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Text Adventure Games & Interactive Fiction

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Text Adventure Games & Interactive Fiction

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on comprehensible input.

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小喵电台采访第三期：TPRS的具体步骤

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小喵电台采访第三期：TPRS的具体步骤

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on comprehensible input.

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Linda Li

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Linda Li

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Mandarin with Linda Li at International Forum for Language Teachers (iFLT)

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PPT handout

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今天我们毕业了。

为期七周的2020年TCI教师线上训练营今天完成了最后一场直播，全球几百位老师与Dr. Krahsen和其他几位培训讲师一起庆祝了我们的毕业，拍下了这张头像小到找不到自己，却又温暖快乐的全家福。

来自美国密苏里州的Haoli老师，还特地为培训专家们制作了各种语言的感谢背景墙，表达自己的感谢和激动心情。你们的心意我们都收到了，谢谢大家。

训练营虽然结束了， 但是很多老师的TCI教学的生涯才刚刚开始。 今天这篇文章，我们总结了十个TCI教学相关的网站，帮助大家平时自学，也算是我们送给大家的小小的毕业礼物。

Dr. Krahsen的著作等身，研究范围特别广泛。在我们暑期的训练营中，他讲到了写作、阅读、语言输出和二语习得基础几个话题，关于FVR、自然拼读、双语教育等其他话题，大家都可以在他的网站上找到阅读文献。

对于新手TCI老师，《二语习得的原则与实践》(Principles and practice in Second Language Acuisition)这本书可以作为首选，其中涵盖了教授在二语习得方向最重要的思想。大家可以在公号后台下载这本书。

为了阅读方便，之前我在淘宝上把这本书打印装订好寄回家，阅读体验提升了很多，也推荐大家试试。

在西方的课堂教学实践中，一个重要原则就是要讲究科学实证证据 （Evidence based teaching）, 也就是说我们在一线教学中如何进行，怎么进行，最重要的评判标准不是老师主观感觉，而是客观的科学研究证据。

Dr. Krashen的理论研究给一线的外语教师指明了大方向，而过去的几十年，众多的一线老师又从自己的课堂实践中不断落实着Dr. Krashen提出的语言习得理论。TCI的教学，形成今天既有理论根基，又能具体实操的体系，凝聚着两代的心血和创造力，也得益于Dr.Krashen一直与一线教师互动的谦卑态度和积极努力。

Haiyun Lu

Hhaiyun老师是TCI教学界的知名专家，在过去的十多年的时间里，她不仅在自己的课堂中实践TCI教学，而且也担任美国最一流的教师培训大会的特邀嘉宾。

Luarie的个人网站中讲到了很多TCI教学的专业知识，也分享了自己很多在课堂内外的经验和感想。网站名字是Hearts for teaching，因为Laurie个人的教学理念是通过外语技能的学习，而触及学生的心灵。语言课堂的目标除了提升学生的语言能力，更高一层就在语言学习过程中对学生的品格塑造。

网址是： http://www.heartsforteaching.com/

Amy老师的个人博客网址是：http://thestorytellerscornerblog.blogspot.com/

Susan Gross

Susan Gross是TCI教学界的元老级人物，她自己从教三十多年，也培养了很多优秀的TCI老师。

在她的网站上，我们可以找到很多非常实用的资料，既有她自己撰写的很多TCI教学相关文章，也有详细的具体TCI策略指导。

Tea with BVP

最后一个介绍给大家不是文字性网站，而是一个TCI界很出名的电台音频节目，他的主持策划人是前密西根州立大学的语言学教授Bill VanPatten。

每期电台节目大概一个小时左右，中间还有观众热线和聊天八卦，主持人BVP的语言风格也非常幽默，适合一边吃瓜一边听，还可以顺路提高自己的英语听力。

这些电台节目可以在这里找到：https://soundcloud.com/teawithbvp

这档专门讲二语习得的电台节目一共有75期，每一期针对一个热门话题进行讨论，比如"母语习得与二语习得是否有区别？""语言习得过程中，口语输出的角色""语言课堂中的任务和交际"等。

MJ's Comprehensible Input

Michele Whaley 具有多年的TCI教学经验，她还曾经入选ACTFL的最佳年度教师的评选。熟悉这个奖项的老师都知道这是一个非常难得的荣誉。她对TCI教学界的影响非常大，上文提到的"Embeded Reading"，以及TCI教学著名的策略"Movie Talk"，她都做出了突出的贡献。

她目前居住在阿拉斯加州，不仅教授俄语，而且自学了西班牙只有还在教授幼儿园的西班牙语课堂。在博客中，她记录了自己与学生相处的故事，也记录了自己在课堂中实践不同TCI教学策略的真实感受。

Michel的个人博客地址是 https://mjtprs.wordpress.com/

Justin Bailey

Justin Bailey是TCI教学界一位非常特别的老师，他学过武术和舞台表演，课堂上充满了丰富的肢体语言，非常有趣；他任教过美国的常青藤大学，也任教过最贫困的美国大城市中心的公立学校；但他最特别之处，在于他把拉丁语"教活了"。

大家知道拉丁语是现代英语的"祖先"，但已经不再是一门"活"的语言。现在很多美国学生学习拉丁语主要是读写方面的需求，特别是想要以后学医的学生。因为学好拉丁语，对于以后医学生物类的复杂词汇理解有很大帮助。

Justin的网站是 http://indwellinglanguage.com/，除了分享TCI教学的文章，他还会在网站上进行与老师共同读书等活动，大家可以去看看有没有自己感兴趣的话题。

Beniko Mason

Beniko Mason是日本四天王寺大学的终身荣誉教授，也一直活跃在TCI教学界的一线课堂。她的标志性TCI教学策略是"Story Listening"，她用自己的实证研究表明，Story Lisning的策略不仅符合Dr. Krashen的二语习得理论，而且具有非常好的课堂效果。

在自己的网站上，她不仅链接了Story Listening的科学研究论文，而且视频记录了这个策略的实施步骤已经可用故事资源。

Beniko Mason的网站是 http://beniko-mason.net/

Amy Roe

参加完今年暑期训练营的老师一定对Amy老师印象深刻。她在低小阶段教学经验丰富，给人的感觉就是一位非常有耐心、有爱心的老师。她给老师们的培训课程也语速很慢，好像生怕老师们听不懂：）

她的个人博客叫做"The storyteller corner"，也正好契合了她的课堂特点，那就是融入了大量的民谣和童话故事，非常适合低龄学生。

除了培训TCI新老师，她也经常在自己的网站上分享教学的心得。大家也可以在这个网站上找到卢老师自己写作出版的很多TCI的中文读物。

卢老师的个人网站取名叫Ignite Chinese, 我想它的寓意是通过TCI教学方法，点燃学生学习外语的热情，也让外语教师们在课堂中真正享受教学的时间，发挥自己的创造力，享受教学的激情。

网址是: https://www.ignitechinese.org/

Laurie Clarcq

大家对于Laurie老师的印象应该都非常深刻。她在一线课堂积累的三十多年的经验，在培训中分享的每一个课堂实例都能轻松集中老师们的共鸣。在TCI教学界，她的"Embeded Reading"教学策略被很多老师应用在课堂中。

今天上午收到Dr. Krashen的邮件，表扬我们说这次训练营组织地很成功，而且还不忘记讲冷笑话"黑自己"，大意是说："昨天理论专家和培训讲师的比例非常好，所有的培训讲师都明白理论是怎么一回事，而大部分理论专家都不知道该如何独自一人在教室里面对一群孩子...."

Susan老师的网址是： http://susangrosstprs.com/

她的网站地址是： http://www.lamaestraloca.com/

过去的七周大家除了上班、带娃还要来坚持上课，真的很不容易。

Dr. Krashen昨天也说了这一点，"在美国TCI教学逐渐成为外语课堂的主流；而在中国知道的人还寥寥无几，大家能够花钱花时间来到这里学习，就已经让你很了不起了。"

我知道很多老师还没有看完课程，不要紧，慢慢来。不用感到内疚，给自己多一点宽容和鼓励："你很棒👍" 。我们也一直会在这里，陪伴大家一起成长。

文中提到的Dr. Krashen的著作《二语教学的原则与实践》英文版电子书，大家可以公号后台回复关键字"二语教学"找到下载链接。

如果你喜欢我们的文章，就请点个赞或者在看吧！

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毕业小礼物：十个TCI教学网站推荐

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今天我们毕业了。 为期七周的2020年TCI教师线上训练营今天完成了最后一场直播，全球几百位老师与Dr. Krahsen和其他几位培训讲师一起庆祝了我们的毕业，拍下了这张头像小到找不到自己，却又温暖快乐的全家福。 来自美国密苏里州的Haoli老师，还特地为培训专家们制作了各种语言的感谢背景墙，表达自己的感谢和激动心情。你们的心意我们都收到了，谢谢大家。 训练营虽然结束了， ...

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TPRS Books provides educators with training, books, and other resources on TPRS®, a teaching method that makes language classes more comprehensible. Call us to learn more.

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DoubleTree by Hilton Boston North Shore, Danvers, MA - See the full schedule of events happening Jul 7 - 13, 2018 and explore the directory of Speakers & Attendees.

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Comprehensible Online is an online conference dedicated to bringing together highly-skilled CI presenters and teachers who want to learn about comprehensible input and implement it in their classrooms.

Comprehensible Online is innovating a new format in conferences and professional development with a 100% online experience. All presentations are videotaped so that participants can watch, pause, and rewatch at any time during the conference window. Because of the online video format, there are no conflicts with presentation schedules. Participants are able to participate in all presentations without the fear of missing one scheduled at the same time-something not possible in traditional conferences.

Comprehensible Online will not only offer presentations on TPRS/CI activities, reading strategies & activities, classroom management, and grading & assessment but also offer views into CI teachers' classrooms where you can witness CI in action in real classrooms with real teachers and real students.

Each presentation will have a discussion area where participants can actively engage with each other, pose questions, and interact with the presenter. All of these discussions will be visible to all participants.

We're excited to bring you this unique conference experience and are confident that you'll come away with a better understanding of comprehensible-input strategies and practices that you'll be able to bring back to your classroom and enhance your instruction.

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Comprehensible Online is an online conference dedicated to bringing together highly-skilled CI presenters and teachers who want to learn about comprehensible input and implement it in their classrooms. Comprehensible Online is innovating a new format in conferences and professional development with a 100% online experience.

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Ignite Language

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on comprehensible input.

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1. Watch Blaine Ray's Youtube. 2. 90% Target Language--ACTFL--Bill

1.Clueless? 2.Dramatize 3. In a Story

2. Open "TPR" Command 4. Open "PQA" document

说话要清楚！慢！重复！根据调查，语言初学者一个生词要重复75-150次才能 pick up!

名字的问题？中文名字还是英文名字？

熟练了以后，不按牌理出牌！

熟练了以后，不按牌理出牌！

熟练了以后，不按牌理出牌！

说话要简洁！Right to the point!

When you are doing PQA with this type of sentence, you are already asking many "W" questions.

Don't add the sentence structures. Just add more nouns/adjectives. In more details.

