{"id":127,"date":"2018-08-07T23:06:04","date_gmt":"2018-08-07T23:06:04","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/?post_type=front-matter&p=127"},"modified":"2018-10-29T14:50:34","modified_gmt":"2018-10-29T14:50:34","slug":"%e5%8d%9c%e7%be%bd%e9%a6%a8-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/chapter\/%e5%8d%9c%e7%be%bd%e9%a6%a8-2\/","title":{"rendered":"\u535c\u7fbd\u99a8"},"content":{"raw":"

Topic: School Life<\/h1>\r\n

\u535c\u7fbd\u99a8 Yuxin Carcamo<\/h4>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
School Type: Public High School<\/td>\r\nNumber of students: 20<\/td>\r\n<\/tr>\r\n
Grade: 10<\/td>\r\nProficiency Level: Intermediate Low<\/td>\r\n<\/tr>\r\n
Teaching minutes: 60<\/td>\r\nTextbooks: \u4e2d\u6587\u542c\u8bf4\u8bfb\u5199Integrated Chinese<\/td>\r\n<\/tr>\r\n
Special Methods\/Approaches\/Strategies if any: TPRS<\/td>\r\n<\/td>\r\n<\/tr>\r\n
Topic: School Life<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n[table id=1 \/]\r\n\r\n[table id=2 \/]\r\n\r\n[table id=3 \/]","rendered":"

Topic: School Life<\/h1>\n

\u535c\u7fbd\u99a8 Yuxin Carcamo<\/h4>\n\n\n\n\n\n\n\n
School Type: Public High School<\/td>\nNumber of students: 20<\/td>\n<\/tr>\n
Grade: 10<\/td>\nProficiency Level: Intermediate Low<\/td>\n<\/tr>\n
Teaching minutes: 60<\/td>\nTextbooks: \u4e2d\u6587\u542c\u8bf4\u8bfb\u5199Integrated Chinese<\/td>\n<\/tr>\n
Special Methods\/Approaches\/Strategies if any: TPRS<\/td>\n<\/td>\n<\/tr>\n
Topic: School Life<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n
\n
Status of Students (Characteristics, knowledge level, background, etc.<\/h6>\n<\/td>\n<\/tr>\n
\n

The majority of students are Latino-Americans. Most of their first language is Spanish, and the second language English. <\/p>\n

Students learned the following vocabulary, expressions, and grammar:<\/p>\n

The time expression: \u5e74, \u6708, \u65e5, \u661f\u671f, \u65e9\u4e0a\/\u4e0a\u5348, \u4e2d\u5348, \u4e0b\u5348, \u665a\u4e0a, \u70b9, \/\u5206<\/p>\n

<\/div>\n
    <\/p>\n
  1. The adverbs of the speed of the action, such as \u5feb and \u6162<\/li>\n
  2. The adjectives of expressing feelings and opinions: \u7d2f, \u9ad8\u5174, \u4e0d\u9ad8\u5174, \u5fd9, \u6709\u610f\u601d, \u6ca1\u610f\u601d, \u597d\u770b, \u6f02\u4eae, \u5bb9\u6613, \u96be<\/li>\n
  3. The vocabulary of daily routine:\u00a0 \u8d77\u5e8a, \u6d17\u6fa1, \u5403\u65e9\u996d, \u4e0a\u8bfe, \u5403\u5348\u996d, \u56de\u5bb6, \u770b\u7535\u89c6, \u505a\u4f5c\u4e1a, \u73a9\u624b\u673a, \u8df3\u821e, \u5531\u6b4c, \u753b\u753b, \u7761\u89c9<\/li>\n
  4. The vocabulary of location: \u5bb6, \u5b66\u6821, \u6559\u5e08, \u9910\u5385, \u529e\u516c\u5ba4, \u56fe\u4e66\u9986<\/li>\n
  5. The conjunction words: \u4ee5\u524d, \u4ee5\u540e<\/li>\n
  6. How to ask and answer about one\u2019s daily routine.<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
\n
State Standards \/ ACTFL Standards<\/h6>\n<\/td>\n<\/tr>\n
\n

Standard: The World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve <\/p>\n

https:\/\/www.cde.ca.gov\/be\/st\/ss\/documents\/worldlanguage2009.pdf<\/a><\/p>\n

