CLERC Presentation 2.pptx

Size: px

Start display at page:

Download "CLERC Presentation 2.pptx"

妥谈张简
7 years ago
Views:

1 年测验结果分析 1 Mean Score Distribu?on and Implica?ons Year Story Narra+on 6 points Response 6 points Cultural Presenta+on 6 points Conversa+on 36 points Total Group Standard Group Total Group Standard Group Total Group Standard Group Total Group Standard Group

2 Performance of both total and standard group test takers on the 2014 Story Narra?on and Response improved somewhat when compared to but not by much. Performance on both Cultural Presenta?on and Conversa?on by both groups was worse when compared to par?cularly the Standard Group test takers. And 2013 was not a good year in terms of student performance. What might be the causes for the con?nual erosion of performance in the Free Response tasks since 2010 par?cularly in the Conversa?on task? Increasing number of Standard Group test takers? Lack of clarity and increasing difficulty of the test items? Insufficient linguis?c and cultural knowledge? Need for developing and enhancing more focused instruc?onal and learning 2/7/2015 strategies? T. Richard Chi, AP Chinese 3 Cause 1: Growing # of Standard Group Test Takers? % of Standard Group Test Takers Year Test Takers Total Group Test Takers Standard Group % of Standard Group Test Takers ,728 1, % ,121 1, % ,357 1, % ,970 1, % ,388 1, % , % , % , % Average 16.17% 4 2

3 Growth of Number of Test Takers Year Total Group Standard Group Total # é # é % Total # é # é % , % 1, % 10, % 1, % 9,357 1, % 1, % 7,970 1, % 1, % 6,388 1, % 1, % 5, % % 4,311 1, % % 3, year average 18.87% 27.87% 5 Cause 2: Lack of clarity and difficulty of test items? Students comments: The task is too difficult for non- heritage students. The vocabulary needed for the story narra?on task might be too advanced for non- heritage students: 磚頭 bricks, 木板 wood board, 汽油桶 gas drum, 輪胎?re, 彩虹 rainbow, 石板路 stepping store walkway, 卡車 truck, 鏟子 shovel, 小推車 wheel barrel, 溜狗 walk the dog, There are too many things in the pictures, which might have confused some students. The defini?on of "movie" should be more specific. (Cultural Presenta?on) 6 3

4 Cause 3: The Test is Geang More Difficult? Test is aligned with the AP Chinese Course Descrip?on. Test Development Commibee creates, finalizes and approves items in accordance with established specifica?ons. 7 Cause 4: Insufficient Exposure to the Culture? How can AP Chinese students be taught and handle Cultural Presenta?on tasks as follows? Choose and describe one Chinese- language movie and explain its significance. (2014) Choose and describe one Chinese regional cuisine and discuss the significance of food in Chinese culture. (2013) 8 4

5 Choose and describe one tradi6onal Chinese concept or value and discuss its significance. (2012) Choose and describe one Chinese leisure ac6vity and discuss its significance. (2011) Choose and describe one Chinese celebrity and discuss his or her significance. (2010) Choose and describe one Chinese art form and explain its significance. (2009) 9 Choose and describe one city in Mainland China or Taiwan and explain its significance. (2008) Choose and describe one Chinese social custom and explain its significance. (2007) 10 5

6 Cause 5: Lack of ability to produce paragraph length discourse? Student performance samples: Story Narra?on Response Cultural Presenta?on Some Recommended teaching and learning strategies AP 中文测验对教学的启发 12 6

7 1. Inform Students of Learning Objec?ves Aim to enable students to perform at the Pre-Advanced proficiency level Design tasks at the Advanced level requiring the student to Describe, narrate and elaborate facts with detail Discuss facts as well as the ideas, values, perspectives behind them Demonstrate cultural competence (social, historical, artistic, etc.) Produce paragraphs using discourse connectors ( 段落连接词 : 首先其次然后最后 ) for organizing transition of ideas and sequencing events Produce a broad range of vocabulary and idiomatic expressions related to the selected topics Use a variety of high-frequency grammatical structures Prac?ce responding to the prompt Students work on tasks in groups Determine the main themes, questions, ideas to be discussed in presentational communication Brainstorm and create a vocabulary pool Identify commonly used discourse connectors for description and narration of people and events Determine the sequence of events 14 7

