For the course overview, teaching plan, text books, select tab 八年级甲班标准中文 or CHEMISTRY SAT next to HOME ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ For the individual posts (homework, announcements, etc.) click on a link under Categories below Search button

学校领导决定校内春节演出改到3月8日进行。请大家在下面几周里，继续练习各自的乐器和唱歌。

学校将于3月1日恢复正常上课。

鉴于当前新型冠状病毒感染的肺炎疫情发展，牛顿中文学校董事会讨论决定，2月9号再停课一次，将在4月19号补课。 2月2号停课一次，将在4月26号补课。

Students should take this time to catch up on your homework (Lesson 1 to lesson 12).

Students should turn in their homework up to lesson 12.

Please bring your music instruments to the classroom each Sunday.

There are only two in-class practice sessions before we give performance. 

Our performance is on Sunday, Feb. 09 during the regular class time in the auditorium on the second floor of the Newton Chinese school (Day Middle School).

(there will be No class on January 26 (Chinese New Year).

Dress code on Feb. 09, Sunday, red top, black or navy blue (dark color) bottom.

作者 林游岚
卷首语　牛顿中文学校校刊　2019年11月

http://www.newtonchineseschool.org/journal/NCLS_2019-2020/2019-11

……至于学生的素养，牛顿中文学校也应当随时培养他们的灵活性、适应性、主动性、责任感与领导才能。有了学习，就该有个评估方法视教学之后的产出。传统的评估方法叫做考试。做个比喻，传统的考试有点像个淘金时用的容器，淘完金沙漏完水，看看还有多少金留沙在容器里。相当于老师教完书，考考学生看他们还记得多少。然而，今天的评估却该比喻成一本相册，里面收集着许多张照片。也就是说，今后牛顿中文学校采用的评估应趋向收集各种学生的学习证据， 而不再采用传统单一的纸笔考试，考填空、选择、是非、问答、造句、翻译、生词等的考项。今后的评估不能再测试学生凭记忆反刍出来的知识以及靠低层次思维能力表达的技能。今后的评估必须用实践性的方式，比如， 解决问题、简报说明、发表演示、项目实践、档案展示等方式展现他们学习的成果。正如主题单元是由老师设计的，实践性的评估也是由老师设计的。它的好处是可以采用真实语境设计，结合多层面的知识技能，让学生展示他们的学习的过程与成果。牛顿中文学校在今后所面临的挑战与革新必然是一种完全以学生为中心的教学方式，教学的课程与内容以主题单 元为主，以学生兴趣、年龄、实际生活 有关的题目，整合不同的学科与技能编 制的教材。课堂的体现也呼应教学内容 做调整，由老师单一站在台上的教学， 转型成以学生频繁参与小组活动的学 习。学习产出的评估必须真实地反应教 学目标，以多样化的评估方式 测试学 习的过程与学习成果，它必须与教学结 合成紧密的一环。牛顿中文学校在过去 六十年很好地传承了中华语言文化，展 望未来，希望牛顿中文学校与时俱进， 迈向崭新的里程。

作者简介： 林游岚博士，从事教育工作达四十年。 2013年自波士顿公校外语部主任职位退休。 2018 年由任职十二年之全美中小学中文教 师协会（ CLASS）执行长退休。林博士曾 任麻州外语协会（MaFLA）会长；美东外语 协会（NECTFL）理事，以及全美外语协会（ ACTFL）理事。2007 年起担任大学理事会 （College Board） AP 中文进阶课程研发 小组，测试小组会员，大学理事会指定专 题讲员，大学理事会外语资议以及跨学科 顾问委员会委员。合著包括中小学中文教 师资格标准，以及 ACTFL21 世纪外语教学 大纲内中文教学目标，亚洲协会（ Asian Society）中文沉浸式教育手册。林博士获 2004 年麻州外语协会杰出服务奖，2010 年 美东外语协会杰出领袖奖，以及 2010 年全 美外语协会杰出领袖奖。近年持续培育中 文教学界未来领袖人才。

