1. 連鷺役博士 二零一五年七月二十一日 国际主流语言教学法高级讲习班—北京
如何提升并丰富学生的词汇量：从小处着手
連鷺役博士
二零一五年七月二十一日
国际主流语言教学法高级讲习班—北京

2. 思考题：从学生进学校到出学校，有多少机会、多少时间可以用？

3. 思考题：词汇从哪里来？ 何时 何地 何事 何人 如何 为何

4. 晨讯

5. 晨读
A Read Aloud is simply that—times in the school day when a teacher has planned to read orally to a group of students.
Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level

6. Interactive Read-Aloud
Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.” -- Fountas and Pinnell

7. Fountas and Pinnell on Reading
“Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…”
--Matching Books to Readers, page 9

8. Expanding Student’s Vocabulary
Play Games:
--Riddles
--I spy
--Guess who
--Chomp
--Monopoly
--Bingo

9. Expanding Student’s Vocabulary
Play Games (cont.):
--Wolf! Wolf! What time is it?
--One, Two, Three, Frozen
--Counting Fingers
--Big Wind Blew
--Rooster, Hen, Chick
--Calling home

10. Environment Surrounding Students with the Target Language
Read to students every day
Always speak with the students in the target language, and expect them to respond in the target language

11. Expanding Student’s Vocabulary
Songs
Poems
Stories

12. Expending students’ vocabulary
Morning Message
Make dictionaries
Daily Journal
Comic Books

13. Expending students’ vocabulary
Word of the Day
Idiom of the week

14. Expending students’ vocabulary
Use vocabulary in an interdisciplinary manner
Repeat common sentence and recycle the language
Create and Provide time for students to practice, practice, practice!

15. Scaffolding Students’ Language Phrases
Academic Language v.s. “open the book, page X” “water cycle” “the first step is….; the second step is ….; the third step is….”
Social Language “your turn” “Stop!” “May I go to the ______?” “Why don’t we play together?”

16. Scaffolding Students’ Language Phrases Academic Language v. s
Scaffolding Students’ Language Phrases Academic Language v.s. Social Language  
Common phrases and content-related phrases
Speak in full sentences
Post questions and answers to complete daily tasks

17. Scaffolding Students’ Language Phrases Academic Language v. s
Scaffolding Students’ Language Phrases Academic Language v.s. Social Language
Greeting and Responses
Show and Tell
Inviting Response
Invite students to produce language in other subject areas
Phrases needed to solve problems

18. Encourage Students to Produce the Language
Set high expectations
Follow the classroom agreement
“ target language only” classroom
Offer students choices whenever possible

19. Encourage Students to Produce the Language
Encourage and prepare students to ask questions and make comments after individual sharing time
Small groups sharing
Provide opportunities for students to use the target language

20. Activities Sharing Theme: Problem Solving
Wolf Sheep Problem Solving
The aim of the game is to move the wolf, sheep and cabbage to the opposite shore. It gets more difficult though because when the man is not around the wolf will eat the sheep, the sheep will also do the same when alone with the poor little cabbage.

21. What should be taught for students to answer the questions?
Names of animals
Names of people
River
Pass the rivers
First, second, third, four
Variety story-Write your own character
Students create their own versions

22. What skills you teach: Language (names/ grammar, ) Content (sequence)
Problem solving skills
Critical thinking skills
Questioning
Reasoning

23. Design and work on Your Activities Task II: Your choices
A: (1) Write a different version of “wolf sheep problem solving ” then (2) analyze what characters/objects/ names you will need to teach
B: (1) Define and (2)write down each character’s outlook to make vivid sentences
C: (1)Make a short skit for this version of problem solving and (2) Role Play in the classroom
D: Explain different ways of using this activities

24. Activities and Lesson Sharing Theme: Go Shopping
How many different kind of shopping can you use to explore this theme?

25. Lesson Sharing Unit Plan: Shopping in Chinese
Television Shopping
Shopping in a Department Store
Shopping at the Supermarket
Returning and Exchanging
Online Shopping

26. Lesson Sharing Unit Plan: Shopping in Chinese
Essential sentences for when you go shopping
Extend sentences for when you go shopping
Different activities and different vocabulary and sentences
Possible projects
** Project: shopping list/shopping show
** Project: Television shopping project
** Project: Salesman's description
** Project: Produce a short film, commercial poster
** Project: Bargaining Pro

27. 十种有效的中文字汇教学法:提升中文读写能力
连鹭役博士
二零一五年七月二十一日
国际主流语言教学法高级讲习班—北京

28. Objectives for this Presentation
By the end of this presentation, you should be able to:
Identify 10 strategies to teach Chinese characters and vocabularies
Define and explain at least three different strategies for promoting Chinese literacy

29. Using multisensory teaching methods
1. Visual 2. Auditory 3. Kinesthetic

30. Using multisensory teaching methods
What do you hear?
What do you see?
What do you feel?

31. Let’s discuss how will you teach this word:长

32. What if it is an abstract concept?等

33. Strategies I and II Definition vs. Description

34. Strategies III and IV Explanation vs. Example

35. 例子： 丢：
定义：遗失
描述： 东西不见了
解释：抛弃、撇开、不见了、留在别的地方….
范例：丢掉了不用的东西、丢了一双鞋、

36. Strategies V and VI: Memorizing vs. Understanding
多元方法增进记忆
Understanding （了解）：知道清楚
懂得如何使用

37. Strategy VII： Finding the relationship among words形 音 义
例子: 拆字、字网、比较、分类

38. 字网 青 请 情 静 倩 清

39. 字网 每 莓 梅 酶 霉 鋂

40. Word Association 生 校 學 分 費 習
Since many Chinese words are compounds, word association activities can be used to build up students’ vocabulary knowledge. 生 校 學 分 費 習 期

42. 拆字 可爱 环境 校长

43. Strategy VIII: Encounter the new words
Provide the opportunities for students to meet the words Some examples: 每日一字 ———— 金， 玉， 良， 言 每周金句 金玉良言 连环漫画---一天一页，连环性，引出学生的兴趣

44. Strategy IX: Students restate the words in their own words
An example：
每周金句
造句、 教你的家人、准备一个故事、画动画

45. Strategy X: Students Create a symbolic icon to represent the new word term
例子：
发明 vs. 发现

46. Strategy X ½ : Students are asked to discuss the vocabulary with one another
例子：
发明 vs. 发现

47. More than X: Strategies to reinforce the new words:
Graphic Organizersandwich.pdf sequence.pdf
Classifying term
Morning Messages
Journals
Posters
Games

48. Strategies to reinforce the new words:
Play Games: --Riddles --I spy --Guess who --Chomp --Monopoly --Bingo

49. Strategies to reinforce the new words:
Play Games (cont’d):
--4 Corners
--Wolf! Wolf! What time is it?
--One, Two, Three, Frozen
--Counting Fingers
--Big Wind Blew
--Rooster, Hen, Chick
--Calling home

50. 大风吹 vs. 小風吹

51. Strategies to reinforce the new words:
Read to students every day
Always speak with the students in the target language, and expect them to respond in the target language

52. Strategies to reinforce the new words:
Project (购物台推销员 )
看电视购物 找出电视购物的常用字
学生决定要推销的东西
写广告稿
拍片子
玩一玩电视购物

53. Design your activities with multisensory, interdisciplinary approaches

54. Learning and Teaching Chinese should be fun
Chinese is not difficult;
It is just different

55. Luyi Lien

56. Wish You a Successful Year! Thank you! 谢谢！

58. Dr. Luyi Lien