CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Unit Theme and Question: Class: Chinese Grade High School Day in Unit 1 Minutes 70 Geography of China: How is my experience in China influenced by where I am?
STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
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Compare the shape of China to a rooster.
Recognize and name 9 main geographical features of China:
desert, mountains, hills, ocean, grassland, farmland, plateau,
forest, river.
Locate these geographical features on a map of China
Identify 3 radicals in characters related to geography
Form sentences describing the locations of landforms
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
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Vocabulary: 沙漠， 高原， 高山， 小山， 河流， 森林，
草原， 大海， 耕地（农田），公鸡
Culture： Geographical location of landforms in China
Radicals: 木，艹， 水
Sentence structures: 在 中国（direction）有 ——。
在中国西北有沙漠和高原。
(In China’s northwest there is desert, and high plateau.)
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
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select from multiple possibilities which animal is represented in the shape of China
name 9 landforms found in China, match them to appropriate images, and do the corresponding gestures
circle radicals related to water, wood and grass and match them with their meaning
place pictures of the different landforms on an outline map of China STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity How can you capture the students’ energy and commitment for today’s lesson?
Time Materials Map of China
a. Teacher shows learners a map of China and pictures of 4 animals. T asks which
animal ressembles the shape of China. Learners say/point to animal.
T says: Why do you think so? Where would the head be? Feet? T guides Ls to see
the shape of a rooster.
b. T gives out visuals of the different body parts of a rooster. Ls place different parts of
the rooster on map: Head is here, stomach is here, feet are here, tail is here. 头在这
里。。。
Map of China, rooster picture, parts
of a rooster to move to the different
areas of China.
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Pictures of 4 animals so that learners
can choose the animal that resembles
the shape of China.
Learning Episode Presentation of new material: geographic features of China
a. T shows Ls pictures of the geographical features of China and asks Ls to repeat the
names of the features.
b. T hands out worksheet with geographic features and characters and asks: Do any of
the characters look like a geographical feature? Do you already know some of these
characters? T asks Ls to try to match the features with the characters, reminding
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them that it is OK to make guesses.
c. Afterwards, T uses the character cards and geography visuals to check responses.
With each character and geographic feature, T models a gesture and says the word.
Ls practice the gesture while saying the geographic feature. In the beginning T does
the gesture with the Ls and gradually stops gesturing to see if Ls can respond with the
gesture when they hear the geographic feature. Practice each term 2-3 times.
Character cards for landforms with
and/or without pinyin
Visuals of geographical features:
mountains, desert, river valley,
forest, hills, farmland, ocean,
highlands, grasslands
Worksheet with 2 columns, one with
pictures of geographical features and
one with characters.
Learning Episode Practice: Pairwork practicing geographic features
a. T has Ls work in pairs, one person facing the front of the room, and the other person
facing away. T stands in front of room and shows Ls pictures of the geographical
features with the name in characters and pinyin. The Ls facing the front of the room
read the Chinese. The learner who is facing away from the teacher has to do the
gesture that corresponds to the geographical feature. Teacher gestures the correct
response and all Ls do the gesture with the T.
b. T continues with the other geographical features and then the Ls switch roles: the
one who was facing away from the front of the room now faces the front of the room
and their partner now faces away.
c. T again shows pictures of geographical features and the Ls read aloud the name and
their partner does the corresponding gesture of the feature. Teacher gestures the
correct response and all Ls do the gesture with the T.
Character cards for landforms
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Visuals of geographical features:
mountains, desert, river valley,
forest, hills, farmland, ocean,
highlands, grasslands
Worksheet with 2 columns, one with
pictures of geographical features and
one with characters.
Learning Episode Presentation of related material: Radicals
a. T asks Ls to identify which characters have common radicals. For example, T will
hold up a character card with water radical and ask, which characters have a water
radical? Why would they have that radical? For most geographical features it is
obvious how the radical is related to the meaning, but why does the character for
desert have water in it? (It is placed next to the character for "few" or a "small
quantity.")
b. T has the option of giving Ls a worksheet or using the character and radical cards on
the board along with images of the geographic features. Ls match items in the 3
colums: characters to radicals to the geographical features. Ts ask Ls to circle the
radical inside the character of the geographical feature.
Character cards
Radical cards
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Images of geographic features
Matching activity worksheet
Learning Episode Practice: Placing geographic features on map of China
a. T says: Now let’s find where we can see these geographical features in China. T
shows a picture of one of the geographic features and asks if anyone knows where it
exists in China. (Ask for volunteers and encourage guessing.) T asks a learner to
point to the area of China where the geographic feature is located and place the
feature in the correct area of the map. T asks for a volunteer to place the character
representing the geographic feature on the map next to the image of the feature.
b. Each time a learner places a geographic feature on the map, encourage the Ls to do
the gesture and say the feature.
