition Use body language,visuals,and hands on material to Communicate meaning Solicit and draw upon prio

13、r knowledge and experiences with new themes Use a variety of pre-reading and pre-writing activities to make language accessible Break complex information and processes into component parts Make frequent use of comprehension checks that demonstrate understanding Select and adapt instructional materia

14、l for learners developmental level Establish routines to build familiarity and allow for repetition 100%Target Language Instruction Works!Craft a Print-rich,Meaningful,and Playful EnvironmentProduce Successful Moments-Positive ReinforcementScheduleClass Routines and ProceduresCultureLanguage Content

15、文化目标语言学科内容数学学科目标：语言目标：文化目标：Learningcycle文化目标/学科目标/语言目标文化目标/学科目标/语言目标文化目标/学科目标/语言目标Hands on activities,games,centersLecture,classroom instructionInformal Assessment,tests,self-check,etc.千百十个1111十十个个32千千百百十十个个Learningcycle文化目标/学科目标/语言目标文化目标/学科目标/语言目标文化目标/学科目标/语言目标Hands on activities,games,centersLectu

16、re,classroom instructionAssessment,tests,self-check,etc.Use the abacus and calculator to compute 1 to 10How long does it take to get the answer?1.Calculator2.Abacus1+2+3+4+5+6+7+8+9+10=?文化目标语言学科内容文化目标语言学科内容我我的家在水里，我整天游来游去。我身上的家在水里，我整天游来游去。我身上有有闪闪发亮的鳞片，闪闪发亮的鳞片，看起来很看起来很漂亮。漂亮。如果如果没有没有鳃，鳃，我就不能呼吸。我就不能呼吸。

17、猜猜我猜猜我是是谁？谁？我我是一条快乐的小鱼。是一条快乐的小鱼。我我的家在的家在树上树上，我整天飞来飞去。我身上，我整天飞来飞去。我身上有有柔软的羽毛，摸起柔软的羽毛，摸起来很舒服。如果没有来很舒服。如果没有翅膀，翅膀，我就不能飞。猜猜我是谁？我就不能飞。猜猜我是谁？我我是一只没有是一只没有烦恼的烦恼的小鸟。小鸟。我我的家在的家在草原上草原上，我整天跳来跳去。我身，我整天跳来跳去。我身上有个小上有个小口袋，口袋，可以可以带着我带着我的孩子到处玩。的孩子到处玩。如果没有如果没有强壮的后腿，强壮的后腿，我就不能跳。猜猜我就不能跳。猜猜我是谁我是谁？我是一只我是一只忙碌的袋鼠妈忙碌的袋鼠妈妈妈。CL

18、ASocial StudiesScienceMathPEMusicArt75Standard:Reading and Literature:Word Recognition,Analysis and Fluency:The student will apply word recognition strategies to decode unfamiliar words and will read grade-appropriate text with accuracy and fluency.The student will:Read unfamiliar complex and multi-

19、syllabic words using advanced phonetic and structural analysis.Read aloud narrative and expository text with fluency,accuracy,and appropriate pacing,intonation and expression.Comprehension:The student will understand the meaning of texts using a variety of comprehension strategies and will demonstra

20、te literal,interpretive and evaluative comprehension.The student will:Retell,restate or summarize information orally,in writing,and through graphic organizers.infer and identify main idea and determine relevant details in non-fiction text.Writing:Types of Writing:The student will compose various pie

21、ces of writing.The student will write in descriptive mode to express meaning.Speaking,Listening and ViewingSpeaking and Listening:The student will demonstrate understanding and communicate effectively through listening and speaking.The student will:Demonstrate active listening and comprehension76Stu

22、dents will be able to:recognize 鱼类，鸟类，哺乳动物，两栖类，爬虫类.distinguish the different characteristics among the animals in different categoriesexpand their vocabulary of a variety of animalsUse the stances structure:“if there is no.,I cant.”to express things77Standard:3.4.1.1.1 Students will compare how the

23、different structures of plants and animals serve various functions of growth,survival and reproduction.3.4.1.1.2 Students will identify common groups of plants and animals using observable physical characteristics,structures and behaviors.78Content Objectives:Students will classify animals according

24、 to the characteristics they share,for example:Cold-blooded or warm-blooded.Vertebrates(have backbones and internal skeletons)or invertebrates(do not have backbones or internal skeletons)79Vocabulary:动物分类，外观，特性，脊椎动物，软体动物，冷血动物，温血动物哺乳类，鸟类，鱼类，爬虫类，两栖类有毛皮，鳞状皮肤，皮肤光滑，羽毛，鱼鳞，肺，鳃，呼吸，卵生，胎生，卵胎生一样，相同，不相同，比较，类似80

25、828384DAILYMondayLesson:Guess who I am?My favorite animalsMain Task(s):Ask what their favorite animals by following the sentence pattern:我最喜欢的动物是_。_是_类动物，身上有_。它的家在_。它最喜欢吃_。For example:T:请你介绍一下你最喜欢的动物。S:我最喜欢的动物是松鼠。松鼠是哺乳类动物，身上有很多毛发。它的家在树上和地上。它最喜欢吃坚果。Students work on their“guess who I am?”flip books according to their favorite animals characteristics.猜猜我是谁？我是一种哺乳类动物，身上有很多毛发，还有长长的尾巴。我的家在树上和地上。我最喜欢吃坚果。如果没有锐利的牙齿，我就不能吃东西。猜猜我是谁？9095