8 3. Review Student Performance Samples: Addresses all aspects of stimulus with thoroughness and detail? Coherent with a clear progression of ideas? Cohesive use of appropriate transitional elements? Well-connected discourse of paragraph length? Rich and appropriate vocabulary? Wide range of grammatical structures? Accurate pronunciation and natural pace with minimal hesitation and repetition? 15 Review Student Performance: Story Narra?on Rubric Evidence Yes No 1. Address all aspects of s?mulus, thorough with detail 2. Coherent with clear progression of ideas 3. Use of appropriate transi?onal elements 4. Well connected paragraph length discourse 6. Rich and Appropriate vocabulary 7. Wide range of gramma?cal structures a. Described all four pictures b. Thorough with detail Sufficient use of discourse connectors to tell a complete story a. Story told in a string of sentences b. Story told in a paragraph using discourse connectors a. Listed all the objects on the ground(p1) b. Used appropriate vocabulary to describe what people are doing 16 8

9 Story Narra?on 17 Story Narra?on Sample A 有一天我偶然路过一个街角, 那里有好多垃圾和废弃物, 墙上还画着一些乱七八糟的图, 然后我回到学校, 告诉了同学们这个角落, 也告诉他们我的想法, 那就是把这个没用的不好看的垃圾角落改造成一个小小的公园. 他们都同意我的想法了并且去帮助我一起去改造这个垃圾角落. 我们在墙上画了彩虹和大树, 在地上种植了好看的草坪和几棵树, 还放了一张长椅供人们休息, 经过我们的辛苦工作, 一个垃圾角落就这样被我们改造成了一个漂亮的小公园. 小公园改造好之后有很多人来这里玩儿, 有小朋友来这里玩儿游戏, 有人来这里溜狗, 有人在这里看书, 有人在这里休息, 还有人带小孩子来玩儿. 我们非常有成就感, 很开心的看着人们在我们改造的小小公园里面快乐的玩耍. 18 9

10 Story Narra?on Sample B 小明是一个学生. 有一天下学以后他看到一个地方. 他觉得这个地方很不好看, 所以明天他去学校问他的同学帮他洗一下. 他想做一个公园. 下个月他们都做这个公园. 做完了以后小明问别的人来. 每个人说, 噢很漂亮. 小明听, 很高兴. 19 Story Narra?on Sample C 我的朋友, 你只到嗎? 我和住旁邊的人把赴近的空地變成了一個大家都可以玩的地放了. 真是痲繁呢

11 4. Model Narra?ons: Tell a story with a beginning, middle and end with detail in short paragraphs 有一天小明走路的时候, 在街道旁边看到了一块空地, 地上长了很多野草, 上面还有砖头, 木板, 汽油桶, 轮胎与垃圾旁边房子的墙上还有很多涂鸦这时候, 小明有了一个想法, 就是他要清理美化这块空地, 种上一颗树草地与花, 铺上石板路, 放上长凳子, 边上有个垃圾筒, 墙上画了彩虹与白云然后他把这个想法告诉了她的同学, 请他们一起来参加这个活动到了周末, 许多人都来帮忙有的人从车子里拿出花草来, 有的人拿着铲子清理地面, 还有一个人在种花, 边上有一个浇水的罐子地上放着一棵树与五盆绿色的矮树, 还有一个小推车上面有白色的小石头当他们的工作完成以后, 这块地方变成了一个美丽的小公园有人在那儿溜狗, 有人躺在地上看书, 有一个妈妈跟她的小孩在玩球, 有三个小孩跑来跑去, 有一个人拉着一个上面作者小孩子的推车, 有一对男女坐在长椅子上, 还有一个人站着呼吸新鲜空气 21 Review Student Performance: Response Rubric Evidence Yes No 1. Address all aspects of s?mulus, thorough with detail 2. Coherent with clear progression of ideas 3. Use of appropriate transi?onal elements 4. Well connected paragraph length discourse 6. Rich and Appropriate vocabulary a. Appropriate answers to the ques?ons b. Answered all ques?ons Sufficient use of discourse connectors to tell a complete story a. Responded in a string of sentences b. Responded in a short paragraph interspersed with discrete sentences a. Rich vocabulary b. Appropriate vocabulary 7. Wide range of gramma?cal structures 22 11