1. 1. Tracy Pi 孟廣平 ©Techman 2013 TPRS Workshop Massapequa Berner Middle & High School Massapequa, New York Long Island (c)TracyPi,NYUProjectDCLTForum

2. 2. 新年快乐！ 恭喜发财！ 喜气洋洋！ 三阳开泰！ 洋洋得意！ 洋洋洒洒！ 青春洋溢！ 羊年行大运！ (c)TracyPi,NYUProjectDCLTForum

3. 3. WELCOME! "SPEED IMPRESSES, SLOW CONNECTS!" TPRS (c)TracyPi,NYUProjectDCLTForum

4. 4. STEPHEN KRASHEN SAYS:  INPUT + 1 "We acquire language when we understand what we hear and read, when we understand what people are saying to us, not how they say it."  STUDYING GRAMMAR SUCKS "Consciously learned rules have very limited functions: We use them to edit what we say and write, but this is hard to do, and sometimes they can help make input comprehensible, but this is rare." (c)TracyPi,NYUProjectDCLTForum

5. 5. STEPHEN KRASHEN SAYS:  INPUT BEFORE OUTPUT "We do not acquire language by producing it; only by understanding it."  YOU SEE, OUTPUT COMES AFTER INPUT "The ability to produce is the result of language acquisition, not the cause."  IMMERSION STARTS AT HOME/CLASS "Even if you live in the country where the language is spoken, it is hard to get comprehensible input from the "outside world", especially if you are an adult." (c)TracyPi,NYUProjectDCLTForum

6. 6. STEPHEN KRASHEN SAYS:  LANGUAGE LEARNING HAS TO BE FUN "Language acquisition proceeds best when the input is not just comprehensible, but really interesting, even compelling; so interesting that you forget you are listening to or reading another language." Study shows that human beings are drawn to stories. The best way to acquire/learn is through storytelling/reading. (c)TracyPi,NYUProjectDCLTForum

7. 7. TPRS *TPR Storytelling is a method for teaching foreign languages that was invented by Blaine Ray, a Spanish teacher in Bakersfield, California, in 1990. Blaine Ray *TPRS is a method of second-language teaching that uses highly-interactive stories to provide comprehensible input and create an atmosphere of immersion in the classroom. *90% Target Language Questions & Logic Words.pptx *If we truly want our students to be able to speak and write at any level, we must change the way we teach. (c)TracyPi,NYUProjectDCLTForum

8. 8. INPUT SHOULD BE COMPREHENSIBLE 理解 COMPELLING 引人注目 CONTEXTUALIZED 语境

9. 9. TPRS SEQUENCE  Establish meaning - translation - gestures(TPR)TPR Command pictures, realia - P(ersonalized) Q(uestions) and A(nswers) PQA  Ask a story/Create a story -Comprehension Check Quiz  Read and discuss/reading activity  Embedded Reading or Cultural Reading reading activity  Assessment

10. 10. Internalization/ Language acquisition Signs/Gestures Connections Visualizations (c)TracyPi,NYUProjectDCLTForum

11. 11. THREE SKILLS TO MAKE IT ALL WORK 1.Pausing and Pointing 2.Slow 3.Circling (c)TracyPi,NYUProjectDCLTForum

12. 12. CIRCLING 1 2 4 35, 6,7... (c)TracyPi,NYUProjectDCLTForum

13. 13. Courtesy of Rob Williams 1. 4. 2. 3. 6. 5. (c)TracyPi,NYUProjectDCLTForum

14. 14. Circling 1. Statement 2. Question 3. Either/or 4. Negative 5. 3 for 1 6. What/Who/When/ Where/Why 7. Ask/Continue a detail 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum

15. 15. Circling *Statement--有一个女孩 子(喔！太棒了！) *Question--同学们，有一 个女孩子，对吗？ 【You add:对的，有一个 女孩子！】 *Either/or--同学们，有一 个女孩子还是男孩子？ 【You add:对的，有一个 女孩子，没有一个男孩 子！】 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum

16. 16. Circling *Negative--同学们，有 一个男孩子，对吗？ 【You add:对的，有一 个女孩子，没有一个男 孩子！】 *3 for 1--有一只猴子， 对吗？ 【You add:对的，有一 个女孩子，没有一个男 孩子！】 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum

17. 17. Circling *Who --有一个谁？ 【You add:对的，有 一个女孩子！】 *How many?--有一个 还是两个女孩子？ 【You add:对的，有 一个女孩子，没有两 个女孩子！】 *Ask a detail--女孩子 叫什么名字？ 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum

18. 18. SUBJECT + VERB + ANYTHING ELSE 1. First, you circle the subject 2. Second, you circle the verb. 3. Third, you circle "Anything Else".

19. 19. SUBJECT + VERB + ANYTHING ELSE 练习  Mary有一只小猪！【Rejoinder--真的！】  Jack 用脚趾头写字！【Rejoinder--太棒了！】  Tom 喜欢喝啤酒！【Rejoinder--不太好吧！】

20. 20. SUBJECT + VERB + ANYTHING ELSE 练习  On Your own  Create a sentence and tell us what you are going circle

21. 21. BEP Make it BIZARRE EXAGERRATED AND PERSONALIZED Coach use of Rejoinders/How to receive a story REJOINDERS in Chinese.docx  Are you serious? 真的吗？ * No way! 不可能吧！ * My God! 我的天哪！我的妈啊！ (c)TracyPi,NYUProjectDCLTForum

22. 22. STORYTELLING 1.Storytelling 2.Create the story *90% Target Language Questions & Logic Words.pptx (c)TracyPi,NYUProjectDCLTForum

23. 23. CREATE THE STORY * Tom 有一个女朋友！ * Tom 明天去BoraBora旅游！ * who,with whom,when,where,how much you spend,etc... * Created Story (c)TracyPi,NYUProjectDCLTForum

24. 24. WHAT IS AN "EMBEDDED READING"? It is a series of - three or more readings - of increasing difficulty - from the same outline (c)TracyPi,NYUProjectDCLTForum

25. 25. HOW TO CREATE AN EMBEDDED READING EMBEDDED READING 1. The first reading is at a basic level, easy for any student to understand. It is a summary or an outline. 2. Each succeeding level adds sentences with additional information and/or details. 3. The final version is the most challenging. However.... Each and every version of the reading contains the basic reading... .... and each subsequent level within it. This scaffolding of the story builds success!!! © Clarcq, Whaley 2011

26. 26. LESSON PLANNING & EMBEDDED READING  Establishing meaning  Story asking or story creation  Read the story and Discuss the story(Graphic organizers)  Embedded Reading  Teach Grammar(Pop-up Grammar---5 minutes)  Assessment (Writing) (Test Fluency)  Characters---Radicals, Typing in the Lab *High Frequency Words *HSK Level 1-6--guideline for high Frequency Words

27. 27. HIGHER LEVEL 1. Pop up Dictionary 2. higher-level-classes 3. Characters 4. Culture  Food Cultural Reading

28. 28. TPRS WORKSHOP  Tracy Pi tracipi@gmail.com  孟廣平 (c)TracyPi,NYUProjectDCLTForum

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1. Watch Blaine Ray's Youtube. 2. 90% Target Language--ACTFL--Bill 1.Clueless? 2.Dramatize 3. In a Story 2. Open "TPR" Command 4. Open "PQA" document 说话要清楚！慢！重复！根据调查，语言初学者一个生词要重复75-150次才能 pick up! 名字的问题？中文名字还是英文名字？ 熟练了以后，不按牌理出牌！ 熟练了以后，不按牌理出牌！ 熟练了以后，不按牌理出牌！ 说话要简洁！Right to the point! When you are doing PQA with this type of sentence, you are already asking many "W" questions.

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What is Multiple Intelligences

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Student Learning Styles

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Learning Styles & Multiple Intelligences: Theory Integration

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Multiple Intelligence

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Howard Gardner of The Multiple Intelligence Theory

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Howard Gardner's Discussion

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Howard Gardner Discusses Multiple Intelligences - Blackboard BbWorld 2016 HD

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Mind Brain and Education

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Howard Gardner on Mind, Brain, and Education

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Project Zero

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Welcome to Project Zero's YouTube channel. Project Zero is an educational research group at the Harvard Graduate School of Education composed of multiple, independently-sponsored research projects. Since 1967, Project Zero has examined the development of learning processes in children, adults, and organizations.

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PZ Thinking Routines

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Visible Thinking

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The Nature Approach

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Krashen的五個假說理論

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人們究竟是怎麼學習第二語言，這是個直至今日都還在語言學界及語言教育界爭論不休的議題。不過，在諸多理論中，有一些較為代表性的理論，還是可以介紹給大家。今天要介紹的就是 Stephen Krashen的理論。

「學習」是一項非常複雜的心理活動，更何況「語言學習」還扯到了大腦裡頭一些專責語言的區域，其複雜程度現今的腦科學也無法完全說明。這項工作對於各界的學者而言，就像是在黑暗裡摸索，總沒個頭緒。幸好，學習後的成果是可以透過表達顯現於外面的，因此語言學家們透過學習者的語言表現，試著構築出學習過程的原樣。

其中一位不得不提的學者，便是美國的語言學家 Stephen Krashen。他在1980年代，連續出版了一系列著作，試著建構出學習語言的模型。這套理論稱為 Monitor Theory，其中共包含了五個重要的假說，分別是：「學習/習得假說 (Acquisition / Learning Hypothesis)」、「自然習得順序假說 (Natural Order Hypothesis)」、「語言輸入假說 (Input Hypothesis)」、「語言監控假說 (Monitor Hypothesis)」、「情意濾網假說 (Affective Filter Hypothesis)」。

在這裡要先說明一下，在 Krashen 的定義裡頭，「學習」和「習得」是不一樣的。「學習」是刻意的，像我們在學外語一樣，照著外在的規則去學；但「習得」是暗示性的，像是我們學習母語一樣，透過很多暗示，在無意識之中習得語言能力。

Krashen 的第一個假說，就是大膽地假說「學習」永遠不能變成「習得」，它們之間有個很大的鴻溝，因此教師們應該用暗示的手法，像在教小朋友一樣，自然而然讓他們學會語言。這套假說很快的就被嚴厲批判，但於此同時也有不少追隨者，現在坊間流行的「自然學習法」有很大程度就是建立在這個假說之上。

「自然習得順序假說」則建立在對母語習得所做的觀察。早在多年前，語言學家們便發現孩子在學習母語時，呈現出高度的類似性，例如英語母語者家庭中的小孩，對於 -ing 及 -ed、be動詞等等的文法，都會以一樣的順序學會。Krashen 將這個觀點衍伸至外語學習，認為學習者若是透過自然的方式學習，其學習順序也會呈現出高度的規律。這是否也就代表著人類共同的腦構造對於某些文法較好吸收呢？目前學界仍有許多研究正在進行中。

而回到教師如何引導學生學習的問題上，Krashen 提出了「語言輸入假說」，認為老師教學時必須用「i+1」的方式。這個 i 就是學習者當下的能力，而 +1 就是指加入新的東西。簡單而言，在原本會的東西上，加上這「1」個新的東西，這樣子的語言輸入是最容易讓學生記得的。例如在英文的教學上，今天如果上了現在式，再上過去分詞對學生而言就會簡單許多。但若現在式直接跳到完成式，學生還得先把 have 後面的動詞轉換成過去分詞，這就不是一個很好的「i+1」模式，因此大部分的教材並不會在現在式後面安排完成式，而是會先教導過去式。

而什麼又是「語言監控假說」呢？Krashen 認為我們心中都有個無形的「語言檢測器」，也就是所謂的「監控機器」，當我們開啟它的時候，我們就有檢查文法正誤的能力，但是這個模式的開啟也會讓我們無法「自然的學習」，因為母語使用者並不會檢查自己母語的正誤，所以才能自在的講話，因此他認為只有在把這個監控器關掉的情況，我們才能學好語言。

最後一個假說就是「情意濾網假說」。相信許多人在學習英文時都有被處罰的經驗，Krashen 認為這種在語言學習中被強迫、威脅的經驗，會在我們心中建立一道「情意濾網」的心理障礙，這會讓我們的「習得」變得很慢。因此教師必須試圖消弭學習者心中的不安，讓他們可以自在學習，這樣效果才會好。

Krashen 的這五個假說，統稱為監控理論 (Monitor Theory)。但因為裡頭有很多東西無法科學實證，例如監控器的存在無法驗證、i+1的概念過於模糊、情意濾網過於抽象等問題，Krashen 將學習與習得劃出嚴明的界線，也受到許多學者批評，後來甚至出現了許多大相逕庭的論說。但回到語言學及語言教學的主軸上，近年來嶄露頭角的重要領域「外語教學」裡面，Krashen 的假說佔有非常重要的位子。或者，即便不是每位學者都贊同這些驚天動地的假說，但在研究之中也常常用這些 Krashen 的概念而不自知。Krashen 也因此，在語言教學界中佔了非常大的一席之地呢！

最後，這位語言學家目前仍在美國南加大從事語言習得研究，若讀者路過加州，不妨聯絡一下教授去一睹名人風采喔！

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人們究竟是怎麼學習第二語言，這是個直至今日都還在語言學界及語言教育界爭論不休的議題。不過，在諸多理論中，有一些較為代表性的理論，還是可以介紹給大家。今天要介紹的就是 Stephen Krashen的理論。 ...