<\/div>\n

In particular, this lesson plan meets the following: <\/p>\n

2.4 Initiate, participate in, and close a conversation; ask and answer questions. <\/p>\n

3.4 Describe, narrate, explain, and state an opinion. <\/p>\n

ACTFL World-Readiness Standards for Learning Languages<\/p>\n

Communication<\/dfn>:\u00a0 Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.<\/p>\n

<\/div>\n

Interpersonal Communication<\/dfn>: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.<\/p>\n

<\/div>\n

Connections<\/dfn>:\u00a0 Connect with other disciplines and acquire information and diverse perspectives to use the language to function in academic and career related situations.<\/p>\n<\/td>\n<\/tr>\n

\n
Lesson\u2019s Content Focus \/ Objective<\/h6>\n<\/td>\n<\/tr>\n
Topic<\/strong>:\u00a0 School Life
\nVocabulary: \u5f00\u8f66driving, \u7528\u624b\u673a use cell phone
\nGrammatical structure: \u4e00\u8fb9Verb 1, \u4e00\u8fb9Verb 2
\nThis structure describes two simultaneous actions. The first verb is the main action.<\/p>\n

Cultural perspectives: the issue of using cellphone
\nPerformance-based Objectives<\/strong>\u2014As a result of this lesson\/unit, students will be able to: \u00a0<\/p>\n

    <\/p>\n
  1. Talk about their daily routine.<\/li>\n
    <\/div>\n
  2. Describe two simultaneous actions.<\/li>\n

    \n<\/ol>\n<\/td>\n<\/tr>\n

\n
Materials Needs<\/h6>\n<\/td>\n<\/tr>\n
\n

PowerPoint, projector, teacher\u2019s whiteboard, students\u2019 whiteboard, markers<\/p>\n

Textbook: \u4e2d\u6587\u542c\u8bf4\u8bfb\u5199Integrated Chinese<\/p>\n<\/td>\n<\/tr>\n

\n
Procedure<\/h6>\n<\/td>\n<\/tr>\n
\n

The opening of the class: The teacher says, \u201c\u4e0a\u8bfe\uff01\u201d The class stands up and greet to the teacher together in Chinese. And the teacher greets the class in Chinese and says, \u201c\u8bf7\u5750\uff01\u201d<\/p>\n

The teacher and students speak in Chinese throughout the class.<\/p>\n

Students ask and answer today\u2019s date in America. <\/p>\n

Students ask and answer the current time in Los Angeles and Beijing.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
\n
Procedure<\/h6>\n<\/td>\n
\n
Teacher<\/h6>\n<\/td>\n
\n
Students<\/h6>\n<\/td>\n<\/tr>\n
Warm up Activity and pre-assessment (5m)<\/td>\nFacilitates students when they review the vocabulary with the flash cards.<\/td>\nReview the learned vocabulary with the flash cards with group.<\/td>\n<\/tr>\n
Activity 1 Guided practice (10m)<\/td>\nGuides students as they talk about their daily routine with the visual aid image shown on the PowerPoint.<\/td>\nIndependent practice: ask and answer their partners about three daily activities.<\/td>\n<\/tr>\n
Activity 2: Comprehensible Input with TPR (Total Physical Response)<\/p>\n

(10m)<\/td>\n

Introduces\u00a0 \u4e00\u8fb9 + Verb 1, \u4e00\u8fb9+ Verb 2 (two simultaneous actions), for example,<\/p>\n
    <\/p>\n
  • Acts out and says in Chinese \u201c\u6211\u4e00\u8fb9\u770b\u7535\u89c6\uff0c\u4e00\u8fb9\u5403\u65e9\u996d\u3002\u201d<\/li>\n

    Then asks the class the personalized questions:<\/p>\n

    \u4f60\u4eec\u5403\u65e9\u996d\u5417\uff1f<\/p>\n

    \u4f60\u770b\u7535\u89c6\u5417\uff1f<\/p>\n

    \u4f60\u4e00\u8fb9\u770b\u7535\u89c6\uff0c\u4e00\u8fb9\u5403\u65e9\u996d\u5417\uff1f<\/p>\n

    \u4f60\u4e3a\u4ec0\u4e48\u4e0d\u4e00\u8fb9\u770b\u7535\u89c6\uff0c\u4e00\u8fb9\u5403\u65e9\u996d\uff1f<\/p>\n

    \u4e00\u8fb9\u770b\u7535\u89c6\uff0c\u4e00\u8fb9\u5403\u65e9\u996d\u662f\u4e2a\u597d\u4e60\u60ef\u5417\uff1f<\/p>\n