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c. Next, T asks for volunteers to say where this geographical feature is located in China.
在中国的西南部有山。(Mountains are in the southwest of China)
d. Repeat and review as more features are added.
e. T removes all the visuals from the map, and passes them out to the Ls so they can
place them on the map again. T helps as needed. Encourage other Ls to help too. T
may challenge the class: Can you do it all correctly without any help from me? T
may repeat this activity in order to give more Ls the opportunity to place the visuals
on the map.
f. When all visuals are in place on the map, T asks: Where is the desert in China? Ls
volunteer responses.
Large map, either on foam board with
Velcro, on the Smartboard, or on a
shower curtain on the floor
Images of geographical features
Character cards
Learning Episode Closure: Learning Check
a. T takes down the map in the front of the room, and hands out a small map to each
group of 2-3 Ls. Each map has a set of small pictures representing the geographic
features and a set of small characters(with/without pinyin). Ls need to place the
pictures in the correct locations on the map. T gives an answer key to each group so
they can self-correct if needed. Each group works together to place the geographic
features and characters on the map.
b. After checking their work, Ls remove the features and characters, and each member
of the group tries to place the features and characters on the map individually.
Finally, T asks each group to try to place only the characters in the correct places on
the map without the help of the pictures of the geographic features.
Each small group needs: map of
China
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1 set of small pics of geographic
features, 1 set of small characters,
answer key
Enhance Retention a. Give Ls an outline of a map of China with a written paragraph describing the main
geographical features. At home, Ls draw in the different geographical features and
label with the Chinese characters.
b. Answer the question in class the next day: What land forms does China have that
the USA does not? 什么地形。。中国有，美国没有？
Copies of small map of China with
geography description
Expansion Ideas
Chinese-speaking World
a. T gives a description of the geography of one of the countries in Asia with Chinese
speakers (Singapore, Malaysia, Indonesia, Vietnam, Thailand, Cambodia, etc.) along
with a blank map of that country to each group of Ls.
b. Ls read the descriptions in small groups and draw in the features described. Each
group receives one description at a time to read. When the designated time is up,
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groups pass their description along with a blank map of the country to another group.
The groups read the new description and draw the features on the blank map.
c. T collects the written descriptions so Ls only have the maps they drew. T models a
question such as: What geographical feature do you see in the north of Thailand?
Ls find the map they made of Thailand and respond with: There are (mountains) in
the north of Thailand. T will ask more questions. Ls will first answer in their
groups, and then T will call on a volunteer to answer.
Descriptions of the geography of other
Asian countries with Chinese speakers
Copies of blank maps of Asian countries
d. For a partner activity, learner A asks: 在泰国北部有什么地形？(What
geographical feature is in the north of Thailand?) Learner B responds: 在泰国北
部有森林，也有大海。( In the north of Thailand there are mountains, also the
ocean.) Ls take turns asking and answering questions about the locations.
Using the sense of smell to identify various geographic features of China
a. As a warm-up activity, T brings in jars that are covered with paper so that Ls are
unable to see inside. The jars are filled with things that have a distinct smell that can
be related to land forms.
b. T smells the contents of the jars and guesses a geographic feature. T then asks a
learner to come up and smell the contents of the jar to see if he agrees with the
geographic feature that the T guessed. The L closes his eyes and smells the contents
of the jar and says what geographic feature is in the jar. T shows contents to L and
class to verify the correct response. NOTE: It is helpful to have the visuals of the
geographic features available for Ls to see.
c. T invites other Ls to come and smell the contents of the jars until all features have
been identified.
Covered jars filled with the following:
Grass = grasslands
Leaves = forest
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Seaweed = sea
Using the sense of touch to identify various geographic features of China
a. T brings out small brown paper bags, each with a different number. T invites Ls one
by one to come up and put their hand in the bag, feel the contents and see if they can
guess which geographical feature is inside the bag. After guessing, have the L show
the object to the class, and point to where that feature is located on the map.
Water collected from lake or stream =
river
Paper bags with the following contents:
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Grass = grasslands
Sand/shells = sea
Plastic fish = rivers
Branches/leaves = forest
Rocks = mountain
Sand = desert
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice-­‐High Unit Theme and Question: Class: Grade Chinese High School Day in Unit Midway Minutes 75 Geography of China: How is my experience in China influenced by where I am? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners can:
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Recognize 10 free time activities that are done in China:
swimming, canoeing, mtn. climbing, sailing, camel riding,
horseback riding, rafting, rock climbing, Chinese chess,
hiking.
Say what activities one can do.
