Learn Chinese with Tasks: Implementing a Task Chain to Improve Integrated Language Skills - Part One

- It provides students with more practicing opportunities since they have repeated chance and longer time to use target language.
- It helps to improve their integrated language skills. In order to complete tasks, students will have opportunities to use all four language skills, i.e. reading, listening, speaking and writing.
- It may promote students’ awareness of self-improvement during the implementation process of a task chain.
- Before playing the video, teacher shows students the title of video and asks them to predict the content. Below is a screenshot of the video.
- Teacher plays the video and asks students to talk about the gist of the video.
- Teacher plays video again and pauses every two turn-takings. In each turn, students are asked to sort one card (picture) of the activity that the boy does on that day. Then students need to say the word and put this card into the pocket of big calendar in the classroom (e.g. put the picture of dancing in the pocket of Monday)
- Teacher repeats the previous step and asks students to sort the cards with Chinese characters this time.
- The whole class repeats new words for several times.
- This task simulates the typical matching game. At first, leave all the cards (both word and picture) on the table, facing down.
- Students take turns to flip over two cards. They can keep two cards if the picture and the word on each card match. They should pronounce the word correctly to keep the cards.
- After the game finishes, students take turns to say the words on their cards.
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