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TPRS for Chinese

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on comprehensible input.

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TPRS/CI/MovieTalking

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Website

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http://fluencyfast.com/

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http://fluencyfast.com/resources/language-resources/mandarin-resources/53-linda-li-mandarin.html

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http://www.wlangames.net/AnnickChen4.php?t=-581672064&MS=0

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https://northlandsk5.wordpress.com/welcome/

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http://tprstories.com/methods/

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http://www.benslavic.com/index.html

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Teach "Family members"

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By Haiyun Lu

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TPRS / Comprehensible Input  for Mandarin Chinese

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TPRS / Comprehensible Input  for Mandarin Chinese

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Terry Waltz
http://terrywaltz.com/terry-waltz-TPRS-exec-summary.pdf.pdf

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Teaching ideas & sharing /Chinese Teachers

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on comprehensible input.

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中文老师资源
http://fluencyfast.com/resources/language-resources/mandarin-resources.html

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For all languages

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For Spanish Teacher
中文老师仅供参考

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Teaching experience sharing https://www.linkedin.com/pulse/tprs-chinese-classroom-carol-cline/

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I am quite certain if you asked Blaine Ray, he would tell you the only teaching method a language teacher needs is TPRS. After attending his three day workshop in Los Angeles in July, I am convinced that TPRS teaching strategies can be extremely useful in teaching Chinese at any level. This semester I decided to teach about one short story a week. These stories have been building blocks on each other making use of high frequency words that are very close to the students' lives and habits.

We have learned vocabulary about dating, school, and emotions all without the students even thinking about how many new vocabulary words they were seeing in each new story. By making the story relevant to the students and (now pay attention because this is important) funny, the students found the stories amusing. The high repetition of words and questions about the story allowed the students to memorize each story quickly and without too much stress. Students also started using a number of sentence patterns found in these stories to write about their own lives in their daily journals.

The first story I wrote, with my students, was called "Kalu's friend Lady Gaga." This very simple story gave the students endless amusement and is even now two months later is often the punchline to many classroom jokes made by the students. The story goes something like this:

我的老师是卡璐。 卡璐是女孩儿。卡璐有一个朋友。卡璐的朋友是Lady Gaga。Lady Gaga也是女孩儿，她不是男孩儿。Lady Gaga有男朋友，卡璐没有男朋友。Lady Gaga的男朋友是Eddie。Eddie是男孩儿，不是女孩儿。卡璐和Lady Gaga都是女孩儿，可是Eddie是男孩儿。Eddie的女朋友不是卡璐，是Lady Gaga.

Keep in mind I was teaching this story to students who had only been learning Chinese for 4 blocks of 85 minute classes. Previous learning had included pinyin recognition and basic phrases like 你好 and 我是（name). So I knew this story would give my students a good challenge, but I wanted to see what they were capable of doing if given exposure to more content at one time. I also had a goal that I would teach character writing at the same pace as I was teaching new vocabulary, so that students would be able to be fully well-rounded Chinese language users from day one. I had been told by many other Chinese teachers that it was impossible to teach beginner students to write as fast as you teach them to speak, but my experimental practice with writing this year has proven to be highly effective. After one quarter of learning short TPRS stories and a variety of games and in-class activities to practice learning how to write as we learn to memorize these fun stories, the students in my classes have been able to master enough vocabulary to write a 200 character self-introduction talking about themselves, as well as their friends and family. Originally this was the expectation for an entire semester of Chinese learning. Activities that have been helpful in getting kids writing include daily timed writing, read then race to write what you have read, read then type, word online allows me to watch all students typing at the same time in the same document. Having these fun, timed challenges have gotten the kids excited about learning new characters and trying their best to write them quickly and clearly, because unclear characters will be sent back for correction, taking up precious time.

I am so glad to have learned basic TPRS techniques like circling the story, volleyball reading, partner volleyball, and the amazing effects of timed writing. I have taken these strategies into my classroom, and added my Kalu flair. I highly recommend TPRS for Chinese at any age! I currently implement these strategies in middle school and high school classes.

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I am quite certain if you asked Blaine Ray, he would tell you the only teaching method a language teacher needs is TPRS. After attending his three day workshop in Los Angeles in July, I am convinced that TPRS teaching strategies can be extremely useful in teaching Chinese at any level.

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By Lea Ekeberg
http://tprsforchinese.blogspot.com/2013/08/beginning-chinese-high-frequency-list_30.html

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on comprehensible input.

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For all languages

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For Mandarin Teacher

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Curricula Table

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COMPARISON OF 5 TPRS CURRICULA

For those of us who like tables, I've compared 5 of the complete TPRS curricula in this Table to download. I looked at the Spanish versions of each curriculum. Remember that Ray's curriculum is also available in French and German. Gaab's curriculum is available in French, German, English and Japanese. Hommel's curriculum will soon be available in Italian, and down the road, in French. Bex' and Ramirez' curricula are only available in Spanish. For Mandarin, refer to Terry Waltz' website, terrywaltz.com. For Latin, start with magisterp.com for some TPRS stories, and also johnpiazza.net. Both tprsbooks.com and fluencymatters.com offers novels in many languages.

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Five TPRS Curricula Compared: A Table - Crooked Trails Learning

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For those of us who like tables, I've compared 5 of the complete TPRS curricula in a Table to read and download. I looked at the Spanish versions of each curriculum. Remember that Ray's curriculum is also available in French and German. Gaab's curriculum is available in French, German, Eng

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Tell Project

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"Checking for Understanding" Presentation by Helena Curtain

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For Language Learning

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The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.

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The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.

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If we want language to come OUT of our students' mouths, we must get language IN to their heads. They need INput so that they can produce OUTput.

" Input is reading and listening

" Output is speaking and writing

This is common sense. A learner cannot utter an expression in a new language if they have never heard it or seen it. No one disagrees that input precedes output, and all language teachers are looking for ways to provide their students with input.

Yet not all input is created equal, and this is where we find some space for professional debate. If you've been with me for any length of time, you know that the kind of input that I'm after is comprehensible input:

Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. - TeachingEnglish.org

In other words, "comprehensible" means that the input is reasonably able to be understood by a learner or collective group of learners.

Krashen originally defined comprehensible input as language input at level "i + 1"; language input that is slightly more advanced than their current interlanguage .

With a range of linguistic competencies in a given class , however, "comprehensible" becomes quite subjective. What is comprehensible to one learner might be altogether incomprehensible to another. Meaningful utterances to one learner may be nothing more than noise to another.

As language teachers, we all try to speak to our students in such a way that they understand. We all try to give our students written texts that we think they will be able to make sense of! But how do we know that they DO understand what we think that they will understand? How do we take a written or oral text that is comprehensible (probably understandable) to most of our students and ensure that it is comprehenDED by all of our students? What checks and balances can we put in place to make sure that we are on the right track?

Moving from comprehensible to comprehended input

There are many comprehension supports that we can use (1) to help a learner understand a message and the individual words and phrases that we use to communicate it, (2) to determine whether or not an individual is understanding a message, and (3) to make adjustments to the message accordingly.

These supports are tools in your language teacher tool belt. Some of them are cheap tools-tools that won't cost you blood, sweat, and tears to obtain. They are tools that come naturally to you. Other tools (skills) are very costly, and it will take weeks...months...years of work to add them to your tool belt.

Let's dig in and explore the top comprehension support tools that we can use to take comprehensible input and ensure that it is comprehended by our learners.

Teach to the eyes

Susan Gross coined this phrase, and all teachers-not just language teachers-should live and die by this tool. When you teach, look your students in the eye. Draw near to them and hold their gaze. As you do, you will see the sparkle of understanding. You will see the flicker of confusion. You will see their eyes dart away to look for clues to help interpret your message when the words themselves are not enough. You will connect with them as they hold your gaze, confident in their interpretation of your message. Teach to your students' eyes.

Ask questions

Ask all kinds of questions! Ask confirmation questions (I went to the store. Did I go to the store?). Ask yes/no questions (Did I go to the store? Yes or no?). Ask either/or questions (Did I go to the store or to the movies?). Ask question-word-questions (Where did I go?). Ask follow-up questions (Why did I go to the store?). Ask comprehension questions (What did I just say in English?). Ask questions about the students' lives (more on that later).Asking questions clarifies the meaning of the original statement in the learner's mind. Asking questions confirms to them that they correctly understood the message or reveals to them a hole in comprehension. Asking questions allows them to hear the words again, moving them ever farther on the path to acquisition of a term. Asking questions well engages students and connects them with you and with each other.

SLOW DOWN. Now slow down some more!! You think you are going as slow as you can go? Good! Now go slower!!

But what does "going slow" mean? It is so much more than rate of speech; words per minute. And I am not even going to write about this because Blair Richards has already written everything that you need to know about slowing down in this beautiful reflection on her experience working with a Mentor Teacher at iFLT 2018. Click here to learn what slowing down means.

You don't have to wait for your students to not understand your message to rephrase it. Rephrasing is a fantastic tool that you can use preemptively to keep all learners on the same page in addition to using it as an 'intervention' when you realize that learners have not understood. I have been listening to The Green Ember with my kids in the car lately. With my oldest child just six years old, the language and text structure in The Green Ember is at times incomprehensible to my kids. Pair that with the fact that it is sometimes hard to hear (thank you, screeching 2 year old!) and that there are many distractions waiting outside the windows of the car ("half naked pine tree forest!"), and there are many times that I guess that my kids have not understood the last piece of the story. So what do I do? I pause and I ask a question, "Did you understand that part?" and whether they answer "yes" or "no", I respond with an affirmation and then rephrase the content: "That's right!/Almost/You got it!...Picket was hurt really badly but he wanted everyone else to think he was tough and so he pretended that he wasn't hurt". You can rephrase things that you have said, language that students have read, or language produced by someone else (a recording, a classmate, etc.).

Simplify sentences

Simplifying sentences can mean two things. The first way to simplify a sentence is to cut out unnecessary information, communicating just the 'meat and bones' of the message. Instead of saying "The clean living room was bright and airy and sparkled in the light of the noonday sun pouring through the window shades", you could say, "The living room was clean and sunny".

The second way to simplify a sentence is to break it down into smaller pieces. Instead of saying, "I went to the grocery store with my mom to buy milk so that I could eat cereal for breakfast", you could say, "I wanted to eat breakfast. I wanted to eat cereal. I didn't have milk. I went to the grocery store. I went with my mom. We bought milk." You're not going to win a Pulitzer Prize for your writing, but your students are going to understand you better.

Shelter vocabulary

To shelter is to protect from something harmful-but what's so dangerous about words?

I'll tell you what. It's NOT UNDERSTANDING. Guys, not understanding sucks. It's stressful and it makes us feel dumb and inadequate and all around bad. Have you ever been in a situation in which someone is speaking to you-perhaps in another language, perhaps in broken language, perhaps too quietly, perhaps mumbled-and you ask them to repeat a few times and you still don't get it? Not understanding something that another person wants you to understand doesn't feel good. It feels bad. Also, it's a roadblock that is very hard to get past and continue the conversation. We shelter vocabulary in order to shelter our students from not understanding.

If you want your students to understand you, you must use mostly words that they understand! This isn't rocket science but it is a total paradigm shift from the ways in which most of us learned language and the ways that we learned to teach language. If you want students to understand you, you must limit the number of words that you are using. In particular, you must limit the number of lemmas (root words) that you are using. Sheltering students from large quantities of unfamiliar words will allow them to skillfully use context clues to fill in the holes left in texts that are filled with mostly familiar words.

