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Make your audience the hero.

怎么提高中文教学效率而不感觉burn out?

Define your audience's problems. ...

stress, overwork, pushing students, yet students still don’t want to work

Be a guide with a solution. …

非常理解，到处讲座，35 年

Create a clear plan. …

天天小考， routines of teaching, projects

Include a clear call to action. …

我的项目作品

Discuss the potential for failure. …

学生人数，学校不支持，感觉自己做不好，难受

End your story with success.

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Teaching World Languages Through Projects and Culture

Lei Cohen 邓蕾

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LAYING THE FOUNDATION

EXPLORING AND RESEARCHING

SYNTHESIZING AND COLLABORATING

REPORTING

ASSESSING AND EVALUATING

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Students learning world languages through projects

Students are more engaged: active, not passive.
Students learn how to take initiative and be responsible.
Students develop success skills/life skills: critical thinking, collaboration, communication, public speaking/presentation.
Provides opportunities for students to use technology.
Connects students to the real world.

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Students learning world language through projects

Students learn organizational and research skills.
Inspires students to obtain a deeper knowledge of subjects.
Students are more likely to retain the knowledge gained.
Students develop confidence.
Students learn more when, from time to time, teaching roles are switched.

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Types of Projects

Language Projects:

Demonstrate students’ proficiency in Chinese. The topics are related to the textbook, and the resulting presentations are all in Chinese.

All in Chinese.

With words from the textbook

With supplementary words

With grammar

For some projects students write first then talk.

Culture Projects:

Students explore Chinese culture and share with what they have found. The knowledge stems from students, from their exploration. Students are active in their learning.

The first year: all in English then combination of English and Chinese

The second year: 50-80% in Chinese.

The third year: All Chinese

The fourth year: All Chinese

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Laying the Foundation

The teacher...

procters daily quizzes ( dictations) for vocabulary along with a lot of speaking, reading, listening, and writing.
adds supplementary daily life vocabulary.
adds supplementary project specific vocabulary.
creates and distributes grammar packages.
leads class, in Chinese, in making sentences, skits, orals, questions and answers, dialogues, daily reports, etc.
Adding supplementary vocabulary for daily life
Supplementary for the party project
Grammar

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Examples

Language projects:

My family and I (Chinese I)

Related to Integrated Chinese Level I part 1 Chapter 1-5 about self introduction , family and hobbies. The supplementary words are related to sports, food, Zodiac signs, pets, etc.

Daily Report (Beginning of Chinese II)

Making Food and Selling (Chinese II, all Chinese with culture)

My Dream School (Chinese II, relate to the chapters about schools and programs, supplementary words are learned for this project)

My Summer ( Chinese IV )

Culture Projects:

Students Choose Topics (Chinese I)

Famous Chinese Holiday and People (Chinese II, use Chinese words if students have learned them)

Mao's Last Dancer Movie Review (Chinese III, all Chinese)

Chinese Dynasties (Chinese III, 80 percent in Chinese)

Make a Movie (Chinese IV, all in Chinese)

Students Choose Topics (Chinese IV, all in Chinese and more sophisticated topics to choose from )

Movie Transcription (Chinese IV)