First-year free write (10-4 write)

In-class writing. I call this a 10-4 write, because we start with a list of 10 phrases, either ones I give them or ones we brainstorm, like today.

First we brainstormed 10 “new things” (new structures or vocabulary) from the first three chapters of “Susan you mafan”:

Student-chosen New Structures

Then, through a complex and convoluted process of numerology I made up pretty much on the spot (“Write down your birthday. Write your mother’s birthday. Write a friend’s birthday. If any of the numbers are over 10, add their digits until you get a number that’s 10 or less. You should have four numbers — write a 100-word story containing the phrases with those numbers.”) they chose four out of the 10 structures to include in their stories.

Here are the results. (Students of Terry Waltz.)

http://www.zhongwenbumafan.com/laoshi/Files/Chinese%201%20Writing%2020140502.pdf

 

Comprehensible Input in the Chinese classroom

Are you teaching Chinese with TPRS or Comprehensible Input?

SwamiGiraffe

Thinking about making the leap to a more brain-friendly, student-centered way of teaching?

Here you’ll find actual samples of real students showing what is possible using the TPRS® method of teaching Mandarin. By providing students with large amounts of input that they can truly understand — 100% — teachers who use Comprehensible Input and TPRS® achieve results that look quite different from traditional “book-taught” students.

1st year student speaking: April 9

Student: 10th grader, no previous Chinese experience or background

Class: 100% TPRS 1st year Chinese class, 21 students, 10-11 graders

Task: Draw a multi-panel cartoon without any language on the page, and tell the story to the teacher. Total preparation time, including drawing: 10 minutes. No notes allowed during test. (Student of Terry Waltz.)

Students could use a drawing to organize their thoughts to tell their story.

Students could use a drawing to organize their