Link meaning to L1

If you are teaching a group of students that share a common language already-whether or not it is their first language-linking meaning between the target language and the common language is an immensely useful tool to ensure that input is comprehended. You can tell students what specific words or phrases when you first use them (ex: 'quiere' means 'wants'), or you can check for comprehension by asking questions about the meaning of utterances (ex: "Bob quiere un elefante...what does that mean in English?"). Linking meaning to L1 is my preferred method of establishing meaning for new words and phrases that my students read and hear, and I prefer to write out the pairs so that students can see them and reference them during conversations. You will see many teachers that use comprehension based methods writing the target language with a marker and L1 in a marker, but really you can do whatever you want :).

Contrast meaning

After you've made a statement, a fairly simple and often fun way to support students' comprehension is to make a parallel statement or set up a parallel scenario. This is the beauty of the " Three Ring Circus" and " Contrastive Grammar ", but contrasting meaning can happen in any context.

For example:

El elefante vive en África (The elephant lives in Africa.)

El cocodrilo no vive en África. El cocodrilo vive en Australia. (The crocodile lives in Australia.)

Yo no vivo en África. Yo no vivo en Australia. Yo vivo en América del Norte.

By contrasting these statements, students' comprehension of the verb vivir (to live), the various continents, as well as different forms of the verb vivir ( vive/vivo) is supported. Each new, contrasting statement that you bring in will confirm and clarify the meaning of the original statement as well as helping to interpret the new information with increased fluency and accuracy.

Pop up grammar

While we know that language's internal structure does not consist of rules, and for that reason there are always exceptions to rules that we try to use to describe how language works, it can be helpful to some students to learn general rules about the target language. Learners-in particular high aptitude learners-may be able to better understand utterances when they apply background knowledge about the structure of language to the new utterance. For example:

Teacher: El elefante vivE en África. Yo vivO en Vermont. The 'o' on the end of 'vivo' means that I am the one the verb is referring to, I am the one that lives in Vermont.

Pop up grammar should be really, really short 'asides'-quick comments that give concise information about a specific linguistic feature. And while they are traditionally viewed as a tool to help learners better interpret the language moving forward, they can also be helpful in removing roadblocks for those learners whose focus on the form of the language keeps them from focusing on the meaning. This crippling focus on form is a habit that needs to be broken, and pop-up grammar is an easy way to give those learners a crutch to keep moving forward even when they don't understand every single discreet item in an utterance in addition to its role in the language as a whole.

Personalize

At surface level, personalization is an example of some of the tools that we have already covered: asking questions and contrasting meaning. But personalization is a special kind of question-asking; a special kind of meaning-contrast, and so it merits the status of a stand-alone tool.

We learn what we feel. Connecting what students hear and what they read in the target language to their lives, their background knowledge, and their ideas will help them to internalize it more profoundly and more quickly. In one of my sessions at iFLT last week, I was demonstrating a game that worked with the topic of the World Cup. One of the questions was about who had scored the most goals during the 2018 World Cup and presented numbers of goals. Well, I had no idea when I wrote that question that there was a big controversy surrounding a goal by Harry Kane. How did I find out? One of Harry Kane's biggest fans was in my workshop, and he answered the question only begrudgingly, ensuring that everyone in the class knew that he was choosing the best answer out of what he believed to be all incorrect answers.

And you know what? I live for those moments. Look for opportunities to talk with your students about the things that get them excited, angry, sad, scared, and make them laugh! Find out what they care about and then press in. We remember what we feel. If you want your students to remember the language, use it to talk about memorable things.

Link meaning to visuals and sounds

The last six tools that I use to support comprehension for language learners are all related; each one links meaning of the L2 utterance to a visual or to a sound.

If you have played Charades or Pictionary or Cranium or any game like those, you know that some people are more skilled than others at making themselves understood using these tools! As with all of the other tools that I have described in this post, you can become more skilled than you are right now at using these tools to support learners' comprehension of L2. In fact, I attended an Improv session with Gary DiBianca at OFLA 2018 in which he focused on helping attendees to consider how to better use our voices, our bodies, and our environments to make ourselves understood. Learn how to draw better. Learn how to look differently at the objects in your classroom, to see the possibilities that they offer as props. Learn how to use sound effects in creative ways. Train yourself to use gestures as you speak the target language to your students. Make faces in front of your mirror as you say expressions in your target language. Play Charades! Play Pictionary! Practice, practice, practice, and I am confident that you will reap the rewards of your hard work as you offer new, clearer links in meaning to your students.

Practice makes perfect

As you can see, we have many tools available to us as we strive to ensure that our students are understanding what we think they will understand-so many, in fact, that it is all quite overwhelming. How can you guarantee that you are making use of all of the tools that are available to you? How can you be sure that you have chosen the right tools for a given job?

Practice. Practice, practice, practice.

Psychology researcher Philippa Lally published a study demonstrating that on average, it takes 66 days to form a habit.

SIXTY SIX DAYS.

How long have you been practicing the skill of slowing down? How long have you been working with concerted effort to shelter vocabulary? For how many days in class have you reminded yourself to simplify the sentences you speak to your students?

In Lally's study, participants formed habits after as few as 18 and as many as 254 days. On average it took them 66-but that was within a huge range!

Some of these tools are ones that you have already added to your tool belt; they are already habits. Others will come easily to you. And some of them will take continual, concerted effort. Form the habit of using each one of these tools. Focus on one or two at a time until you find yourself using them without thinking about it. And once you reach that point, look for opportunities to work with a trained Coach to hone your skills even further. Don't try to get better at all of them at the same time; focus your attention on them sequentially.

I made a second version of the the graphic from this post that you can print out and use as a way to organize and strategize your skill building. Color in or cross off any tools that you think you are already doing really well. If you are feeling really brave, try teaching a mini lesson in front of or or to a trusted colleague. Have that colleague tell you what you did best!! (Need to find a trusted colleague? Check out Mike Peto's list of Regional PLCs for language teachers.) Then look at which tools are left on the board and circle 1-2 to focus on as you head into the coming school year. Keep them visible in your physical space as a reminder to you to employ them as you strive to make your comprehensible input comprehended! Revisit the graphic each Friday and reflect on how well you are progressing toward your goal of making that tool a habit.

Make this year your most comprehensible year yet!

If you are interested in bringing a Coach to your school or organization to work with your teachers, I would love to connect you with the Coaching Team so that they can in turn connect you with an experienced coach in your area. Contact me! I mentioned Gary DiBianca's Improv workshop in this post, and I would highly recommend bringing him to your district or organization to work with teachers to improve their comprehension based skills. Gary is one of the most experienced coaches and trainers in the CI world, and the Improv angle is just one of the ways he helps teachers to get better at what they do!

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How to teach such that they understand - The Comprehensible Classroom

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If we want language to come OUT of our students' mouths, we must get language IN to their heads. They need INput so that they can produce OUTput. " Input is reading and listening " Output is speaking and writing This is common sense. A learner cannot utter an expression in a new language if...

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Westin Chicago Northwest, Itasca, IL - See the full schedule of events happening Jul 6 - 12, 2019 and explore the directory of Speakers & Attendees.

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海边中文CI教学日记

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海邊中文CI教學日記 (陳老師）- Chinese CI Diary with Sophia Chen

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ACTFL (American Council on the Teaching of Foreign Languages, 全美外語教學協會) 今年在華府舉辦，車程四個小時左右可達，雖然學校沒有經費補助，幾經考慮之後，參加了。此行收穫非常豐富，很高興自己跨出了那一步，不但對於外語教學有更深入的理解，也認識了許多在這個領域裡面深耕的熱血老師。尤其是中文老師在 CLASS (Chinese Language Association of Secondary - Elementary Schools, 全美中小學中文教師學會) 的悉心安排組織之下，有許多深入的專業的教學交流，還有許多溫馨的，笑聲不斷的片刻。2019 年的 ACTFL 有超過 150 名中文教師參與，超過 50 場 中文老師的報告，較之我 2012 年在賓州費城參加的 ACTFL 年會，在質和量上都有飛躍的成長，這一次的年會讓我有著回家的感覺。

ACTFL 2019 的展場外。今年參展的中文組織，書商，和數位工具琳琅滿目，非常熱鬧。

2017 年時，我初接觸到 CI (comprehensible input， 可理解性輸入) 語言的自然習得的概念，我在那一年的下半年就開始摸索。2018 年開始進行了完全的 CI 的上課方式，我運用線上的資源，看書，工作坊和 NECTFL, FLENJ 的年會自學，邊教邊學。這一次的年會，我把重點放在 CI 的專場，也留意學習中文老師的教學經驗，並且希望透過老師的差異化教學分享，鼓勵我自己融入更多到教學裡面。

另外，我也安排了足夠的時間到展覽會場選購書，了解外語學習的數位工具 。

以下是我參加的專場報告：

Content-based Instruction and Tasks with Comprehensible Input (Pu-Mei Leng, Haiyun Lu) 兩位老師示範了如何把 CI 和文化連結起來，有初級，也有中級的運用，非常有創意和啟發性。盧老師關照的是老師和學生們的身心，她示範如何在課堂裡運用全中文帶領正念 (mindfulness)活動。冷老師則是運用紙板做的人，敍述以婚禮和喪禮為背景的故事，帶入了顔色在中西文化裡面的意義。同時分享她如何用 CI 來構思元宵節猜燈謎的活動。

中國人婚禮時的喜慶顔色是紅色。西方人婚禮時的喜慶顔色是白色和黑色。

2. Unpack Effective Differentiation Strategies in Chinese Classroom (Hui Liang, Ying Jin) 兩位老師介紹了差異化教學的基本概念，然後具體舉例分享中文課堂裡面的操作策略。

3. Acquisition Gone Viral: Videos in the Language Classroom (Donna Tatum - Johns) 老師首先使用短片 Pink Elephant Prank 示範 movie talk 的技巧怎麼帶領學生投入影片當中，如何互動，提問，在這些過程當中自然地讓學生們習得語言。接著老師用 closet space 來為之後的驚悚恐怖小説做鋪墊。Donna 認為 閲讀小説前的前置工作 非常重要。

4. Game - Changer: Revamping Classroom "Games" to Bolster Proficiency (Andrea Schweitzer) Andrea Schweitzer

5. CLASS swap shop: each of 25 teachers shares one most common used activity. 這個活動是第一天的一個高潮。每一位老師都在短短的五分鐘内呈現了活動的濃縮精華，台上老師分享，台下老師熱烈參與。笑聲不斷，學習興致高昂。非常實用。包括了，認字的千字文，老師的自製教具，picture talk, 聲調和手勢結合的學習。

Diane Neubauer 介紹 Picture Talk

Terry Waltz 分享如何結合手勢與意義來内化聲調的習得

6. Comprehensible Input as a Tool for Community - Based Language Revival (Scott Longboat, Terry Waltz)

7. Reaching Intercultural Competence With Story -Based Methods (Rachel Emery, Bill Langley, Amanda Lanier) 三位老師特別強調，除了讓學生們了解知道某一個文化之外，更重要的是和學生們個人化的對話 ，讓學生們反思，比較文化的異同。

8. Creating Focus: From Planning for Learning to Evidence of Learning (Laura Terrill) Terrill 老師特別強調在學習活動進行過程中注意力消長的曲線，並且提出如何設計活動因應。並且強調課程進行由 I do, 到 we do, 到 you do together, 最後 you do alone 一項的重要。

9. Inclusivity, Equity, and Representation in the World Language Classroom (Kristin Shipler, La Shripanawongsa)

10. Making Authentic Resources Comprehensible in the early levels (Anna Gilcher, Rachelle Adams) 透過法文老師的示範教學，清楚地説明了有效的 CI 步驟 - 為詞彙定義，停頓指詞彙和定義，放慢速度，重覆再重覆，保持熱情的說

