Literaturnachweis - Detailanzeige
| Autor/in | Shiu, Stephen |
|---|---|
| Institution | Chicago Board of Education, IL. |
| Titel | Supplement for Chinese-Speaking Students for Curriculum Guide in Reading. Level F. Working Draft. |
| Quelle | (1979), (283 Seiten) |
| Sprache | englisch; chinesisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Bilingual Instructional Materials; Chinese; Chinese Americans; Cultural Awareness; Curriculum Guides; Learning Activities; Primary Education; Reading Instruction; Teaching Methods Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; China; Chinesen; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA; Cultural identity; Kulturelle Identität; Curriculare Materialien; Lernaktivität; Primarbereich; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | This supplement to Chicago's standard curriculum guide in reading is for use with primary level Chinese-speaking students. It is designed to help students to develop the skills needed to function in a regular English program of instruction. Teaching/learning strategies are presented in Chinese. Objectives, teacher directions, and other pertinent information are in English. There are numerous references within the activities to culturally relevant stories, proverbs, and other materials that help to perpetuate students' cultural heritage. Sample units are followed by a section on the fundamental skills of Chinese word learning, in which objectives and skills are listed, teaching/learning strategies are suggested, and answers and/or criteria are given. Next comes a section on objectives common to Chinese and English for comprehension, study skills, and literature. Finally, there is a section on key objectives in Chinese, also for comprehension, study skills, and literature. (CMG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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