12 Response 23 Response Sample A 李文静 : 恭喜你快要从高中毕业了! 我最近挺好的, 谢谢你的关心. 关于你邮件里面提的问题, 我觉得你应该去小学. 第一个原因是, 你虽然要高中毕业了, 但是你还是算小孩. 这样, 你可以跟小学的孩子更有相同, 因为你从经也当过小学生, 但是你没有经过老人的生活. 第二, 帮助小学生的另外一个特点是 : 小学的时候有一个大一点的孩子领着他们玩非常好, 也会带给他们很多开心. 关于拟第三个问题, 我觉得学校让学生做这种活动非常好, 因为这样学生也可以带给世界一些帮助, 让别人也感受相学生那么富裕的生活. 我希望我的想法可以带给你帮助. 大卫 24 12

13 Response Sample B 你好文静! 我认为你应该听你的妈妈因为帮助老人是很好的行动. 虽然你不可以赚钱帮助老人, 你可能有非常好的经验. 再说, 如果你听你的爸爸的建议, 你会玩游戏, 很不健康和不用工. 小也朋友可能烦恼你. 文静, 我建议你决定周末去老人中心. 不但很好的经验, 而且可能很有意思的时间. 我希望你会决定帮忙老人. 再见文静! 25 Response Sample C 你好! 我们好? 我的学校也要血生化亚前六十个小时的网服条! 你的功课做前去打在公园! 因为我的学校想要最好学生, 所以天天你们做我们看书我喜欢打篮球! 你也喜欢打篮球? 今年青天你会不会去游泳? 我爱游泳! 我们走一起游泳! 你今年青天见! 26 13

14 Mee?ng the Criteria 李文静 : 恭喜你快要从高中毕业了! 我最近挺好的, 谢谢你的关心. 关于你邮件里面提的问题, 我觉得你应该去小学. 第一个原因是, 你虽然要高中毕业了, 但是你还是算小孩. 这样, 你可以跟小学的孩子更有相同, 因为你从经也当过小学生, 但是你没有经过老人的生活. 第二, 帮助小学生的另外一个特点是 : 小学的时候有一个大一点的孩子领着他们玩非常好, 也会带给他们很多开心. 关于拟第三个问题, 我觉得学校让学生做这种活动非常好, 因为这样学生也可以带给世界一些帮助, 让别人也感受相学生那么富裕的生活. 我希望我的想法可以带给你帮助. 大卫 27 Review Student Performance: Cultural Presenta?on Rubric Evidence Yes No 1. Address all aspects of s?mulus, thorough with detail 2. Coherent with clear progression of ideas 3. Use of appropriate transi?onal elements 4. Well connected paragraph length discourse 6. Rich and Appropriate vocabulary a. Described the movie b. Discussed its significance c. Thorough an detailed Sufficient use of discourse connectors to tell a complete story a. Spoke mainly in strings of sentences b. Spoke in paragraphs interspersed with discrete sentences a. Rich vocabulary b. Appropriate vocabulary 7. Wide range of gramma?cal structures 8. Accurate cultural informa?on a. On the story b. On its significance 28 14

15 CULTURAL PRESENTATION Choose ONE Chinese- language movie that you have seen (such as Not One Less [Yi ge dou bu neng shao], Shower [Xizao], To Live [Huozhe], Eat Drink Man Woman [Yin shi nan nü] etc.). In your presenta+on, describe this Chinese- language movie and explain its significance. You have four minutes to prepare your presenta?on. You have two minutes to record your presenta?on. 29 Cultural Presenta?on Sample A 大家好! 我今天要講一講我最喜歡的電影就是西遊記西遊記的故事就是從中國的四大名著的 s- 西遊記書來的 Uh 這個故事就是講的一位和尚名字唐僧的經過他有三個徒弟, 沙和尚豬八戒還有孫悟空我最喜歡的就是孫悟空, 因為他有七十二般變化, 他也有火[hong2] 眼金睛能看出誰是妖怪他們去西天取經的經過的時候, 有很多妖怪想吃唐僧肉, 所以 uh 孫悟空特別保護, 特別保護他的師傅我最喜歡的故事就是三打白骨精就是他們遇遇到了一位妖怪叫白骨精能變出別人的形狀, 每次唐僧以為是好人, 但是孫悟空能看出, 孫悟空能看出白骨精真正的是一位是一個妖怪, 把她打死了 Uh 唐僧把孫悟空開除了, 但是白骨精馬上就要吃唐唐僧了, 孫悟空又把唐僧救了這個 uh 電影講的就特別在中國文化特別重要, 因為我們能我們能知道中國人們特別尊重他們的師傅 uh 和老師有一位, 有一句道理是一日為師, 終生為父, 這個道理就在這個電影裏能看出, 因為唐僧的三個徒弟都特別尊重他這就是我對西遊記的了解謝謝大家! 30 15

