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Home » Good Practices & Innovative Ideas » #Open Classroom 12: Rhetorical Questioning and Characterization Through Speech in a Higher Chinese Classroom

#Open Classroom 12: Rhetorical Questioning and Characterization Through Speech in a Higher Chinese Classroom

Topic: Characterization through speech & Rhetorical questioning

Textbook: Secondary 2 Higher Chinese text: “Kite” by Lu Xun 鲁迅《风筝》

Lesson Objectives:

  • Students can design appropriate dialogues using rhetorical questioning and speech characterization according to context provided by the text.
  • Students can enact the dialogue to stipulate an authentic environment.

Lesson Overview:

This lesson focuses on the application of language skills. Students will work in groups to design an appropriate dialogue according to context by using the language skills of rhetorical questioning and characterization through speech. Using differentiated instructions, students will be encouraged to use creative thinking in enacting the dialogue to stipulate an authentic environment, and in doing so test its validity according to the appropriateness of language skills and context. The teacher will summarise the lesson by helping students achieve enduring understanding of character descriptions.

(本课堂着重在语言技能的实践过程。学生将通过小组协作模式,应用所学习的语言描写和反问修辞手法,根据特定的情境为人物编写适合的对话内容。课程也将应用差异性教学,激发学生创意思维,引导学生以适当的语速、语调和感情演绎所编写的对话。这旨在创造真实情境,从语言应用中,与同侪检验语言技能的应用过程。教师将引导学生总览各种人物描写手法作为总结,帮助学生达到对人物描写手法的恒久性理解。)

Lesson Brief:

  1. Introduction:
    • The lesson started off with a recap of the text “The Kite” by Lu Xun. Pictorial illustrations are used to stipulate learning interest.

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  1. Task-based language learning
    • Lu Xun recalled his childhood memories in “The Kite”, which tells his personal story of the negative psychological consequences of forgetting. One day he broke his younger brother’s kite on purpose, and the guilt stayed with him for years.
    • Students are tasked to work in groups to design an appropriate dialogue according to the above scenario by using the language skills of rhetorical questioning and characterization through speech. Students are reminded that what each character says will reveal important details about the characters’ background, personality, likes and dislikes.
    • Students are given sample dialogue as scaffolding as shown below.

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4. Students wrote the dialogue down in Padlet as below.

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5.Students then enact the scenario using the dialogue they design.

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6. Students’ learning was enhanced with immediate and precise feedback from fellow classmates and from the teachers. Students will reward each other stars on Padlet as a form of peer evaluation according to the given rubrics.

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7. Finally, students will reflect on their learning by thinking through what constitute a successful speech characterization, and what we need to look out for when creating speeches for our characters. Students are randomly selected to voice their opinion.

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8. To conclude, the teachers will summarise the key concepts of speech characterization to help students achieve enduring understanding of character descriptions.

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9. Post-lesson Reflections

  • This lesson aims to be learner-centric, and it requires students to apply the language skills learnt. Students are also encouraged to use creativity in enacting the dialogue. The stipulated authentic environment in the form of a play not only test validity and appropriateness of language use, but also add the element of fun and excitement during the learning process. More time could be allocated to give feedback for the students, or a recap during the next lesson to reiterate the concepts if faced with a constraint of time.

Posted by:

Mr Chua Han Hui & Mdm Tan Bee Lain (Assistant Head)

Languages Department

Raffles Girls’ School


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