  • Acts out and speaks in Chinese \u201c\u6211\u4e00\u8fb9\u5403\u996d\u4e00\u8fb9\u8bf4\u8bdd\u201d.<\/li>\n

    Then ask the class the personalized questions:<\/p>\n

    \u4f60\uff08\u4eec\uff09\u5403\u5348\u996d\u5417\uff1f<\/p>\n

    \u4f60\uff08\u4eec\uff09\u5728\u54ea\u91cc\u5403\u5348\u996d\uff1f<\/p>\n

    \u4f60\uff08\u4eec\uff09\u51e0\u70b9\u5403\u665a\u996d\uff1f<\/p>\n

    \u4f60\uff08\u4eec\uff09\u4e00\u8fb9\u5403\u996d\u4e00\u8fb9\u8bf4\u8bdd\u5417\uff1f<\/p>\n

    \u8c01\u4e0d\u4e00\u8fb9\u5403\u996d\u4e00\u8fb9\u8bf4\u8bdd\uff1f<\/p>\n

    \u4e00\u8fb9\u5403\u996d\u4e00\u8fb9\u8bf4\u8bdd\u662f\u4e2a\u597d\u4e60\u60ef\u5417\uff1f\n<\/ul>\n<\/td>\n

Watch the teacher\u2019s acting out the Chinese sentence.<\/p>\n

Listen to what the teacher says.<\/p>\n

Answer the teacher\u2019s questions.<\/td>\n<\/tr>\n

Activity 3\uff1aGetting to Know Someone<\/p>\n

(5m)<\/td>\n

Give each student a small whiteboard and a dry-erase marker. Tell the class to write their answer on the whiteboard by drawing a happy face for yes, a sad face for no, and a neutral face for sometimes. Randomly select a student. The teacher asks questions about her\/her daily routine or habit.<\/p>\n

*After two or three questions, randomly pick another student. The teacher may select the questions from the following personalized questions in target language:<\/p>\n

    <\/p>\n
  • \u4ed6\u65e9\u4e0a\u5403\u65e9\u996d\u5417\uff1f<\/li>\n
  • \u4ed6\u4e00\u8fb9\u5403\u65e9\u996d\u4e00\u8fb9\u770b\u7535\u89c6\u5417\uff1f<\/li>\n
  • \u4ed6\u4eca\u5929\u65e9\u4e0a\u6d17\u6fa1\u4e86\u5417\uff1f<\/li>\n
  • \u4ed6\u4e00\u8fb9\u6d17\u6fa1\u4e00\u8fb9\u5531\u6b4c\u4e86\u5417\uff1f<\/li>\n
  • \u4eca\u5929\u65e9\u4e0a\u4ed6\u4e0a\u8bfe\u8fdf\u5230\u4e86\u5417\uff1f (\u5982\u679c\u662f\uff0c\u662f\u4ed6\u8d77\u5e8a\u8d77\u665a\u4e86\u5417\uff1f)<\/li>\n
  • \u4ed6\u559c\u6b22\u4e2d\u6587\u8bfe\u5417\uff1f<\/li>\n
  • \u4ed6\u4e00\u8fb9\u4e0a\u8bfe\u4e00\u8fb9\u73a9\u624b\u673a\u5417\uff1f<\/li>\n
  • \u4e00\u8fb9\u4e0a\u8bfe\u4e00\u8fb9\u73a9\u624b\u673a\u662f\u4e2a\u597d\u4e60\u60ef\u8fd8\u662f\u574f\u4e60\u60ef\uff1f\u4e3a\u4ec0\u4e48\uff1f<\/li>\n
  • \u4ed6\u901a\u5e38\u5403\u5348\u996d\u5417\uff1f<\/li>\n
  • \u4ed6\u559c\u6b22\u5b66\u6821\u7684\u5348\u996d\u5417\uff1f<\/li>\n
  • \u4ed6\u4e00\u8fb9\u5403\u996d\u4e00\u8fb9\u8bf4\u8bdd\u5417\uff1f<\/li>\n
  • \u4ed6\u5403\u996d\u5403\u5f97\u5feb\u5417\uff1f<\/li>\n
  • \u4ed6\u8bf4\u8bdd\u8bf4\u5f97\u6162\u5417\uff1f<\/li>\n
  • \u4ed6\u653e\u5b66\u4ee5\u540e\u9a6c\u4e0a\u56de\u5bb6\u5417\uff1f<\/li>\n
  • \u4ed6\u4e00\u8fb9\u5403\u5b8c\u996d\u4e00\u8fb9\u73a9\u624b\u673a\u5417\uff1f<\/li>\n
  • \u4e00\u8fb9\u5403\u996d\u4e00\u8fb9\u73a9\u624b\u673a\u662f\u4e2a\u597d\u4e60\u60ef\u8fd8\u662f\u574f\u4e60\u60ef\uff1f\u4e3a\u4ec0\u4e48\uff1f<\/li>\n
  • \u4ed6\u7761\u89c9\u7761\u5f97\u5f88\u65e9\u5417\uff1f<\/li>\n