16 Cultural Presenta?on Sample B 大家好! 我是小青, 今天我要給你介紹 [shu4] 一下.. 中國的電影這個電影是霸王別姬 [zhi1] 這個電影漢語是是 1993 的電影, 我特別喜歡這個電 [dian2] 影, 因為霸王別姬有傳統也歷史的意義這個電影包括京劇 [jing4 ju2] 京劇很有意思, 比如說他們的臉 [lin4] 譜, 紅 [hong4] 的面是很 [hen4] 好的人, 白面是坏的人霸王別姬包括兩 [liang4] 個男孩 [hai3] 子, 一個男孩子當老 [ 男?] 人, 別的男孩子當女人, 他們都是很好的朋友可是當的男人愛他的朋友, 可是他的朋 [peng4] 友不愛他 [ta2] 霸王的別姬包括改革,[long pause] 愛朋友的人死了這這個問題很重要, 為什麼? 因為他的這個電影給我們介紹一下別的中國也有很 [hen4] 多傳統也事實的東西我去中國很多次, 每個次我看這個電影很好看 31 Cultural Presenta?on Sample C 這個?uh 我我最喜歡我我的中文的?.. 我最喜歡的?Forbidden Symbol [?], 這是這個看電這個看電影 [ying4] uh 很 [hen4] 有意思, 因為這個看電影有有?Jet Li 和 Jackie Chan 這個看電影用用功夫很多 [duo4], 我? 喜歡功夫 [gong2 fu4], 所以我真的我真的知道我喜歡這個看電影可是?Jet Li 的功夫比?Jackie Chan 的功夫好很多, 因為?Jet Li 非常非常好我喜歡?Jet Li 和 Jackie Chan uh 用功夫?.. 用功夫?.. 在?.. 在?.. 在別的在別的別的? k- 別的?.. 看電影 [laughter],uh 因為我最喜歡這個看電影? 32 16

17 Conclusion Based on Sample Analyses A test taker who receives a score of 3 typically Addresses either all or some aspects of the prompt Does not provide thorough and detailed information in the response Demonstrates some diffi culty in presenting ideas in a logical fashion Uses discourse connectors rarely sometimes if any--and cannot produce paragraph length discourse Uses limited and sometimes inappropriate vocabulary Uses limited and sometimes incorrect grammatical structures Repeats thoughts, vocabulary, sentences structures Inconsistent pace with repetition and hesitation in speech Use discourse connectors for narra?ng and describing in paragraphs 34 17

18 Story Narration Sample with Score 3 and Below 今天丽莎回家. 她的家在纽约城市. 她坐飞机从加州来的. 丽莎到纽约城市飞机场, 她不可以找她打行李. 她马上很急. 丽莎坐公共汽车去她的家. 她跑去她的卧室快快的. 她看她的卧室, 她认识她没有衣服还是东西. 所以, 丽莎给她的朋友们打电话. 丽莎的朋友们到了的时候, 他们带衣服和东西给丽莎. 丽莎很高兴, 请他们进里面. 他们吃饭东西, 丽莎听机场员在外面. 在外面, 机场员有丽莎的行李. 丽莎非常高兴! 然后丽莎带行李里面, 丽莎的朋友们都帮丽莎洗她的衣服. No paragraphs. A string of sentences with each beginning with the same subject. Aside from 所以 and 然后, no other discourse connectors are used. 35 小芳那天乘飞机到芝加哥去上大学飞机到了以后, 她就去取行李, 可是行李却没有到他这次旅行她带了三件行李, 有一个蓝色的大箱子, 还有一个紫色的中箱和一个小箱小芳想, 行李没到就只好先去他的宿舍了到了宿舍以后, 进了她的房间, 看到了一张床一个洗脸台, 还有一个放洗脸用具的小柜子打开衣柜一看, 里面什么都没有正在不知到该怎么办的时候, 有人敲门小芳开门一看, 原来是同宿舍的几个同学给她送来了毛巾毯子衣架, 还有一些其它的用品第二天, 有一个人把小芳的行李送到他的宿舍来虽然小芳等了一天行李才到, 她还是很高兴的签了名把行李收下了 Discourse Connectors: 以后就 ; 有, 还有 ; 一看什么都 ; 正在的时候, 原来是 ; 虽然才还是 36 18