考试内容：

本学年开始，我与学生之间首先进行了关于期末考试 的目的交流， 明确并统一了

对考试 的目的的认知和该年级教学要求。其后，基于考试 的目的和教学要求，进

行了关于考试 方式的 交流。我又仔细考虑了全本教材，制定了以下标准中文

九年级 期末考试 题。 

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《标准中文》九年级期末考试题

作文和宣讲

标题：自选

格式：

第一行：标题

第二行：你的中文姓名

第三行：标准中文九年级（蔚健老师)，2020年1月12日

第四行开始：你的作文内容

期末每名学生在课堂上宣讲你的作文。推荐优秀讲演者参加春季NCLS讲演赛。

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本学年教与学和考核重点之一：提高学生汉语口语叙事讲演水平

Developing Oral Narrative Skills

Developing Oral Narrative Skills for Upper—Intermediate and Advanced Level

Students” – The narrative skill – being able to describe events or retell stories in temporal order – is essential to communication. According to ACTFL OPI criteria, the ability to narrative across the major time frames of the past, present, and future in connected, paragraph-length discourse is a major landmark for advanced-level learners.

Every student will give her/his speech in Chinese in class during 2019-2020 academic years.  

Each and every student will critique the speeches given by other students. Studying other speakers is a critical skill, one of the 25 essential skills for a public speaker. The ability to analyze a speech will accelerate the growth of any speaker.  http://blog.newtonchineseschool.org/weijian/2019/12/28/25-public-speaking-skills-every-speaker-must-have/

Parents – please help your daughter/son develop her/his oral narrative skills in Chinese at home.

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每一个学生在班内做演讲

为加强我班学生的中文口语能力和提高学生的公众讲演能力，并配合牛顿中文学

校每学年举办的演讲比赛和学期期末考试，我要求本班每一个学生都要在班内做

演讲. 演讲将作为春季学期考试的一部分 (演讲将计为春季学期考试成绩. 春季学

期考试没有作文一项)。无论学生是否最终参加牛顿中文学校的演讲比赛, 每一个

学生都必须要在班内做演讲。 主题: 任选。

我们班每一个学生于在班内做演讲。 时间: 两分三十秒至三分钟（注：一定要注

意演讲时间不能少于或超过这个时间）。

希望家长与学生多沟通，鼓励、督促和帮助学生参与；另外，参照演讲比赛规则

对学生从选题及演讲技巧上做一定的辅导，也希望家长安排时间给学生一次在家

庭试讲的机会，使学生有机会及时修正演讲中的问题。 感谢各位的合作。

by Andrew Dlugan

Inspired by 25 Skills Every Man Should Know, I pondered a list of the 25 essential skills every public speaker should have. How did I do?

Every public speaker should be able to:

1. Research a topic – Good speakers stick to what they know. Great speakers research what they need to convey their message.
2. Focus – Help your audience grasp your message by focusing on your message. Stories, humour, or other “sidebars” should connect to the core idea. Anything that doesn’t needs to be edited out.
3. Organize ideas logically – A well-organized presentation can be absorbed with minimal mental strain. Bridging is key.
4. Employ quotations, facts, and statistics – Don’t include these for the sake of including them, but do use them appropriately to complement your ideas.
5. Master metaphors – Metaphors enhance the understandability of the message in a way that direct language often can not.
6. Tell a story – Everyone loves a story. Points wrapped up in a story are more memorable, too!
7. Start strong and close stronger – The body of your presentation should be strong too, but your audience will remember your first and last words (if, indeed, they remember anything at all).
8. Incorporate humour – Knowing when to use humour is essential. So is developing the comedic timing to deliver it with greatest effect.
9. Vary vocal pace, tone, and volume – A monotone voice is like fingernails on the chalkboard.
10. Punctuate words with gestures – Gestures should complement your words in harmony. Tell them how big the fish was, and show them with your arms.
11. Utilize 3-dimensional space – Chaining yourself to the lectern limits the energy and passion you can exhibit. Lose the notes, and lose the chain.
12. Complement words with visual aids – Visual aids should aid the message; they should not be the message. Read slide:ology or the Presentation Zen book and adopt the techniques.
13. Analyze your audience – Deliver the message they want (or need) to hear.
14. Connect with the audience – Eye contact is only the first step. Aim to have the audience conclude “This speaker is just like me!” The sooner, the better.
15. Interact with the audience – Ask questions (and care about the answers). Solicit volunteers. Make your presentation a dialogue.
16. Conduct a Q&A session – Not every speaking opportunity affords a Q&A session, but understand how to lead one productively. Use the Q&A to solidify the impression that you are an expert, not (just) a speaker.
17. Lead a discussion – Again, not every speaking opportunity affords time for a discussion, but know how to engage the audience productively.
18. Obey time constraints – Maybe you have 2 minutes. Maybe you have 45. Either way, customize your presentation to fit the time allowed, and respect your audience by not going over time.
19. Craft an introduction – Set the context and make sure the audience is ready to go, whether the introduction is for you or for someone else.
20. Exhibit confidence and poise – These qualities are sometimes difficult for a speaker to attain, but easy for an audience to sense.
21. Handle unexpected issues smoothly – Maybe the lights will go out. Maybe the projector is dead. Have a plan to handle every situation.
22. Be coherent when speaking off the cuff – Impromptu speaking (before, after, or during a presentation) leaves a lasting impression too. Doing it well tells the audience that you are personable, and that you are an expert who knows their stuff beyond the slides and prepared speech.
23. Seek and utilize feedback – Understand that no presentation or presenter (yes, even you!) is perfect. Aim for continuous improvement, and understand that the best way to improve is to solicit candid feedback from as many people as you can.
24. Listen critically and analyze other speakers – Study the strengths and weakness of other speakers.
25. Act and speak ethically – Since public speaking fears are so common, realize the tremendous power of influence that you hold. Use this power responsibly.