    \n<\/ul>\n<\/td>\n

The selected student writes down the answer on the board but does not let the class see it. The class writes down their answers.\u00a0 Then the teacher asks the class to lift their whiteboard to show and share their answers.<\/td>\n<\/tr>\n
Activity 4\uff1aStorytelling<\/p>\n

(10m)<\/td>\n

Guided practice:
\nSelects one or two volunteers to come to the front of class. The teacher tells a comprehensible story and asks the volunteer(s) to role play the scenario. The story contains the learned vocabulary, grammar and today\u2019s new structure of two simultaneous actions. The sample story is as following:<\/p>\n
    <\/p>\n
  • One day I woke up at 9am. I got up quickly. I did not have breakfast and I did not take a shower, because I WAS LATE. I quickly brushed my teeth while washing my face. After I got ready, I realized it was Saturday.<\/li>\n
    <\/div>\n
  • One day I got up at 5am. It was dark and cold. I got up early because I want to study. I sang while taking a warm shower. Then I had a delicious Chinese breakfast and tasty Chinese tea. Then I made myself look good. I left home at 7am and I drove to school. I am already 18 years old. On my way to school, my friend called me and told me she needed a ride. So I went to pick her up to school. We listened to rock and roll and checked social media while I was driving. We did not notice the car before us was slowing down, so I hit the car in front of us. We got injured. Ouch!! Then the police and ambulance came\u2026<\/li>\n

    \n<\/ul>\n<\/td>\n

The class listens to the story and watch the volunteer(s) acting.<\/td>\n<\/tr>\n
Activity 5: Class storytelling<\/p>\n

(10m)<\/td>\n

Assigns each student a number from 1 to 20. Number 1 student starts the story, for example, \u201cOne day I\u2026\u201d.<\/td>\nIndependent practice: Students tell a story and acts it out. The volunteers come to the front of class. The class takes turns to tell a story. Volunteers role play the scenario. The story contains the learned vocabulary, grammar and new structure of two simultaneous actions.<\/td>\n<\/tr>\n
Summary<\/p>\n

(5 m)<\/td>\n

Summarizes the class story briefly.<\/td>\nRetell the story in groups or with partner.<\/td>\n<\/tr>\n
Closing of class<\/td>\nSays goodbye to the class.<\/td>\nStand up to say goodbye to the teacher.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
\n
Post Assessment\/Evaluation<\/h6>\n<\/td>\n<\/tr>\n
\n

The assessment is through students\u2019 response to the questions, TPR, storytelling, and the reading comprehension homework.<\/p>\n<\/td>\n<\/tr>\n

\n
Homework<\/h6>\n<\/td>\n<\/tr>\n
\n

Assign a comprehensible reading comprehension homework. It is short, interesting, and related to the class story.<\/p>\n<\/td>\n<\/tr>\n

\n
Lesson Plan Analysis<\/h6>\n<\/td>\n<\/tr>\n
\n

Suggested points:<\/p>\n

    \n<\/p>\n
  1. Standard, philosophy, and\/or rationale the plan has been built on<\/strong><\/li>\n<\/ol>\n

    \nACTFL World-Readiness Standards for Learning Languages<\/p>\n

    Communication<\/dfn>:\u00a0 Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.<\/p>\n

    Interpersonal Communication<\/dfn>: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.<\/p>\n

    Connections<\/dfn>:\u00a0 Connect with other disciplines and acquire information and diverse perspectives to use the language to function in academic and career related situations.<\/p>\n