19 6. Interpersonal Speaking à Presentational Writing and Speaking: Use Discourse Connectors to Show Clear Transition of Ideas 然后 is used to introduce subsequent events in sequence. 1. A: 你暑假在中国旅行的时候都去了些什么地方? B: 我先从纽约飞到香港, 然后从香港飞到上海在上海玩儿了三天, 然后坐火车到北京在北京住了一星期, 然后再飞到西安旅游了四天这一次到中国玩儿得痛快 2. A: 你从早上到现在都做了些什么? B: 3. A: 从你的宿舍到教室怎么走? B: 5. A: 这个周末准备做什么? B: 37 跟平常一样啊! Just like always! 啊 here conveys a sense of Don t you know the answer already? 1. A: 你今天几点种上课? B: 跟平常一样啊! 九点 2. A: 几点吃晚饭? B: 3. A: 下午打算做什么? B: 4. A: 周末计划做什么? B: 5. A: 今天晚上有什么作业? B: 38 19

20 那当然啦! But of course? conveying a sense of It goes without saying; absolutely 1. A: 你觉得学中文很有用吗? B: 那当然啦! 要不然我就不学了 2. A: 你想他很有钱吗? B: 3. A: 这个字你会写吗? B: 4. A: 你会做饭吗? B: 39 Use 跟平常一样啊, 然后, 那当然啦 in the following dialogue describing daily routine Xiao Wang: Ask Xiao Li what s/he has done today. Xiao Li: Answers: "Just what one normally does going to classes, the library, ea?ng meals, etc." Xiao Wang: Ask Xiao Li what s/he did today? Xiao Li: Answers: "Got up in the morning, then had breakfast, went to classes. Aoer classes, then went to the library to study for about three hours, then went to work. Aoer work, went home, ate something, watched a lible TV, then went to bed." Xiao Wang: Ask Xiao Li about her/his day. Xiao Li: Answers: "Same as usual. Went to class, then went to work, then went home, went to bed. Not much to talk about. Asks Xiao Wang if her/schedule tomorrow will be the same as today's. Xiao Wang: Answers: "Of course! A student s daily rou?ne is the same everyday." 40 20

21 Presentational Writing and Speaking: Tell a Story; Use Authentic Language; 有一天小王跟小李聊天小王问小李说 : 你今天都做了什么了? 小李说 : 跟平常一样啊! 上课, 去图书馆, 吃饭, 什么的你说说今天从早到晚都做了什么? 小王问小李? 小李说 : 我早上起床以后, 先吃早饭, 然后去上课上完课以后, 去图书馆学习了三个小时, 然后去工作下班以后, 回家, 吃晚饭, 看了一会儿电视, 然后上床睡觉小王也问小李他这一天都做了什么小王说 : 跟平常一样啊上课上班然后回家睡觉没什么好说的小王又问小李 : 你明天要做的事跟今天一样吗? 小李说 : 那当然啦反正学生每天要做的事都一样 Explore Contemporary and Historical Chinese Culture Contemporary cultural topics societal rela?ons geography popula?on ethnic and regional diversity travel and transporta?on climate and weather holidays and food games and sports current affairs (China s impact on the global community and vice versa (environment, economics, geopoli?cs, etc.) Historical cultural topics historical events Historical figures philosophical thought, government ins?tu?ons, and ar?s?c pursuits Ar?s?c pursuits (stories, drama, music, pain?ng, calligraphy) philosophical thoughts and themes 42 21

22 8. Prac?ce wri?ng various discourse styles Descrip?ve 描述文 Narra?ve 叙述文 Expository 说明文 Persuasive 劝说文 43 22

ap15_chinese_interpersoanal_writing_ _response

ap15_chinese_interpersoanal_writing_ _response 2015 SCORING GUIDELINES Interpersonal Writing: 6 EXCELLENT excellence in 5 VERY GOOD Suggests excellence in 4 GOOD 3 ADEQUATE Suggests 2 WEAK Suggests lack of 1 VERY WEAK lack of 0 UNACCEPTABLE Contains