My Opera【Teaching 2】 Observer of the Experienced
Monday, June 25, 2007 3:59:31 PM
The teaching Diary today composes two parts:
Observation professionals:
Tutoring Kanasugi:
Time: 10-12a.m.
Place: Classroom on the 5th floor
Teacher: Miss Lu
Text Book: Developing Chinese Mediate Book2
Students level: Ready for HSK 8.
Content: Dialogues about going to hospital.
What I have observed:
1.Although it’s an oral class, explanations on words and expressions is still a major part of the class task.
e.g. A总[zong3]比B好----A比[bi2]B好 （in the former one A&B are both negative yet a choice is made to select A ,seemingly like “get the best from the worst”; while the latter one does not have this imply）
2.The usual pattern to organize the class is adopted—starts with a revision then goes to new materials.
3.There are not too many words extended from one to another, while the focus is put on those confuse with the already taught ones, be it different ones or similar ones.
e.g. 折[zhe2]纸[zhi3]—团[tuan2]纸 （similar, 折is folding something more neatly than 团）
4.Explanations on grammatical modifiers is not necessary, yet part of speech is a must---more commonly acceptable.
For me, the past two hours is more like my school life in junior high school when took down notes carefully for I really found that my knowledge for Chinese grammar is not so skillful as expected---I can speak it well, yet run out of simple but sufficient word to explain it well.
That’s why I listen so carefully and decided to bring my newly-bought Chinese dictionary with me,
Time: 3-5 p.m.
Place: A Random Classroom on the 3th floor of Eastern Building No.2
Tutor: I
Students level: Ready for HSK 8. Mr. Kanasugi
Content: Topic Extension on Summer Time in China
Reason for choosing so: More Practical for Life here in Xi’an
What I did and learned:
Introducing words related to China’ summer time according to categories:
Cloths Food Activities Weather
1.Prepare a topic, mostly culture-related, to start with and to discuss with, so that I will not run out of words.
2.write Pinyin out for ur students, which shows ur concern about them; remember the days that u wanted so much ur Japanese teacher to write the pronunciation out.
Observation professionals:
Tutoring Kanasugi:
Time: 10-12a.m.
Place: Classroom on the 5th floor
Teacher: Miss Lu
Text Book: Developing Chinese Mediate Book2
Students level: Ready for HSK 8.
Content: Dialogues about going to hospital.
What I have observed:
1.Although it’s an oral class, explanations on words and expressions is still a major part of the class task.
e.g. A总[zong3]比B好----A比[bi2]B好 （in the former one A&B are both negative yet a choice is made to select A ,seemingly like “get the best from the worst”; while the latter one does not have this imply）
2.The usual pattern to organize the class is adopted—starts with a revision then goes to new materials.
3.There are not too many words extended from one to another, while the focus is put on those confuse with the already taught ones, be it different ones or similar ones.
e.g. 折[zhe2]纸[zhi3]—团[tuan2]纸 （similar, 折is folding something more neatly than 团）
4.Explanations on grammatical modifiers is not necessary, yet part of speech is a must---more commonly acceptable.
For me, the past two hours is more like my school life in junior high school when took down notes carefully for I really found that my knowledge for Chinese grammar is not so skillful as expected---I can speak it well, yet run out of simple but sufficient word to explain it well.
That’s why I listen so carefully and decided to bring my newly-bought Chinese dictionary with me,
Time: 3-5 p.m.
Place: A Random Classroom on the 3th floor of Eastern Building No.2
Tutor: I
Students level: Ready for HSK 8. Mr. Kanasugi
Content: Topic Extension on Summer Time in China
Reason for choosing so: More Practical for Life here in Xi’an
What I did and learned:
Introducing words related to China’ summer time according to categories:
Cloths Food Activities Weather
1.Prepare a topic, mostly culture-related, to start with and to discuss with, so that I will not run out of words.
2.write Pinyin out for ur students, which shows ur concern about them; remember the days that u wanted so much ur Japanese teacher to write the pronunciation out.
