Diane N

 (158)
United States - Iowa
Diane N
3.8
19 votes
Seeking to create materials that help Chinese teachers make Chinese comprehensible and enjoyable to their students.
 
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By Diane N
Using Dr. Ashley Hastings' MovieTalk approach, these materials can be used for an up-to-6-week unit based on the popular Chinese film, "Lost on Journey" 《人在囧途》。In addition to MovieTalk listening comprehension work, I have developed reading materials
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By Diane N
Brain break: a brief change of pace during class that often allows students some physical movement as well as a diversion from class instruction. For Chinese classes, I like to use brain breaks that maintain a Chinese theme whenever possible. I
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By Diane N
This file has ready-to-print, large 120-pt font words in Chinese (simplified script) with their English meanings. Pinyin is sometimes included on phrases and words I expect the students may want to use before they hear it enough to acquire it.
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By Diane N
Introducing and using emotions (like happy, excited, annoyed, surprised) and "states of being" (like busy, tired, hungry, and sick) can be done by asking your students "How are you today?" at the beginning of classes, and allowing them to pick from
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By Diane N
This Word document contains words useful in "reports" around various topics: date & time, weather, fashion, sports, lunch, and other lists of topically-related vocabulary. I ask the students questions and point to a document on screen that lists
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4.0
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By Diane N
This product is a collection of files that provide guidance for a Chinese language teacher wishing to use the acclaimed film by Zhang Yimou, "The Road Home" 《我的父亲母亲》. The unit is best suited to high school levels 3, preAP, and AP classes, or
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By Diane N
If your students have access to the internet and a computer or other electronic device, this 6-page PDF document makes an excellent substitute teacher plan for Chinese teachers! We so rarely have a Chinese-speaking substitute teacher. With this
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By Diane N
This is a 4- to 5-day lesson plan with reading material that was designed for novice-level Chinese classes at the beginning of their experience with Chinese language. The teaching approach might be described as comprehension-based and communicative,
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By Diane N
This file has ready-to-print,large 120-pt font question words in Chinese (simplified script) with their English meanings. No pinyin is displayed. For example: 什么 what 谁 who 几点 at what time The page format is for printing on 11 by 17 inch
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3.8
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By Diane N
This Word document includes three versions of the well-known Tang dynasty poem 静夜思: Chinese character, pinyin, and my English translation. Paper size is set to "Ledger" (11 inches by 17 inches) so it can be printed and easily displayed on the
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4.0
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By Diane N
"Mafia" is a game that can be used in a world language classroom. The teacher takes the role of the narrator who guides game play. I learned about the idea to use "Mafia" from Spanish teacher, Martina Bex, at
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By Diane N
These rubrics help Chinese teachers evaluate student speaking and writing in ways that are proficiency-based and about developing communication skills. The seven rubrics: Interpersonal Communication Skills rubric (used to evaluate in-class
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4.0
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By Diane N
"Mafia" is a game that can be played in a world language classroom. The teacher takes the role of the narrator who guides game play. I learned about the idea to use "Mafia" from Spanish teacher, Martina Bex, at
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By Diane N
This product is a list of adjectives or adverbs for use in Chinese classes. The chart includes English, Chinese characters, and pinyin. I used Terry Waltz's color coding for tones. I prefer to invite a student to choose which "style" we use. I use
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By Diane N
This free PDF document is the syllabus for my 2016-2017 AP (Advanced Placement) Mandarin Chinese Language and Culture course. It received College Board approval as an AP course. This syllabus may be useful to Mandarin Chinese teachers who want
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By Diane N
I used this Word document as a printed sheet as a poll with semester 1, level one Chinese language classes to find out more about my students' experience with reading Chinese character texts. The text could also be loaded into an online polling site
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TEACHING EXPERIENCE

I have taught Mandarin Chinese to grades 4-12. I have also taught adult classes in person and online. My students generally do not have a heritage Chinese background, so I teach Mandarin Chinese mainly to non-native speakers from zero beginners through Intermediate Low ability. I have been teaching since 2006. In 2017, I began a PhD program in Foreign Language and ESL Education at the University of Iowa.

MY TEACHING STYLE

Teaching with Comprehensible Input, including methodologies such as TPR, TPRS, and MovieTalk. I believe that language fluency develops as students hear and read messages in the target language which they can understand, so I focus class time on co-creating interesting conversations and readings with my students.

HONORS/AWARDS/SHINING TEACHER MOMENT

Participant in Intensive Summer Languages Institute sponsored by American Councils, 2012. ACTFL Writing Proficiency Test - July 2013 Advanced High ACTFL Oral Proficiency Interview - August 2012 Advanced Mid

MY OWN EDUCATIONAL HISTORY

Wittenberg University, B.A. in East Asian Studies, 1995. Trinity International University, M.A.R., 2000. Wisconsin Department of Public Instruction license earned 2014. University of Iowa student earning PhD in Foreign Language and ESL Education (probably finishing in 2021 or 2022).

ADDITIONAL BIOGRAPHICAL INFORMATION

I enjoy opportunities to present about Chinese language teaching and language teaching more generally, and have done so at iFLT, The Agen Workshop, Central States Council on the Teaching of Foreign Languages, ACTFL's national convention, and state-level conferences.

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