      \n<\/p>\n
    1. Teaching methodology<\/li>\n

      <\/strong>\n<\/ol>\n

      \nTPRS (Teaching Proficiency through Reading and Storytelling)<\/p>\n

      Step one: establish meaning<\/p>\n

      Step two: spoken class story<\/p>\n

      Step three: reading<\/p>\n

        \n<\/p>\n
      1. Teaching strategies<\/li>\n

        <\/strong>\n<\/ol>\n

        \nComprehensible Input<\/p>\n

        TPR (Total Physical Response)<\/p>\n

        Circling<\/p>\n

        Comprehension checks<\/p>\n

        Pop-up grammar<\/p>\n

        Personalized question<\/p>\n

          \n<\/p>\n
        1. Special focus and features of the plan<\/li>\n

          <\/strong>\n<\/ol>\n

          \n(1)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Step one: establish meaning<\/p>\n

          The teacher introduces the new vocabulary in this step. The new vocabulary Chinese character and pronunciation are shown on the PowerPoint slide projected on the whiteboard.<\/p>\n

          The teacher applies several strategies to assure the input is comprehensible, for instance, using gestures, interacting with students with circling questions, and asking individualized questions to increase students\u2019 interest.<\/p>\n

          TPR (Total Physical Response) is one of the effective teaching methods to provide comprehensible input.
          \nThe teacher introduces \u4e00\u8fb9+ Verb 1, \u4e00\u8fb9 + Verb 2 (two simultaneous actions) by TPR.\u00a0 For example, the teacher acts out \u201cI watch TV while having breakfast\u201d. While acting, the teacher speaks the sentence \u201cI watch TV while having breakfast.\u201d<\/p>\n

          \u201cI watch TV and use cellphone while having breakfast.\u201d \u201cI use cellphone while having lunch.\u201d \u201cI use cellphone while driving.\u201d \u201cI use cellphone while teaching.\u201d \u201cI use cellphone while walking.\u201d \u201cI use cellphone while having dinner.\u201d<\/p>\n

          The class acts out what the teacher says.\u00a0 For example, \u201cThe teacher uses cell phone while eating.\u201d<\/p>\n

          Circling is a teaching strategy of using the target language to ask a series questions related to the context. The repetition allows students to get familiar with the pronunciation and meaning of the new words. It is also an effective way of providing the comprehensible input. Have the class respond with gestures. Verbal response is optional at this step.
          \nThe teacher asks the class:<\/p>\n

          Do you sometimes use cellphone in class?<\/p>\n

          Do you often use cellphone in class?<\/p>\n

          Who does not use cellphone in class?<\/p>\n

          Is using cellphone in class a good habit?<\/p>\n

          Comprehensible Input by connecting to students\u2019 lives:
          \nThe activity of Getting to Know Someone provides meaningful real-life situations of knowing someone. The questions, for instance,\u00a0 \u201cDoes he like Chinese class?\u201d \u201cDoes he use his cellphone while he is in Chinese class?\u201d provides an opportunity to know their classmate\u2019s likeness or dis-likeness of Chinese class and this person\u2019s habit of using the phone in class or not using it.<\/p>\n

          (2)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Step two: spoken class story<\/p>\n

          This step provides students with comprehensible input with the new structures in the contextualized scenario. The teacher tells a brief but interesting story and asks volunteers to act out. The comprehensible input is provided to the class by hearing to the story and watching the acting. It draws students\u2019 attention especially the visual learners. The actors acquire the language through listening, comprehending, and performing. It especially benefits the kinesthetic learners. The humorous performance of the volunteers may enhance the relaxed learning atmosphere.<\/p>\n

          After the guided practice, students take turns making a personalized class story. The teacher may give a starter phrase or sentence of the story, then the class develops the plot with details. When the class needs to help to carry on the story, the teacher may provide personalized questions. The volunteer actors perform the story. It is better if there are problems, surprise, conflict, or accidents in the story. The issues can be solved or unsolved. It is more important that students utilize the target language unconsciously, willingly<\/p>\n

          This process provides the opportunity for the class to demonstrate the learned, new structure in the meaningful context.<\/p>\n

          (3)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Step three: reading<\/p>\n

          Assign a comprehensible reading comprehension homework to the class. It is short, interesting, and related to the class story.<\/p>\n