11. The Art of Tea: Learning Chinese Tea Culture Through Visual Art (Yi-Wen Liu, Maria Robinson) 劉老師分享 跨領域的茶文化課程 ，非常精彩。

希望可以很快地分享，在課堂上現學現賣的教學應用！

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海邊中文CI教學日記 (陳老師）- Chinese CI Diary with Sophia Chen

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ACTFL (American Council on the Teaching of Foreign Languages, 全美外語教學協會) 今年在華府舉辦，車程四個小時左右可達，雖然學校沒有經費補助，幾經考慮之後，參加了。此行收穫非常豐富，很高興自己跨出了那一步，不但對於外語教學有更深入的理解，也認識了許多在這個領域裡面深耕的熱血老師。尤其是中文老師在 CLASS (Chinese Language Association of Secondary - Elementary Schools, 全美中小學中文教師學會) 的悉心安排組織之下，有許多深入的專業的教學交流，還有許多溫馨的，笑聲不斷的片刻。2019 年的 ACTFL 有超過 150 名中文教師參與，超過 50 場 中文老師的報告，較之我 2012 年在賓州費城參加的 ACTFL 年會，在質和量上都有飛躍的成長，這一次的年會讓我有著回家的感覺。 2017 年時，我初接觸到 CI (comprehensible input， 可理解性輸入) 語言的自然習得的概念，我在那一年的下半年就開始摸索。2018 年開始進行了完全的 CI 的上課方式，我運用線上的資源，看書，工作坊和 NECTFL, FLENJ 的年會自學，邊教邊學。這一次的年會，我把重點放在 CI 的專場，也留意學習中文老師的教學經驗，並且希望透過老師的差異化教學分享，鼓勵我自己融入更多到教學裡面。 另外，我也安排了足夠的時間到展覽會場選購書，了解外語學習的數位工具 。 以下是我參加的專場報告： Content-based Instruction and Tasks with Comprehensible Input (Pu-Mei Leng, Haiyun Lu) 兩位老師示範了如何把 CI 和文化連結起來，有初級，也有中級的運用，非常有創意和啟發性。盧老師關照的是老師和學生們的身心，她示範如何在課堂裡運用全中文帶領正念 (mindfulness)活動。冷老師則是運用紙板做的人，敍述以婚禮和喪禮為背景的故事，帶入了顔色在中西文化裡面的意義。同時分享她如何用 CI 來構思元宵節猜燈謎的活動。 中國人婚禮時的喜慶顔色是紅色。西方人婚禮時的喜慶顔色是白色和黑色。 2.

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CI 好有意思的集體創作 海邊中文教學日記

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CI 好有意思的集體創作 海邊中文教學日記

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https://chinesecidiary.home.blog/

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海邊中文CI教學日記 (陳老師）- Chinese CI Diary with Sophia Chen

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"中文不麻煩" 裏面的有一個 Rihanna 要找男朋友的故事，蠻有趣的，在課堂上我們做了很多 PQA (Personal Questions & Answers)，談論同學們交友時，在乎的是什麼：長得帥，長得高，聰明，人很好，很酷，會說中文，有錢，喜歡運動，喜歡唱歌，哪一國人，會幫助人， 等等。

讀完故事以後，先讓同學們依照故事線，在卡片上畫出重要的事件(event), 並且寫漢字。然後互相觀摩。 再來，打亂卡片順序，讓同學們重新排序，說出故事裏的人物，事件，故事。

Rihanna 要找男朋友，畫出故事裏面的事件。

Rihanna 不想要 Spiderman 當她的男朋友，因爲　...

接著，老師透過問問題的方式和同學們對話 (不看故事，憑藉印象，互相補充，直接對話，還原原故事 )，檢視同學們對故事的理解, 並且讓學生在腦海裏建構一個生動活潑的 Rihanna 圖像，和 Rihanna 待解決的問題 (麻煩) - 找男朋友。

經過了上面的準備工作，非常適合在課堂上集體創作，完成故事結尾。

同學們的任務就是在一節課之内，用中文說故事，協助故事發展，共同合作完成故事結尾。同學們負責貢獻腦力，點子，老師即時打字，故事投影呈現在白板上。這個 "write and discuss" 的活動，示範了寫作的過程，還有選擇詞彙，句型。同學們完全投入，參與度非常高，他們非常喜歡集體創作出來的故事。完成之後，我們一起讀漢字版本故事，同學們非常輕鬆地讀完自己創作出來的故事。

這裡是中文一接續 "Rihanna 要找男朋友" 的 故事 。

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好有意思的集體創作 (CI 的輸出)

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"中文不麻煩" 裏面的有一個 Rihanna 要找男朋友的故事，蠻有趣的，在課堂上我們做了很多 PQA (Personal Questions & Answers)，談論同學們交友時，在乎的是什麼：長得帥，長得高，聰明，人很好，很酷，會說中文，有錢，喜歡運動，喜歡唱歌，哪一國人，會幫助人， 等等。 讀完故事以後，先讓同學們依照故事線，在卡片上畫出重要的事件(event), 並且寫漢字。然後互相觀摩。 再來，打亂卡片順序，讓同學們重新排序，說出故事裏的人物，事件，故事。 Rihanna 要找男朋友，畫出故事裏面的事件。 Rihanna 不想要 Spiderman 當她的男朋友，因爲　... 接著，老師透過問問題的方式和同學們對話 (不看故事，憑藉印象，互相補充，直接對話，還原原故事 )，檢視同學們對故事的理解, 並且讓學生在腦海裏建構一個生動活潑的 Rihanna 圖像，和 Rihanna 待解決的問題 (麻煩) - 找男朋友。 經過了上面的準備工作，非常適合在課堂上集體創作，完成故事結尾。 同學們的任務就是在一節課之内，用中文說故事，協助故事發展，共同合作完成故事結尾。同學們負責貢獻腦力，點子，老師即時打字，故事投影呈現在白板上。這個 "write and discuss" 的活動，示範了寫作的過程，還有選擇詞彙，句型。同學們完全投入，參與度非常高，他們非常喜歡集體創作出來的故事。完成之後，我們一起讀漢字版本故事，同學們非常輕鬆地讀完自己創作出來的故事。 這裡是中文一接續 "Rihanna 要找男朋友" 的故事。

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Comprehensible Input or Compelling Input?

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Comprehensible Input or Compelling Input?

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Steve Kaufmann 以學習土耳其語為例

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CI: Comprehensible input or Compelling Input

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Martina

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When I first began practicing Teaching Proficiency through Reading and Storytelling (TPRS), I was taught to circle, and many of my early training experiences in my Professional Learning Community in Alaska involved focusing on Circling in coaching circles. As pure TPRS has blossomed into the broader Comprehension-based teaching used by language teachers around the world, circling has grown and changed as well.

WHAT IS CIRCLING?

Circling is the instructional practice of asking a series of prescribed questions in the target language about a statement in the target language. For example:

Toni wants a cat.

Does Toni want a cat?

Does Toni want a cat or a dog?

Does Toni have a cat?

Who wants a cat?

In this example, all four questions are circling around the information provided in original statement, "Toni wants a cat."

WHY WE CIRCLE

Circling is used to help students understand and process an utterance in the target language. In doing so, this strategy provides students with contextualized repetitions of the linguistic structures contained in the utterance. A repetition is an instance in which a language learner understands a structure when she or he hears it or reads it.

When I first began training in TPRS, I was often told that the purpose of circling is to provide students with repetitions of the vocabulary words or phrases being used in the lesson. As time has gone on and my own practice has matured, so has my understanding of the purpose of circling.
I do not use circling for the purpose of providing repetitions; I use circling for the purpose of comprehension.

Watch this video to learn everything you could ever want to know about Circling!

HOW TO CIRCLE

In a nutshell: Begin by making a statement in the target language. The statement should contain only ONE new target structure (vocabulary term or phrase), and the rest of the statement should be completely comprehensible to students (previously acquired vocabulary, cognates, and proper nouns). Follow it up with yes/no, either/or, and open-ended questions, and restate/recast the original statement after the answer to each question is given.

Read through this example. The explanation of each step is in the right-hand column. *Click here to download a free PDF of this post, including PDFs of all embedded images!

CIRCLING IN PRACTICE

Once a teacher has acquired the practice of circling, it is no longer necessary for him or her to ask EVERY question about EACH component of a statement. If we were to do this every time that we made a statement, students would quickly become disengaged. Once the teacher has acquired the practice of circling, the next step is to develop discretion: learning how to balance the number and variety of questions asked with the engagement level of students. To reduce the need to ask so many questions about a single statement (to get a high number of repetitions of a Core Vocabulary word from a single statement), use strategies like Personalized Questions and Answers and Storyasking that use the Core Vocabulary many times in different statements. Instead of trying to elicit 20 repetitions from 1 statement, you can strive for 5 repetitions from each of 4 statements. Here is a demonstration of me using circling during a story asking session in Spanish 1:

I also created a poster for teachers to post in their rooms (it can be enlarged) for their own reference while developing the habit of circling. This poster was based on one used by the Coaching Team, which supports teachers at large conferences like NTPRS and iFLT, and I adapted it with permission. Place it in a location that is easily visible to YOU during typical instruction, and glance at it while you practice circling with your students to remind you of the possible questions to ask.

Click below to download a FREE PDF version of this post including PDFs of all embedded images:

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How to Circle - The Comprehensible Classroom

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When I first began practicing Teaching Proficiency through Reading and Storytelling (TPRS), I was taught to circle, and many of my early training experiences in my Professional Learning Community in Alaska involved focusing on Circling in coaching circles. As pure TPRS has blossomed into the broader Comprehension-based teaching used by language teachers around the world,...

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Intermediate

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Working out the kinks with Story Telling

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Working out the kinks with Story Telling

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Michelle Kindt

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Bill VanPatten

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By Michelle Kindt

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Keeping kids engaged and coming back for more

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Keeping kids engaged and coming back for more

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Michele Kindt

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Adriana Remirez

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tprs storytelling comprehensible input teaching spanish "adriana ramirez" ci "learning spanish"

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Adriana Ramírez - Teaching Spanish with Stories

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This channel contains videos of teaching Spanish using Comprehensible Input methodologies. CI is a fun, amazing, and powerful way to learn languages. The results we get when teaching with this method are incredible! In these videos I am teaching first year Spanish students who are in grade 9.

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Tips Tricks Solutions

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Hard Cover

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More than a Choice

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NTPRS 2019 - More than a Choice: Tips on effectively implementing "Bart wants a Cat"

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Eric Richards/ Grafted Writing

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Andrea Schweitzer

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Holding students accountable for their learning is not inherently bad. Conflating compliance with evidence of learning (or in our case, acquisition) is not the same as holding students accountable for their learning. And in fact, the whole idea of accountability might have some problems, at least the way it is used when applied to students.

Accountability often comes up in discussions about student engagement. It usually sounds like this: "How do I hold them accountable for ___?" and when teachers are more frustrated (sometimes feeling defensive, especially when we are talking about the intersection of grading, assessment practices, and equity), "but they won't do it if I don't hold them accountable/give them a grade for it."

First, I hear you, and I feel you, and I am not in your context, and I am not here to judge. We are all just trying to get through this crazy year, and all the crazy years.

Second, I want to unpack a few ideas wrapped up in what teachers mean by student accountability.

Finally, I hope to offer some fairly concrete ideas for how to reframe accountability in a comprehension based classroom. ( See Part 2.)

Since this is my blog, this is real talk. This is me, unfiltered, and asking hard questions. It's ok if you don't agree with me, but I do think it is worth asking hard questions about our classroom practice. Don't give up on me.

What "holding students accountable" looks like (based on observations and discussions with teachers)

Assigning point values to every thing done in class and collecting and grading it all, e.g. collecting and grading bell work/starters.

Requiring that students complete "proof of learning" such as graphic organizers (that don't prove anything, really) or filling in guided notes.

Giving students assignments to complete that have little-to-no relevance for learning or acquisition, e.g. assigning busy work to be completed after free voluntary reading to prove that students did something.

Believing that students won't do work unless there is a grade attached.