Which skills have I missed? Are all of those on the list essential?

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Additional Skills for Professional Speakers

Note that I have not attempted to cover additional skills which professional speakers must have that relate to marketing, advertising, product development, and other aspects of running a professional speaking business. There are other resources which address these, such as:

• Eight Professional Competencies
• Expertise, Eloquence, Enterprise, and Ethics

Developing Oral Narrative Skills for Upper—Intermediate and Advanced Level Students” – The narrative skill – being able to describe events or retell stories in temporal order – is essential to communication. According to ACTFL OPI criteria, the ability to narrative across the major time frames of the past, present, and future in connected, paragraph-length discourse is a major landmark for advanced-level leaners.

Every student will give her/his speech in Chinese in class during 2019-2020 academic year.

Parents – please help your daughter/son develop her/his oral narrative skills in Chinese at home.

Please bring your music instruments to the classroom each Sunday.  The players of the same instruments will meet in a small group and have a short practice together.

The students should turn in their homework of Lesson 6 this coming Sunday,10/27/2019.

We will start learning Lesson 7.

陈恩熙， 陈曦， 关锦平 and Kendall Griffith will practice their speech in this Sunday class for the second time.  The rest of students will critique their speeches. Studying other speakers is a critical skill, one of the 25 essential skills for a public speaker. The ability to analyze a speech will accelerate the growth of any speaker.

Hello parents,

1. Please remind your daughter and son to bring her/ his music instrument to the classroom this Sunday, Oct 20.  The players of the same instruments will meet in small groups and have a short practice together.
2. 陈恩熙， 陈曦， 关锦平 and Kendall Griffith will practice their speeches in front of the entire class this Sunday.  Other students will critique their speeches.  (Studying other speakers is a critical skill, one of the 25 essential skills for a public speaker. The ability to analyze a speech will accelerate the growth of any speaker).
3. The students should turn in their homework of Lesson 5 this Sunday.
4. We will start learning Lesson 6.

Official trailer  https://www.youtube.com/watch?v=RofpAjqwMa8

Lulu Wang (filmmaker)

Early life

Wang was born in Beijing, and was six years old when she and her parents immigrated to Miami, Florida, where she was raised.^[4][5] She began classical piano lessons at age four and attended the New World School of the Arts in Miami for piano performance.^[6] Wang graduated from Boston College in 2005 with a double major in literature and music.^[3] Shortly after, she moved to Los Angeles to pursue a career in filmmaking. She is fluent in English and Mandarin Chinese.^[7]

https://en.wikipedia.org/wiki/Lulu_Wang_(filmmaker)

Director Lulu Wang made ‘The Farewell’ to find out what it means to say goodbye 

https://www.washingtonpost.com/arts-entertainment/2019/07/22/director-lulu-wang-made-farewell-find-out-what-it-means-say-goodbye/