dhsg/pgcc yuemei li - ioe confucius institute · 2020. 9. 29. · dhsg/pgcc yuemei li. objectives...

Learning Living Languageb

-different approaches to four skills

DHSG/PGCC

Yuemei Li

Objectives

• How to approach and build up learners’

Listening and speaking skills

Reading and writing skills

• Some examples of ‘living language’

• Apply to exam preparations

Session 1

How much do you expect your learners to proceed the Listening and the Speaking skills for the first term?

what could it be?

you yong jiu dian

hua xue yao dian

Stephen Krashen 斯蒂芬ּ 克拉申

• The Input Hypothesis输入假说—2nd language acquisition

‘comprehensive input: i+1‘

1） comprehensibility 可理解性

2）interesting and relevant 既有趣又相关

3）not grammatically sequenced非语法程序安排

4）enough input 要有足够的输入量

Have your learners heard enough times?

Are your learners learning in the context?

Are we aware of any barriers of the oral language?

Think, pair, share-

It can be very confusing…

shi 十 石 时间 教师/教室 市场/城市/夜市

是 考试 电视 卧室/浴室 社会实践

“狗----果----国----过”

“…我喜欢吃水狗”

“…妹妹有五条鲸鱼”

Some tips for listening & speaking in 1st term

• Sufficient exercises to distinguish the tones, pair of similar pinyins

• Register- ‘say a word/sentence from last lesson’

• Classroom language- ‘书上…页’，’我可以去厕所吗？’’太好了’

• Teach siblings/friends/parents

• Chinese buddy songs

• Email to Chinese pen pals-typing

How to approach and build up learners’Reading and writing skills?

Session 2

what characters would your learners mix up with the following one?

Characters in phase

周末公共汽历史数汉语理科化术作业体育元果东西南海医司机昨头发耳喝气画这那晚交同节

课校母时间视影脑想唱歌姓说话所以玩打球跑步来买用关花草员高快但先常红蓝黑灰黄绿左

右里外对面前后边春夏秋冬冷热胖远近运动新贵最肉汁酒茶饭菜青球床写进出房厅室园楼馆

市操场意思安向怎请先包号香如油炒湖河给拍跳卖算虽然到骑凉酷雪鸡蛋让猪都烤虫自己伞

深浅谁哪候游泳戏旅行署假期寒刻穿裤裙袜鞋级皮服衬衫路船第厕卫地铁矮短慢亲切趣严格

奇怪帅聪懒累忙宠物容易难钱程服务剧院店睡觉环境重垃圾收而且 (*)

You choose 150 for phase 3 and leave the rest as Phase 4 in the box below.

*There might be other characters in some textbooks that are not included here. This is not a complete list and you can always add in useful

ones.

What would you choose for Phase 3?

Session 3 Learning Living Language

‘comprehensive input: i+1‘1） comprehensibility 可理解性2）interesting and relevant 既有趣又相关

Stephen Krashen输入假说

Activity-use of living language

•1. What year groups would you use this with?

•2. How to apply these to exam themes?

•3. GCSE writing booklet

Evaluation/Discussion

•Is typing still useful in the learning?

Project & case study

•How to learn the language in real life scenarios?

• Weekly email exchange with Chinese pen pals (Y8)• Termly Skype lesson with Chinese sister school(Y9)• Language Ambassadors (Y9 onwards)• Creative writing-Mother’s/Father’s Day poem(Y8+)• Interview Chinese spoken visitors (Any)• Big Sister Learning Pal (6th form helpers)• Summer study camp (Y9 onwards)

Learning Living Language活学活用，学以致用

Q & A

Happy teaching and learning

Yuemei Li

liym@dhsg.co.uk