Rewarding compliance (doing the work) and conflating compliance (or lack thereof) with learning.

(Please know, I have done most of these things and held these beliefs, and I am not in your context nor do I have to comply with your school's expectations. These are just examples. #nojudgement)
Who gets held accountable in our general adult world?

Well, I am accountable for being licensed to drive and having insurance- or at least, if I was caught without those things, I would have some kind of consequence. Often, our society talks about holding people accountable for misdeeds and violence against others. In fact, accountability seems to be very closely related to punishment or consequences for doing harm.

I am sure that there are a million other ways to consider accountability, so please forgive me if this is just one facet of this complicated concept. But- as we are seeing such a disproportionate rate of students of color receiving behavior referrals ¹, it does seem pertinent, right? Holding a kid accountable for their behavior/compliance often results in punishment. This punishment might be low grades, which research shows is not a motivating factor ².

Why do you do your job? What makes you accountable?

Then there is the idea of holding people accountable for doing their job. I am expected to show up to events and workshops and classes that I have scheduled and contracted, and provide the services that I have agreed to provide. I am held accountable by the very real consequences of losing my job. But that's not why I show up. I show up because I chose this work, I like this work, and I am motivated to engage in this work.

Few teachers are motivated by money (although there is *no* doubt that we should be paid fair and equitable wages, and not be shamed into working 60+ hours a week or risking our lives "for the children"). And if you are just motivated by having a job- that's ok- we all need a job!

So what motivates you to be accountable for your work? Is it fear? Is it the paycheck/health benefits (no judgement!)? Is it the sense that you are doing something bigger for your community? Is it that you adore the students and love what you do? Is it your love of your school community and colleagues? Are you motivated to show up for work or are you held accountable? Are those factors in balance?

Let's talk about the kids in the classroom

Considering a few different reasons to be held accountable and some motivations for doing what we are asked to do- as adults-is it reasonable to expect kids-to be motivated by external factors? I mean- we are talking about kids, not fully formed adults. And to be clear- I am speaking now very specifically about kids in a classroom context, and how they are held accountable or not for doing their job of learning in the classroom.

This leads me to consider motivations- my own and those of students. Giving grades to increase motivation really comes from a behaviorist framework of punishment and rewards. This framework, also known as extrinsic motivation, has some problems. Joe Feldman shares this critique:

[...] extrinsic motivation is not an effective motivation strategy for authentic learning. While extrinsic motivation yields benefits for menial and repetitive tasks- such as offering prizes for stuffing the most envelopes [...]extrinsic rewards and consequences have been found to be wholly ineffective to engage people in tasks that require higher-order and creative thinking [...]. (Feldman, Grading for Equity, 2019)³

Grades as Rewards

This idea of grades as rewards- also known as a points economy- is so deeply embedded in our school culture that it is incredibly hard to reframe. But consider: do we want students to be engaged in learning for the sake of learning? (Also, do we want them to be engaged in order to contribute to their community, to develop connections with each other and their community, and all those things we talk about when we create vision statements for learning?) Or, do we want students to be engaging in points transactions in classrooms? Are we, as teachers, the brokers of points or guides for learning/language acquisition? Rick Wormeli, a teacher and leader in supporting teachers in implementing equitable assessment practices, wrote this amazing response to a concern about moving to standards based grades. Take a moment and read it.

OK, welcome back to talking about accountability.

When we talk about giving points for assignments (because otherwise students won't do the work) and rewarding the "good" behavior, we are doing harm. Grades should not be rewards for compliance.

We are engaging in points transactions rather than engaging learners. And, if students aren't engaged in the work, if they are not "paying attention" or "just turning in blank papers", isn't that a big neon sign pointing to the lack of connection and relevance of the learning to their lives? Or...perhaps something else that is really important to know about the learner?

This is a BROAD statement- but dig in with me here. I know that teachers are social workers, food providers, emotional support providers, nurses, therapists, tech support, and all the other things that have been put on our plate. And I know that it might feel like I am telling you that you have to do more. And it might feel overwhelming-especially this year, especially with remote and hybrid and roomies and zoomies and the global trauma that we are living through. Give yourself some grace, but please, keep reading.

When a teacher says to me "but I have to hold them accountable" by assigning a grade to each piece of learning, I want to ask the following questions:

1) Do you know why the student is not engaged? Have you asked them or their care givers? Have you listened to the answer? Have you used that information to support that learner within your means? (And if the answer is yes, or I have done all I can, that's ok! Read this great article: When is it ok to say you've done "enough" for a student? from Angela Watson.)

2) Is what you are asking the students to do something that they can and wish to engage in? Is your content relevant to their lives or at least moderately interesting? Do they feel respected as learners? Do they feel like they are capable of doing the task, and that it has a point? Do they feel like they are part of a community? Do they believe that you care for them and see them as for who they are?

3) How deeply are you and the students engrained in the points transaction universe?

4) Do students think that they have a reasonable path to success in your class, despite not having the requisite points or making the choice to not do work? Can they recover?

The Hard Work

I know. I KNOW. I am telling you the hard stuff. I am asking you to think and dig in and reflect and perhaps admit something uncomfortable, and yes, work more, and harder.

But this work- developing engaging curriculum, connecting withs students and building relationships, and giving students the opportunity to succeed- this is good work. It is important work. If you can focus on this, and try to minimize (or even eliminate) the work that doesn't serve students, then you will have more time for building connections and creating curriculum that is truly engaging and relevant. Here are some thoughts about focusing on what matters.

OK, you've made it this far. Thank you. In my next post, I will talk about reframing accountability and what this looks like in a comprehension based (acquisition driven, proficiency oriented, CI) classroom. This is getting REALLY long!

References

Riddle, T., & Sinclair, S. (2019). Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias. Proceedings of the National Academy of Science of the United States of America, 116(17), 8255-8260.)

Selby & Murphy, 1992 as referenced by Tom Guskey, "Five Obstacles to Grading Reform," Educational Leadership, ASCD, November 2011

³Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Thousand Oaks, CA: Corwin, a Sage Publishing Company.

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Holding students accountable for their learning is not inherently bad. Conflating compliance with evidence of learning (or in our case, acquisition) is not the same as holding students accountable for their learning. And in fact, the whole idea of accountability might have some problems, at least the way it is used when applied to students.

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"world language teachers" teachers ministry "comprehensible input" "jesus christ"

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Dear Colleague in Language Teaching HAVE YOU EVER . . . . ? 1) Been at odds with your administration desiring to go in one direction with curriculum and instruction? Even one in which limitations would be placed on how much you are allowed to do with CI or TPRS?

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WeChat 夕夕沥沥 TPRS在课堂上的应用

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介绍这部分的老师依然是Haiyun Lu, 她不仅K12学校有多年的中文二语教学经验，而且还将"正念"（mindfulness）和"觉察"（Awareness）带入课堂，提高学生的注意力、增强认知功能。当正念在课堂上实施时，它能建立一个和谐的社区，增进彼此之间更好的关系。项目中我们也学习了如何在课堂管理中使用不同的正念活动的技巧。学生通过不同的呼吸方式，放松大脑，平静下来，在课程中可以当做很好的brain break。虽然对待"正念"我有一些比较个人的看法，但不得不承认，在课堂上学生乱成一锅粥的时候，带领孩子们来一个深呼吸，感受自己的情绪慢慢稳定下来，回归到教学当中，这样的课堂管理技巧的确不失为一个好办法。

The 7 characteristics of a TCI curriculum

1应用最常用的词和结构

2最常用词和结构的高重复性

4首先建立的是语言交流所需要的骨架

5动用的是反向设计 backward design

6是以学生的兴趣的为中心

7文字简单而意义深远 （文化教学）

TCI的阅读的特征是把声音和意义首先在他们的头脑里建立起来之后，然后再加上其他的。

还记得我们昨天讲的吗，输入的第一个目的也是最重要的目的就是为了理解，为了让声音和意义在孩子头脑中建立联系。对于初级学生来说，阅读的材料非常重要，因为大部分的词汇和语法结构一定要是他们可以理解的，并且还能够保证一些常见词汇的高重复性。那么我们不禁要问了。这样的书哪里有？目前市面上的故事书都满足这样的要求吗？哪些故事书适合放在课堂上使用？也许没有，但是没有怎么办，① 拿一篇原有的故事，改写成几个脚手架版本的文本材料，做层进式阅读。②自己写。这里插入一点Laurie讲的故事的要素，我们如何编一个故事，让自己也省力，学生又感兴趣呢？一个好的故事应该包含三个要素：

create a shared experience

有文化背景的故事应是首选，例如民间故事等

2 protagonist with a quest

(bigassumption,thoughts,emotions,action)

这个主人公做了什么，说了什么，他觉得怎么样，他有什么想法等

3 problem：出现问题才要解决问题，只有出现问题，矛盾才得以显现，故事情节才能精彩有趣。

Laurie举了一个司马光砸缸的例子，这个故事我们都很熟悉，所以用它做例子很合适

Protagonist：司马光

Quest：他要去救一个掉进大水缸里的朋友

Solution：他拿起了一个大石头，把水缸砸破了。

一个基础阅读材料就这么做好了，如果这个故事主线学生能够理解，再一层层地往里面加细节：他的朋友为什么会掉在水里？司马光当时的心情怎么样？他的朋友得救后发生了什么？等等，通过细节的增加，文章难度的递增，学生就能够在理解故事情节的基础上，通过故事学习一些新的词汇了。

但光有一个好的故事还不行，还要使我们的学生对故事感兴趣

How do we get an interested audience?

-运用辅助(图片、声音、手势、定义等)

2用有力的语句讲述故事。

-一个强有力的陈述点燃。

-强有力的陈述建立联系

-强有力的陈述创建空间。

-强有力的陈述立即抓住听众的兴趣和注意力。

这里我想插入一点海云老师的故事书其中的两页，给大家作参考。在这简单的两页上，我们能够看到故事的大概情节：贝贝觉得小天美，心里一直想着小天，就连piano给它球时，它心里也都是小天。当然在这里我们看不到太明显的故事情节冲突，因为只是一本故事的其中两页，但是我们能够感受到词汇的大量重复"喜欢"、"美"、"想"、"要"等，而且结构简单。我们还能看到故事和图片是相结合的，有些小细节在图片中有体现，就没有必要用句子来表达。还有一点很重要的就是每个字都有不同的颜色，海云老师解释道，每个颜色代表一个声调，这样在老师读故事的时候，学生能够有意识地去感受这个字的声调。

那我们现在就来看看有哪些适合在中文课堂上使用的阅读活动吧，不过在这之前

我们先要明白阅读活动的目的是什么

1 reading comprehension 理解文本内容

2 students engagement 让学生有阅读的兴趣并乐于参与其中

3 hanzi recognize 能在绘本中多认汉字

我们昨天讲过，任何的输入，无论是沟通亦或是阅读，都要在心中产生画面才能使输入变得有意义，对于一个故事而言，如果能够把故事中的每一个情节都产生画面，在脑海中"播放电影"，那么我可以说你真的理解了这个故事，并且这样的理解是长期有效的，是能够印在你的大脑里的，与记单词卡片想比，阅读的效果是显而易见的。

插画，是一个很好的检验学生理解的方式。让学生画画并不要求学生要有非常好的画功或是画画技巧，但凡学生能够在图画中展示出他对文本的理解，这就够了。

我们可以让学生把故事里所有的句子都画出来，再根据所画得图片尝试用目的语把故事讲出来或是让学生在图片旁配上文字。也可以再下次复习这个故事的时候，借助图片回忆故事情节，学生也可以依照图片来把故事复述给旁边的同学听。

值得注意的是，同一个教学材料可以使用多次，也一定要把它使用到淋漓尽致，这样的灵活使用不但减轻了老师的备课压力，也能够让学生创作的东西充分发挥作用。学生不怕重复，但学生讨厌没有意义的重复，如果我们能利用同一个材料，配上不同的活动，学生依然是感兴趣的。

