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Welcome to this page! I'm thrilled to share with you this detailed lesson plan. This plan incorporates Chinese reading, listening, and speaking activities through task-based learning. I hope you find as much joy in exploring the plan as I had in creating it.
The ACTFL (American Council on the Teaching of Foreign Languages) proficiency scale is a framework used to assess and describe a person's proficiency in a foreign language. The scale is designed to measure language proficiency across four main skill areas: Speaking, Writing, Listening, and Reading. The proficiency levels are divided into several sublevels, ranging from Novice to Superior, with each level indicating a different degree of linguistic ability:
Novice Levels: Limited ability to communicate; focus on basic vocabulary and simple sentence structures.
Intermediate Levels: Can handle a variety of communicative tasks; more complex sentences and broader vocabulary.
Advanced Levels: Can communicate fluently and accurately in most situations; understands and uses more complex language structures.
Superior Levels: High-level proficiency, approaching native-like proficiency in terms of language use and cultural understanding.
ACTFL's 5Cs
ACTFL's 5Cs
ACTFL's 5 Cs represent a framework developed by the American Council on the Teaching of Foreign Languages (ACTFL) to outline the key components of foreign language education. The 5 Cs provide a comprehensive approach to language learning and proficiency.
Since this is a 10-minute micro teaching for CHI 101 students, according to the ACTFL rating scale, novice low, I majorly concentrate on 2 Cs, that is, communication and culture. Communication engages two questions: 1. What information or content is being conveyed? 2. What will the audience do with the information? (Henshaw and Maris 6) In the class objectives, I explicitly state that students will be able to address and greet others in Chinese after this micro teaching. Learning how to address and greet people in Chinese exposes students to Chinese culture.
Furthermore, I intend to incorporate other Cs into this teaching. I intend to let students compare the Chinese and American greetings, which falls into the category of comparisons.
After this class, I also plan to encourage students to form study groups so that they can learn and practice Chinese together outside of class. In doing so, I will incorporate communities into my teaching practices.
Works Cited
Brandl, Klaus. "Communicative language teaching in action." Upper Saddle River, NJ (2008).
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.
Henshaw, Florencia G., and Maris D. Hawkins. Common Ground: Second language acquisition theory goes to the classroom. Hackett Publishing, 2022.
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