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As the first Chinese teacher in Central California since 1991, Lili is strongly committed to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen Catholic University in Taiwan and her M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-Cultural, Language and Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School, and Clovis Community College in California since 1991. She has received the Teacher of the Year and Educator of Merit Awards multiple times, and is a recipient of the Crystal Award as the best educator in the district. She has reviewed multiple Chinese textbooks, including “Chinese in Action” from Pearson Publishing. Lili has also served as a Scoring Leader in AP Reading since the launch of AP Chinese Exam in 2006. She was a member of AP Chinese Language and Culture Committee in 2012—2016. She is currently a member of SAT Subject Test in Chinese Language Committee, and the AP consultant of the College Board. She has presented on her Chinese teaching expertise at numerous AP conferences and workshops. She also works as an Assessor at CalTPA (California Teaching Performance Assessment) World Languages since 2017.
She has presented on her Chinese teaching expertise at numerous AP conferences and workshops since 2006. |
Lili Wong
liliwong@cusd.com |
COURSE DESCRIPTION
欢迎各位老师！ This course will focus on the AP Chinese Language and Culture course and exam in relation to World-readiness Standards that serve as overarching principles for the development of curricular framework. Consultant and participants will discuss and brainstorm research-supported best practices, illustrate step-by-step instructions for creating a truly communicative and interactive immersive setting, and demonstrate effective instructional strategies in enhancing student performance in all three modes of communications (interpersonal, interpretive and presentational). Participants will gain hands-on experiences in assessing student responses by using grading criteria and rubrics applicable for AP Chinese and develop sample formative and summative assessments for their local classrooms. The entire group will also share and examine effective instructional resources.
Topics will include the following:
APSI Chinese Language and Culture Workshop: 4-Day Syllabus
Day 1:
Introduction to the AP Program, Foundation of AP, College Board Mission and Equity Statements
Functions, Content, Skills, Instructional Strategies
--Course Audit
--Curricular Requirements
--Format and Specifications
--Questions and Responses
--The Scoring Guidelines
--Score Distributions and Implications
AP Teacher Community: a professional learning network connecting AP
Chinese Language and Culture teachers worldwide.
--Course Overview Module for AP Chinese
--Discuss how these components and goals may be implemented in your
AP Chinese course. What might be the barriers, if any?
Day 2:
National Standards and The 5C’s Connection to AP Chinese Curriculum (Part 1)
2. The three modes of communication
--Interpretive Communication
--Working with thematic units
--Designing learning activities using graphs, maps and audio prompts, such
as the listening stimuli in the Multiple Choice questions
3. Using authentic resources and integration of skills
--Developing written and listening interpretive communication
--Instructional strategies using audio, charts, graphs, articles, literature, in
the AP Chinese Classroom
4. Group Activities
--Using the AP Themes to develop instructional units
--Design a lesson plan to teach and enhance skills of Interpretive
Communication
Day 3:
National Standards and The 5C’s Connection to AP Chinese Curriculum (Part 2)
1. Interpersonal Communication
-- Developing interpersonal writing skills (email response, text messaging)
-- Developing interpersonal speaking skills (face-to-face and telephonic
conversations)
2. Presentational Communication
-- Developing presentational writing skills (story narration)
-- Developing presentational speaking skill (cultural presentation)
3. Group Activities (Bring your current textbook and supplementary materials)
--Members of each group agree on the selection of one typical lesson in a
selected textbook
--Each group will analyze the selected lesson to identify the presence and
absence of features found in the AP Chinese instructional and assessment
requirements
--Make recommendations of changes and modifications to the lesson to
adapt it to AP Chinese instructional content and strategies
Day 4:
Building an AP Chinese Language and Culture Program
2. Review ACTFL Proficiency Guidelines
-- Hallmark characteristics
--Integrate the National Standards into the AP Chinese Curriculum
--Implement AP Themes in AP Chinese Course
3. Best Practice:
--A Lesson Plan of Using AP Classroom Resources Supported by The College
Board
--How to Connect AP Students to the Real World
--Each group chooses a different theme and designs a project-based lesson
plan incorporating three modes of communication
3. Group Report
--Group activities on Day 3
--Feedbacks and Reflections
欢迎各位老师！ This course will focus on the AP Chinese Language and Culture course and exam in relation to World-readiness Standards that serve as overarching principles for the development of curricular framework. Consultant and participants will discuss and brainstorm research-supported best practices, illustrate step-by-step instructions for creating a truly communicative and interactive immersive setting, and demonstrate effective instructional strategies in enhancing student performance in all three modes of communications (interpersonal, interpretive and presentational). Participants will gain hands-on experiences in assessing student responses by using grading criteria and rubrics applicable for AP Chinese and develop sample formative and summative assessments for their local classrooms. The entire group will also share and examine effective instructional resources.