句子排序也是一个很有趣的活动，这基于学生对每个句子和文本的理解。学生每人手里拿一个句子，他们首先需要确认自己的句子在文中的哪个部分，是开头还是高潮还是结尾，然后借助和同学的互相沟通确认，准确定位自己的位置。如果学生能够不看自己的句子，并连续地把故事串联下来，那是再好不过了。我个人认为这个活动要求比较高，如果是初级的学生，一定要确保句子够短，故事情节清晰，这样学生才能对整个活动有准确的把握，也能更好地享受其中。从插画的排序过渡到句子的排序也是一个不错的选择，毕竟句子排序还对识字有要求，如果单纯地想要检验学生对故事情节的理解，可以先从插画排序入手，但可能要选择一个画面相对整洁，能够表意的一系列图片做活动了，灵魂画手的作品在这里并不适用。

合作听写是我在课上常常使用的方法，听写真的是很无聊的活动，但是听写很有必要，是语言学习中躲不过的一环。那么如何使听写变得有趣呢，不如尝试一下合作听写。注意哦，这里我们所说的听写不是常规的字词听写，而是句子听写。首先先给学生分组，每个小组里确保有超过两人以上的组员，将目标句子贴在教室门外，或者后墙，亦或者教室的某个角落，学生在规定时间内，快速跑到教室外把句子记忆背诵然后再回来把句子写下来，为什么叫合作听写？因为组里有人负责写有人负责快速记忆，也可以是交换着来。学生不允许对照着句子把句子大声念出来，让组员来写，只能跑来跑去把句子记在心里。如果给不同组的学生不同难度的句子，差异化教学也可以在其中得到体现。在规定时间内，哪个小组最先完成，且正确率最高，即为获胜组。听写的材料可以是阅读过的文章，也可以学生之前自己写的句子。这样学生能够在享受这份有趣的同时，也多了一分成就感。

在学校里处理和与家长相关的问题可能也是令人头疼的一点，但若是常常给家长积极地反馈，让家长在日常学习过程中感受到学生的进步和成长，这样的矛盾就会减少不少。这个活动就能很好地体现出这一点，设计一张工作纸，里面包含学生分享的对象，可以是家人也可以是共同学习该目标语的朋友；还有与故事内容相关的部分问题，有趣的是这张工作纸不是由孩子填写，而是由家长填写。学生要做的是将今天学习的一个中文故事用目标语讲给家长和朋友听，并用翻译帮助他们理解这个故事，家长可以询问任何与故事情节相关的问题，也可以是故事里的某一个细节，来确认学生的理解。分享的前提是理解，分享的过程中是使用目的语沟通的过程。这样的活动能够使学习者和家长都获得对中文学习的信任感，何乐而不为呢？

老师和学生可以一起阅读，一起翻译，用不同的声音增添乐趣。有点类似于母语学习的分角色朗读，但是一定要加上感情色彩，合适的声调，夸张的表现形式能够帮助学生理解文本，增加乐趣，也能够对一些词汇有更深刻的印象，因为我们在读的时候加上了感情色彩，调动了不同的感官，多层次加深对语言输入印象。前提是故事一定是有趣的，或者其中有惊喜和翻转，这样就刺激了学生的表演欲望，小戏精也是需要培养的。

学生每两个人面对面坐下，坐成两竖排。一边的同学担任A，另一边担任B，在规定的时间内，例如一分钟，A用目的语把读句子给B听，一分钟过后，B将所听到的句子用母语翻译出来，A来检测是否正确。再此过程中，B可以对A朗读的内容提问，"你是说...吗？" "她怎么了？"等，几轮之后，换对象分享，再经历上述同样的过程。担任A角色的同学手上拿的可以是一个故事，或是一篇文章。在下一轮开始时，和自己新的对象沟通，刚才你们翻译到哪里了？接着上次的地方继续下去。这样学生能够和不同的对象把一整个故事分享完。我们在课堂上实际操作了这个活动的整个流程，我觉得非常有意思，且很有挑战，打算未来在教学中试验一下。在这个活动中，学生在互相学习，每个班里一定有程度好也有程度不好的学生，同侪之间的交流会更加容易接受，这也可以看做是一个很好的合作学习。整个过程结束后，老师可以从学生那里得到反馈，哪些句子大家在理解上出现了问题？可能是个人的问题，也可能是大家共同的疑问，在得到反馈之后再有针对性的开展教学会更加有效，因为我们抓住了教学瞬间。

一个学生读，一个学生在听的过程中把图片画出来。此活动非常适合肖像描写或者方位描写的文章。但学生把图片画完之后，别急着结束。让他再根据图片内容复述一遍，与对方确认信息。我个人这个活动的高级版可以是用图片替换文字，学生A用目标语将他看到的图片描述给B听，B在接收到信息后，用图像展示出来，有趣的是如果A的表达相当准确，B的理解也很到位的时候，最终两幅图应该是没有太大差别的，但如果在画完之后，有较大的差别，我们则建议学生有一个互相确认的过程，用clarify questions 来确认信息是否准确，这样B也能在此过程中有语言输出。

Step1：给目标短语分配手势

Step2: 边做手势边的阅读，和你的同伴一起练习

这个方法在我们学校英文课上有使用过，我觉得学生们还都蛮开心的，最重要的是他们通过多次重复，最终能够将整个文本背诵下来，还是很厉害的。首先，让学生给故事里的每一个可以加动作的地方都加上动作，不过全班要统一哦，然后通过多次的练习，熟悉手势，也熟悉文本内容，老师可以在此过程中运用TPR，从手势和语音的两方面输入，到后面老师读文本学生做动作，再到最后学生加上动作把文字复述出来。我个人认为这个活动的意义还是在于重复，不断地重复输入，不断地将每一个输入都变成可理解的。最终可以以视频记录下学生的表演，还是蛮震撼的。

最后再讲下picture talk 和Movie talk吧，昨天给自己挖的坑，再怎么着也要补上。

首先我们知道图片和影片所表达的内容一定一定是比文字更丰富的，更容易理解的。基于在这一点上达成的共识，picture talk和movie talk则是在已经理解内容的基础上增加目的语的输入。这样做有两个好处：1 图片和影片比文字更吸引学生 2 理解在先，降低心理焦虑感。带着对图片的理解去看句子，你一定能猜个八九不离十。更何况我们给出的句子还是powerful statement。有力量的陈述创造更大的空间，也建立联系，更能够引起学习者的兴趣。例如在不看图片的情况下，

句子1 there are a cat and a mouse

句子2 the cat is looking at the mouse.

这两句话中2显然比1承载了更多的信息，而且能为读者建立想象的空间。

picture talk 有两个步骤：1给出陈述 2循环提问

基于这句话我们可以提哪些问题：

the cat is looking at the mouse.

猫在老鼠吗？老鼠在看猫吗？是猫在看老鼠还是兔子在看老鼠？猫在看谁？不断重复句式和关键词，重点在于多次重复输入。一张图片可以有许多个陈述，基于陈述也能够延伸出更多的问题。我们在乎的不是答案，因为答案都在图片里，我们看中的是不断重复的过程，通过提问让学生习得句式和词汇。

Movie talk则是选择一个情节相对简单又简短（1-2分钟）的短片，在播放时可以关闭声音。

教师在选取短片之后，需要将短片内容做一个文字版的总结，原则是：1抓故事主线，忽视细节，2语言符合学生水平,并选取合适的语言教学点

如何准备一个movie talk:

1了解剧情2了解人物3阐明目的4计划自然停顿点5练习叙述6选择目标短语7截屏

在文本输入前，可以先播放视频，并多次回放视频。可以就视频里的某一截图展开讨论，可以在视频出现转折的地方暂停下俩，留个悬念，让学生猜猜后面会发生什么。

今天六千字的essay终于要写完了，呼~~~先来个深呼吸~~~~~~~~

读到最后的你们也来个深呼吸吧，能花十几二十分钟读一篇我写的东西真的也挺累的了。赶紧来个brain break。其实就这么把TCI的内容总结下来我认为还有很多不足，因为我一定还有没有涉及到的内容或者是理解不够深入的地方，如果老师们有任何疑问，补充，以及你对TCI 的看法欢迎私信骚扰我。学无止境，祝大家都有一颗保持饥饿的心。最后！假期居然只剩不到一个月了！大家抓紧时间浪费大好青春，抓一本书一看看一整天那种，哇真是想想就幸福。那么今天就到这里吧。

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课堂活动小卖部 | TCI系列三 之可理解性输入在中文课堂上的应用

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WeChat 夕夕沥沥 第一弹

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铛铛铛铛！

大家好久不见呀，好久没有更新了🤦‍♂️。

在这样一个盛夏里，夕夕沥沥终于被迫营业了哈哈哈。就连我也怀疑自己是否还记得我有这样一个可以和大家分享，记录和反思自己教学的一个的平台，但是重新开张总是好事。因为我有好多好多东西要和大家分享啊，这种感觉就像是自己得了一件宝贝，它在我心里已经发光很久了，真想把它拿到山顶上让大家看看它的光芒，欣赏它的美丽，并告诉大家在哪里可以找到宝藏。是的，我认为触动我的一些灵感真的可以用美丽来形容。

就在前几天，小师老师参加了可理解性输入法第一次来到中国的项目（TCI China）。不知道大家如何看待这种密集的培训项目，我感觉自己现在还在天上飘着，原本等项目一结束就开始动笔的，结果一连病了两三天。可能是内容的冲击太大，脑子疼。我迫不及待要开学（没有，开玩笑的）把所学到的每一项我认为对我适用的方法都给我的孩子们试一遍，然后在运用的过程中再次体会它的美，嗯，我可能真的适合当老师吧，因为想到这一刻我居然非常激动。

但是在培训过程中，我是否也这么兴奋呢？答案是"没有"。我不得不承认，有很多内容，我听到的第一反应是：啊，这个教学法我早就知道了，我也在用了。比如TPR，比如personalization，比如一些具体落实到课堂上的活动（后面会讲到） ，但后来我为我小小的自得而感到抱歉，因为我渐渐的意识到，很多东西你需要把它放在当下的"语境"中去了解，去学习。你需要了解这样的一个教学法它是在怎样的一个理论基础下产生的，它可以与哪些其他的方法配合使用，以及我们使用它的目的和效果是什么。举个例子：TPR（全身反应法），讲真我记得两年前我在港大上Teaching Pedagogics的时候，我们几乎是以批判的角度去看待它的，因为对比在历史上一系列的二语习得教学法过程中，它有很多的局限性。但是这次在可理解输入的大背景下去看待TPR，我觉得它很不错，很适用初学者。并不是说它的局限性不存在了，而是我学到了更多如何在具体教学中弥补这个教学法的缺点。Lu说没有一个中国人做菜是完全按照菜谱来的，当我们要学习一道新菜，我们会看一眼菜谱，有一个大致的了解，并在第一次尝试时按照菜谱的讲解和步骤来。做得多了，我们心里就知道怎么做更好吃，或者怎么做能把冰箱里的食材都用上。教学也是一样的，没有人会完全照搬一个教学法，我们总要寻找适合学生的，也适合我们自己的方法。

第二个感受是，无论什么知识，第一遍输入之后，一定要在这个知识还活跃在你大脑的时候复盘。感谢我的室友ZZ，每晚都陪我复盘，有时真的已经筋疲力尽，但当一个好的细节被我们发现时，又够我们兴奋一阵子。在复盘的过程中，我们在重新梳理知识结构的同时，彼此交流感受：有哪些是你感触比较大的，有哪些对你来说是可以"拿来"的，在交流中，我们无疑对当天的内容有了更深刻的认识，有了更多新的体会，例如上述的TPR也都是在复盘的过程中，我才刷新了我的认识。所以相信我，再思考一遍，你一定有更多的收获。

在开始正文前，这么啰嗦的一千多字一方面是在记录我这么几天的心路历程，其实更是在提醒我自己，永远要有一颗谦卑的心，只有把自己放下来，才能看到更多也学到更多。还有，就是一定要勤勉，其实有的时候我们每个人都走了75%的路，如果坚持把剩下的路走完，你看到的风景一定是不一样的。

与君共勉。

那我们就赶紧开始分享这次的收获吧，这次的内容我会分为几个部分去写，很可能是连稿。因为我希望把自己学到的全部都分享给大家，当然在分享的过程中，我自己也在重新学习。

1 什么是可理解性输入

2 可理解性输入的理论基础

3 有哪些教学法/活动可以实现可理解性输入

4 可理解性输入在中文课堂上的应用

5 彩蛋-克拉申谈如何写作

什么是可理解性输入
可理解性输入Teach through comprehensible input（TCI）强调两点：

1 输入，大量的输入

输入，顾名思义是将目标语灌输给学习者，要想让学生理解，就必须要选择与学生水平相似的材料，并且不断重复，不断确认学生的理解。这里的输入，是不以输出为目的的，而是以理解为目的。因为输出不是前提，而是结果。

2输入一定是可理解的

无论学习者在语言学习的哪个阶段，要想在学习中有所进步，你所有的输入（声音，文字）都应该是学习者目前这个阶段可以理解的，因为理解一定是习得的前提。
Listening comprehensible
is a prerequisite for speaking.
Speaking
is the result of language acquisition.