            \n<\/p>\n
          1. Strengths and limitations<\/li>\n

            <\/strong>\n<\/ol>\n

            \nStrengths: TPRS is a very effective teaching method which utilizes comprehensible input, circling, personalized questions, and frequently comprehension check. It can highly engage students to participate in class activities and acquire the target language unceasingly. Since students are in a relaxing and interesting learning atmosphere, thus their affective filter is low which is beneficial for learners to acquire the language in a natural and meaningful way.<\/p>\n

            Limitations: It require the teacher\u2019s high classroom management skills.<\/p>\n

              \n<\/p>\n
            1. Suggestions for users<\/li>\n

              <\/strong>\n<\/ol>\n

              \nThink about some interesting, humors, close to students\u2019 lives storylines. The example stories are limited. The teacher should adjust the stories according to the real situation of students.<\/td>\n<\/tr>\n

\n
Author Bio<\/h6>\n<\/td>\n<\/tr>\n
\n

My English name is Yuxin Carcamo. I am from Beijing, China and arrived in America in 2007.\u00a0 I earned my Master Degree of Linguistics with Concentration of Teaching Chinese from CSU Long Beach, California in 2009.\u00a0 I have been teaching at Firebaugh High School which is located in a Latino community of Lywnood, California, since 2011. I have been teaching in city college as a part-time Chinese class instructor. I am blessed to have teaching as my career. I am honored to earn the California State Outstanding Student Teacher, awarded by Delta Kappa Gamma Society, 2012, and Certification of Recognition presented by California State Senator, 2014, and 2015. I have been attending various professional workshops and trainings.\u00a0 One of the most influential workshops was Dr. Krashen\u2019s Comprehensible Input because it shaped my teaching philosophy: language acquisition requires relaxed, meaningful, and understandable interactive communication.<\/p>\n<\/td>\n<\/tr>\n

\n

\u535c\u7fbd\u99a8\uff0c\u6765\u81ea\u4e2d\u56fd\u5317\u4eac\u3002\u6bd5\u4e1a\u4e8e\u52a0\u5dde\u5dde\u7acb\u957f\u6ee9\u5927\u5b66\uff0c\u8bed\u8a00\u5b66\u4e13\u4e1a\u7855\u58eb\u4e2d\u6587\u6559\u5b66\u65b9\u5411\u3002\u81ea2011\u5e74\u8d77\u5728\u52a0\u5dde\u6d1b\u6749\u77f6\u5730\u533a\u6797\u821e\u5e02\u516c\u7acb\u9ad8\u4e2d\u98de\u535a\u9ad8\u4e2d\u62c5\u4efb\u5168\u804c\u4e2d\u6587\u8001\u5e08\uff0c\u6559\u6388\u4e2d\u6587\u4e00\u5230\u56db\u548cIB\u8bfe\u7a0b\uff0c\u517c\u804c\u793e\u533a\u5927\u5b66\u4e2d\u6587\u6559\u5b66\u3002\u6211\u5f88\u611f\u6069\u4ece\u4e8b\u6559\u5b66\u4e8b\u4e1a\u30022012\u5e74\u8363\u83b7Delta Kappa Gamma\u7ec4\u7ec7\u7684\u52a0\u5dde\u4f18\u79c0\u65b0\u8fdb\u6559\u5e08\u5956\uff0c2014\u5e74\u548c2015\u5e74\u8363\u83b7\u52a0\u5dde\u8bae\u5458\u7b7e\u7f72\u9881\u53d1\u7684IB\u6559\u5e08\u8d21\u732e\u5956\u72b6\u3002\u6211\u70ed\u8877\u53c2\u52a0\u4f17\u591a\u4e13\u4e1a\u57f9\u8bad\uff0c\u5176\u4e2d\u5f71\u54cd\u6211\u6700\u6df1\u7684\u4e00\u6b21\u662fDr. Krashen\u2019s Comprehensible Input\u7684\u8bb2\u5ea7\uff0c\u4ed6\u5f53\u9762\u544a\u8bc9\u6211\u6709\u8da3\u7684Storytelling\u548cComprehensible Input\u7684\u91cd\u8981\u6027\u5851\u9020\u4e86\u6211\u7684\u6559\u5b66\u7406\u5ff5\uff0c\u90a3\u5c31\u662f\u8bed\u8a00\u4e60\u5f97\u662f\u5728\u8f7b\u677e\uff0c\u6709\u610f\u4e49\u5e76\u53ef\u4ee5\u7406\u89e3\u7684\u6c9f\u901a\u4e2d\u83b7\u5f97\u7684\u3002<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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