Topics will include the following:
- Examination of sample student answers from free response sections of an actual AP exam as well as released scoring guidelines for these sections
- Best practices and classroom strategies in improving student performance
- Integration of the ACTFL World Readiness Standards into instruction and assessment
- Cultural integration into the AP course o Authentic materials, immersion environment and differentiated instruction
- Step-by-step instructions including classroom-paced lesson plans to use AP Classroom effectively for AP Chinese classroom settings. These lesson plans are designed based on the newly developed Thematic Unit (6) and Strategy Skills (8).
- Textbooks you are currently using, student work samples, your sample assessments as well as your syllabus, if any
- Your favorite thematic unit
- Authentic materials you have used in your classes
- Any other items you think might be helpful for discussions and exchanges
- A list of technology tools and apps you have used
- Your laptop
APSI Chinese Language and Culture Workshop: 4-Day Syllabus
Day 1:
Introduction to the AP Program, Foundation of AP, College Board Mission and Equity Statements
- The AP Chinese Course
Functions, Content, Skills, Instructional Strategies
--Course Audit
--Curricular Requirements
- The AP Chinese Exam—ACTFL Proficiency Guidelines
--Format and Specifications
--Questions and Responses
--The Scoring Guidelines
--Score Distributions and Implications
- Resources for AP Chinese Teachers
AP Teacher Community: a professional learning network connecting AP
Chinese Language and Culture teachers worldwide.
--Course Overview Module for AP Chinese
- Group Activities
--Discuss how these components and goals may be implemented in your
AP Chinese course. What might be the barriers, if any?
Day 2:
National Standards and The 5C’s Connection to AP Chinese Curriculum (Part 1)
- The Five C’s: Communication, Cultures, Connections, Comparisons,
2. The three modes of communication
--Interpretive Communication
--Working with thematic units
--Designing learning activities using graphs, maps and audio prompts, such
as the listening stimuli in the Multiple Choice questions
3. Using authentic resources and integration of skills
--Developing written and listening interpretive communication
--Instructional strategies using audio, charts, graphs, articles, literature, in
the AP Chinese Classroom
4. Group Activities
--Using the AP Themes to develop instructional units
--Design a lesson plan to teach and enhance skills of Interpretive
Communication
Day 3:
National Standards and The 5C’s Connection to AP Chinese Curriculum (Part 2)
1. Interpersonal Communication
-- Developing interpersonal writing skills (email response, text messaging)
-- Developing interpersonal speaking skills (face-to-face and telephonic
conversations)
2. Presentational Communication
-- Developing presentational writing skills (story narration)
-- Developing presentational speaking skill (cultural presentation)
3. Group Activities (Bring your current textbook and supplementary materials)
--Members of each group agree on the selection of one typical lesson in a
selected textbook
--Each group will analyze the selected lesson to identify the presence and
absence of features found in the AP Chinese instructional and assessment
requirements
--Make recommendations of changes and modifications to the lesson to
adapt it to AP Chinese instructional content and strategies
Day 4:
Building an AP Chinese Language and Culture Program
- Vertical Articulation of Curriculum: Pre-AP to AP
2. Review ACTFL Proficiency Guidelines
-- Hallmark characteristics
--Integrate the National Standards into the AP Chinese Curriculum
--Implement AP Themes in AP Chinese Course
3. Best Practice:
--A Lesson Plan of Using AP Classroom Resources Supported by The College
Board
--How to Connect AP Students to the Real World
--Each group chooses a different theme and designs a project-based lesson
plan incorporating three modes of communication
3. Group Report
--Group activities on Day 3
--Feedbacks and Reflections