It is not the cause.

------Dr. Stephen Krashen

后面我会分享各种教学法和活动来实践这两点，并在实际的教学过程中加深对可理解性输入的含义。

可理解性输入的理论基础
由Dr.Krashen 本人在你面前讲自己的理论是不是比在教课书上读到的酷多了。

Isn't that wonderful?（他的口头禅）

老爷子主要介绍了二语习得的五个假说，而且这玩意居然在1980年代就已经开展了，真正落实在教学上却是近几年的事，所以改变教育是要靠几代人的努力。好的那么现在让我们现在打开《语言学概论》再复习一下克拉申的主要理论：

The Acquisition-Learning Hypothesis:

克拉申理论的出发点和核心是他对"习得"和 "学得"的区分，以及对它们各自在习得者第二语言能力形成过程中所起的作用的认识。"我们是习得一种语言的，而不是刻意学习的。"

Acquisition：当我们在说"习得"的时候，这意味着我们获得这种语言是下意识的，是非刻意的，也是更容易被大脑接受的。

Learning：相反，刻意的学习意味着学习语法规则，效率与效果远比不上习得。我们是习得我们的母语，但我们学习母语之外的第二语言。想必这里的差异大家都已懂得。

The Natural Order Hypothesis：

自然顺序假说认为，人们对语言结构知识的习得是按自然顺序进行的。首先，我们是没有办法改变这个习得顺序的；其次，语言习得的顺序并非从易到难，这样看来，我们在学校里学习的 所谓的按照教学大纲编排的教材也就略显无力了，因为自然顺序假说并不要求人们按照这种顺序来制定教学大纲。

The Monitor Hypothesis：

监控假说与习得学得区别假说密切相关，它体现了"语言习得"和"语言学习"的内在关系。语言习得系统，即潜意识语言知识，才是真正的语言能力。而语言学得系统，即有意识的语言知识，只是在第二语言运用时起监控或编辑作用。这种监控功能既可能在语言输出前也可能在其后。但是，它能否发挥作用还得依赖于三个先决条件：

1）有足够的时间，即语言使用者必须要有足够的时间才能有效地选择和运用语法规则；

2）注意语言形式，即语言使用者的注意力必须集中在所用语言的形式上，也就是说，必须考虑语言的正确性；

3）知道规则，即语言使用者必须具有所学语言的语法概念及语言规则知识。

但往往，在口头表达时，人们一般注意的是说话的内容而不是形式，没有时间去考虑语法规则。因此，在说话时，如果过多地考虑使用语法监控，不断地纠正自己的语法错误，说起话来就会结结巴巴，妨碍交际进行。

那么在什么时候才能满足这三项要求呢：语法考试.... （因吹斯听+摊手）

The Comprehensive Input Hypothesis:

输入假说认为只有当习得者接触到"可理解的语言输入"（ comprehensive input ），即略高于他现有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的理解而不是对形式的理解时，才能产生习得。这就是他著名的 i + 1 理论。

理想的输入应具备以下几个特点：

1）可理解性 （ comprehensibility）。理解输入的语言材料是语言习得的必要条件，不可理解的输入对于习得者而言，只是一种噪音。

2）既有趣又有关 （ interesting and relevant ）。要使语言输入对语言的习得有利，必须对它的意义进行加工，输入的语言材料越有趣、越关联，学习者就会在不知不觉中习得语言。3）非语法程序安排 （ not grammatically sequenced ）。语言习得关键是足量的可理解的输入。如果目的是"习得"而不是"学得"，按语法程序安排的教学不仅不必要，而且不可取。4）要有足够的输入量。要习得新的语言结构，仅仅靠几道练习题、几篇短文是不够的，它需要连续不断地有内容有趣味的广泛阅读和大量的会话才能奏效。

The Affective Filter Hypothesis

情感过滤假说认为，有大量的可理解输入的环境并不等于学生就可以学好目的语了，第二语言习得的过程还要受许多情感因素的影响。语言输入必须通过情感过滤才有可能变成语言"吸收"（ intake ）。影响习得语言的情感因素是：1）动力。2）性格。3）情感状态。

AMAZING FACTS

about language acquisition：

-习得一种语言是不需要努力的，

no energy, no work.

-习得一种语言是无意识的，

Given comprehensible input，

you must acquire.

-我们习得语言是靠大量的目的语输入，而不是靠语言输出，

more output does not result in more language acquisition.

-产生输出是习得结果而不是前提，

ability to speak is the result of language acquisition.

另外，克拉申表示他认为语言学习是不存在关键期一说的。因为大脑对于语言习得的机制是不会关闭的，他还举例说道他有一位朋友会16种语言，其中12种以上都是在80岁之后才掌握的。（具体数据可能有误）isn't that amazing?

回想起我在大学里学语言学这门课时，那叫一个痛苦。内心：为什么会有这么多人，研究了这么多理论，来考我们。学这个的意义是什么？我们真的会按照这样的理论教学吗？如果不是，那我们为什么要学？... 等等，现在翻起那本书可能还是痛苦的。但为什么我现在对这些理论的接受度这么强？当然啦不排除大神在你面前跟你讲课的这种有生之年的时刻，我认为更关键的是，现在的我已经身处在教学当中，我很清楚我在二语教学中的困扰，也明白作为学生学习二语的苦恼。所以当我把自己真正的放在一个教育者的位置上时，这些理论是我不得不去探寻的东西：语言习得的本质是什么？用什么样的方法才能让学生喜欢，并轻松地接受这个语言？我能为此作何努力？

在回顾了克拉申在二语习得上的基本理论之后，你们可能要问：那么在学校这样一个环境里开设一个二语学习的科目不是一个悖论吗？我们作为语言老师去教学生语言不是一个站在悖论上的顶风作浪的人吗？你说语言不是靠努力学习的，你说语言学习不应该按照任何一个curriculum或者syllabus来进行，你说语言考试根本就是违法常理的一坨屎，那我们作为一个一线教育者，我们如何落实，我们如何改变这样的教育现状？别说教育现状，我们可能连教什么都无法决定，这不是很痛苦吗？我们应该对此负责吗？我们应该感到内疚吗？

"不，

错的不是你，错的是我。

这不是你的责任，而是我的责任"

克拉申说道。

"有太多老师还没有读过我的文章，和我的书，他们没有意识到语言学习是一个怎样的过程，这不是他们的错。因为知识太贵了，为此我把我的大部分文章都放在了我的网站上，而且是免。费。的。"

wow isn't that powerful？

此外，后面几天的工作坊也都是关于如何将克拉申的理论落实在教学中：运用可理解性输入的教学法开展二语教学，和一些真正在课堂上实操性的活动与方法，让learning不再learning，teaching 不再teaching，

也许理论永远是理想化的，但我希望我可以在教育可能会经历几代人甚至几十代人漫长的改变的过程中，尽自己的一点点力量。

网址戳这里👉www.sdkrashen.com

感谢大家花十分钟的时间看到最后，关于TCI的分享还会持续2-3篇，由于我还是个小弱鸡，每天只允许发一篇，所以我会尽快把后面的三个部分先都写好，再一天一天的发。：

实现可理解性输入的方法（Laurie），

可理解性输入在中文课堂上的应用(Haiyun Lu)，

以及克拉申谈如何写作

感谢关注和支持赛瑞娜老师，

我们一起成长。

最后，邀请大家欣赏爱学习的猫

嘻嘻嘻

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工作坊随笔 | TCI系列一 之走出教科书的语言学之父

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铛铛铛铛！ 大家好久不见呀，好久没有更新了🤦‍♂️。 ...

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WeChat 夕夕沥沥 第二弹

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干货店开张 |TCI系列二 之实现可理解性输入的方式

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如何将可理解性输入应用在课堂，超多实用教学法的干货铺子开张啦，走过路过进来瞧一瞧~

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Zhōngqīujié, Mid-Autumn Festival, is around the corner. As the second largest celebrated traditional holiday in China, it is often widely introduced in schools. The obvious challenge, linguistically for Zhōngqīujié, is that it is a fall holiday. It usually happens shortly after school resumes. Novice level students are not ready to hear the legend in Chinese using traditional teaching method. Even higher level students, who could comprehend jargons, loaded idioms, proverbs and citation of ancient poems? If only making it into tasting mooncakes, making art crafts or reciting ancient poems, it seems to be superficial. Therefore, I received quite a few inquiries regarding how I could teach this holiday in a comprehensible input way.

Here are my lesson plans:

1. For novice level students, I only have them for two weeks so far. Therefore, Friday in class, I'm going to use a combination of pictures, gestures, body language and exaggerated facial expressions to make the legend in a comprehensible way and tell my kids the story. The goal is for them to comprehend the story in Chinese and have a good time together. No expectation of writing nor speaking of anything. Then, we will taste some mooncakes, drink some tea, look up some mooncake recipes, sign up for China Light field trip, and get ready for their mooncake baking contest.

2. For my intermediate low level student. I will refresh their memory with the story. During my storytelling process, I will pause, point, go slow, shelter the vocabulary, personalize and incorporate music and video clips as well. I will also repeat this process as much as it is needed. Then, I'm going to ask students to look at a story worksheet. I have divided the whole story into 6 panels. Their arrangement is random. I will describe a panel and ask students to find out which one I am describing. I could ask them to put the story into the right order. I could also ask them to add caption for each panel. Then I'll lead students to read an embedded reading which is appropriate for their level. Lastly, we will engage in the cultural related aspects: mooncakes, baking contest and the field trip, etc.

3. For my intermediate mid level, they will receive the extended the Legend of Mid-autumn Festival reading to refresh their memory. They will also read the story of Jade Rabbit as well. I have blogged about Jade Rabbit before. My intermediate mid level students will read about the Jade Rabbit together. Without a single doubt, if I take away any cultural related experience from them, there would be a riot. I do tea ceremony in class serving them different types of tea upon their request as long as we all stay in Chinese.

Here is the embedded reading which I wrote. Mid-Autumn Embedded Reading Intermediate

Here is the story worksheet which I have designed: 中秋节的故事图画

Here are information related to the mooncake baking contest: MOON CAKE BAKING CONTEST CATEGORIES Mooncake Competition Flyer Mooncake Festival Bake off

Bellow is the slides I have created for story telling. They match the third version of the embedded reading. I also use this version to tell the legend to my novice level students. If you'd like to create matched versions for all embedded reading, I'd suggest that you rearrange the slides in the way you'd prefer.

Happy Mid-autumn Festival!!

By Haiyun

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Celebrate Mid-Autumn Festival In A CI Way - Ignite Chinese

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Zhōngqīujié, Mid-Autumn Festival, is around the corner. As the second largest celebrated traditional holiday in China, it is often widely introduced in schools. The obvious challenge, linguistically for Zhōngqīujié, is that it is a fall holiday. It usually happens shortly after school resumes.