Liu May 

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Abstract

This paper shows the differentiated instruction design in Chinese course based on the theory ofTomlinson' differentiated instruction and its principles in terms of pre-evaluation, content,process and products. Firstly, we provides the examples of pre-assessment of vocabulary basedon the vocabulary theory. Secondly, we provides the examples of the hierarchical design incontents, such as adding pinyin, changing the font size, adjusting the degree of difficulty, orredesigned the text according to the theory of multiple intelligences. Thirdly, we provides theexamples of hierarchical design during the teaching process, such as the layered guide, thelayered activities. Finally, we provided the hierarchical design in learning outcomes, such as"Do-Feel-Think-Watch" for the learning style, "Tic Tac Toe" template. We also share theexamples both from primary school and secondary school in Singapore in order to help learningChinese as a second language in different grade levels.

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Keyword(s) : Chinese, the differentiated instruction, Chinese as a second language, layered design