Say what activities can be done in different regions in China
KNOW What vocabulary, grammatical structures, language chunks, cultural
knowledge, and content information do learners need to accomplish the
lesson can-do? 游泳, 划船, 爬山, 帆船, 骑骆驼,
骑马, 漂流, 攀岩运动, 下象棋, 步行
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Vocabulary:
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Culture: Connecting locations in China to activities
Sentence patterns: 会， 能
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
Identify common radicals in new vocabulary and consequently make guesses to the meaning of new vocabulary
Label on a map the best places in China to practice specific activities
Answer and ask questions using 会， 能
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Teacher shows a picture of self and/or of famous people doing a free time activity in
China and asks learners where in China they think these photos might have been
taken.
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Time Materials Pictures
Learning Episode Presentation of new material: Activities
Teacher hands out a vocabulary list of different activities.
a. T asks Ls if they can identify any radicals in new vocabulary.
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b. T asks learners if they can make educated guesses as to the meaning of the
vocabulary. T gives Ls a few minutes to discuss with their partner in class and
then discusses ideas.
c. T shows pictures of each activity and Ls try to match it with the correct
character on their list.
d. Ls record meanings of new vocabulary on handout.
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e. T hands out an outline map of China and asks Ls with a partner to write the
character for each activity where they believe the best place is to do this
activity. When Ls are finished, T shows Ls his or her own answers and
discusses possible variations. (T may need to review geography of China
before Ls decide on best places.)
Vocabulary list
Pictures to clarify meaning of
vocabulary
Outline map of China (blank or
possibly with lines designating different
geographical areas)
Learning Episode Introduce and practice 2 verbs for ‘can’：会，能
a. T shows pictures of the different activities and asks questions using 会。T
will ask many questions to claify meaning. Follow up with the question:
Who taught you to do this activity? This will help Ls understand that this
verb can be used in the context of a learned skill.
b. T will question Ls using 能。T will ask if you can do certain activities in a
specific state in the USA. T shows pictures of the landscape while
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questioning. (Use name of state in English)
c. As learners learn how to use both verbs, teacher asks a question, then all Ls
respond to each question, speaking to a partner.
d. Ls do partner activity asking and answering questions with 能 with the
activity vocabulary for different geographical regions of China.
Examples: 在大海，能不能骑马？在沙漠能不能骑马？ 为什么？在森林能不能
骑马？
Visuals of activities
Visuals of different states
Questions with 能, 会
Learning Episode Dialogue: Introduction and Practice
a. Teacher has Ls read to themselves the beginning of a dialogue between a tour
guide and a student who wants to travel throughout China. In the dialogue,
the student and tour guide talk about different places to visit and the activities
one can do that are specific to that region.
b. T asks some preliminary probing questions to see if learners understand the
beginning of the dialogue.
c. Teacher gives learners time to read the entire dialogue, asking them to answer
questions with a partner or in a small group afterwards.
d. T goes over the answers with Ls.
Dialogue
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Questions for dialogue
(See dialogue below.)
Final Learning Episode
T asks some logical questions regarding the dialogue to reiterate meaning and usage
of the 2 verbs related to ‘can.’ This can be done as a large group or in small groups.
Questions can be read by the teacher, or shown up on the board for groups to discuss.
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Example questions and answers
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Detailed geographical descriptions of
provinces in China
Expansion Ideas
Activities in Chinese provinces
a. T assigns each group of Ls a different province of China that could be part of
a school trip. T gives each group a description of the geography of that
location. T may want to read descriptions together as a class before doing
independent work.
b. Each group writes 4 sentences telling what activities they can or cannot do in
that area.
c. Students share their sentences with another group or the entire class.
Example sentences
Act out dialogue
T asks Ls to work with the dialogue using one of the fours activities below:
a. T has Ls act out dialogue as written for the entire class or for smaller groups.
b. Ls make three changes to the original dialogue. T has Ls act out new version
of dialogue.
c. Ls make an audio recording of them reading or reciting the dialogue.
d. Ls use puppets to act out dialogue.
我是一个在中国北京的美国留学生。现在是暑假，我没有回美国，
我想在中国多看看，旅游一下。我现在刚刚到中国的一个旅行社，
想问一下他们有没有什么好的建议。 我：你好，我想到中国的一些地方旅游，你们有什么好的建议吗？ 导游：你好。 我是王宏。 你喜欢爬山吗？ 我：还可以，如果爬山，有什么好的安排呢？ 导游：在中国， 黄山非常有名。黄山在中国的安徽省，非常漂亮，景色怡人。
如果你不经常爬山，或者没有时间爬山， 你也可以坐缆车上去。 我：非常好，这个地方是在中国的哪一边呢？我从北京要怎么去呢？ Props for acting out dialogue
Varies
Puppets
导游：安徽省离北京比较远，在中国的西南边。 从北京可以直接坐飞机过去，
很方便。但是价格会贵一点。 我：能不能坐火车去？ 导游：不能，太远， 时间不够。 我： 我现在还是学生，没有这么多钱。有没有近一点，便宜一点的呢？ 导游：你喜欢河吗？北京旁边有个地方叫秦皇岛，那里有北戴河，可以在那里游泳、划船、漂流， 帆船？ 我：我更喜欢海，附近有没有海边可以玩呢？ 导游：那青岛吧，从北京坐飞机只要两个小时。这个城市非常漂亮，
有海有山，你应该会喜欢。你可以去爬泰山，看大海。
那个地方会让你流连忘返的。 我：太好了，既可以玩山，又可以玩水。那我就订这个吧。 导游：太好了，谢谢你参加我们的旅行社。 CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Unit Theme and Question: Geography of China
Class: Grade Chinese High School Day in Unit Final Project*1 Minutes 60 What will I see when I travel to China?
STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks,
cultural knowledge, and content information do learners need
to accomplish the lesson can-do? Students can:
Vocabulary: Express preferences
最, 因 为 Read itineraries of trips to China
Culture: Location of cities in China Write a paragraph about planning a trip to China
Sentence structure: 第一， 第二 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: Read and compare various travel itineraries Listen to and read a journal entry about planning a trip to China Write an original journal entry about planning a trip to China STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Travel Pictures
a. Teacher shows learners various pictures from a student trip to China. The
pictures are from different areas of China.
b. T asks Ls which of the locations they would most like to visit in China.
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Pictures of China
Learning Episode Introduction: Travel Itinerary
a. Teacher gives learners an example of an itinerary of a student trip to China
b. T gives them time to read through it on their own.
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c. In small groups or on their own, Ls respond to simple questions about the
itinerary. These questions will use sequencing words such as 第一， 第二。
d. After most groups are done, T goes over the answers with the class stressing
these sequencing words.
Student trip itinerary
Questions pertaining to reading.
Learning Episode Comparing/Contrasting Itineraries
a. Teacher gives each small group the same packet which includes 3 different
itineraries for a student trip to China.
b. T asks Ls to discuss the itineraries in their group. Each group will fill out a
chart outlining the most important similarities and differences.
c. Before Ls are working independently, T will give an example of a similarity
and/or difference. They will use the structures 第一个， 第二个，第三个
when referring to the 3 itineraries.
d. Each group must choose their preferred itinerary, and report back to the
class.
Packet of 3 sample itineraries with
maps.
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Worksheet with chart for
similarities/differences
Learning Episode Introduction of project.
a.
T shows the beginning of a sample journal entry to the class about a school
trip to China.
b. Learners listen to the teacher read the text.
c. T shows pictures or brochures related to the destination(s) from the planned
trip.
d. Teacher asks Ls questions regarding the entry to check for understanding.
Final Learning Episode Sample paragraph, pictures
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Questions about the journal entry
Teacher shows a map of the sample journal entry’s destination and gives some
information about the closing written project that will be discussed more in depth
during the following class time.
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Map
Enhance Retention Closing project: Ls imagine that they are a Chinese teacher planning a trip to China.
With their favorite itinerary (or one they make up), Ls write a journal entry about
their itinerary. They must include 4 different destinations incorporating sequencing
words in their sentences. For each destination they must state 2 activities they can do
there (1 activity must be related to the local geography) and 1 activity they cannot do
and give a reason why. Their journal entry must also have a map that is drawn
showing the route that they plan to take. Upon completion, students will read their
journal entries to their small groups,
Rubric for project
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Language Level: Novice High Grade: High School Train Travel What is traveling by train like in China? Unit Theme and Question: Day in Unit 1 Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners will be able to:
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Understand specialized vocabulary about train tickets
Read information given on a Chinese train ticket
Tell a partner about the information on a train ticket: destination,
departure location, time/date of departure and arrival, type of
seat, train number, car number, seat number, price •
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Vocabulary: 火车, 火车站, 火车票, 硬座, 软座, 硬卧,
软卧, 号, 元， 到达站， 车次，始发站， 座位
Culture：Chinese trains
Radicals: 火， 车， 立
Sentence structures: Questions
车次多少？ 是什么样的座位？车号多少？ 他的到达站是什么？
他什么时候去？
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: •
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Take notes on new train vocabulary Practice the vocabulary according to the activity selected by the teacher Read the information on a Chinese train ticket Compare American train tickets to Chinese train tickets Relay to a partner the information on a Chinese train ticket Ask questions about the information on a train ticket Identify vocabulary related to images of train vocabulary STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduce Train Theme
a. T shows a picture of a train. T asks Ls if it is an American or Chinese train.
b. T asks Ls the following questions: Who has traveled in a train in the USA?
Has anyone traveled by train in another country? Where did you go? Do you
think train travel is different in the US than in China?
Learning Episode 5
Picture of an American or Chinese train
Introduce Train Vocabulary
a. T will hand out a list of the new vocabulary in Chinese.
b. T asks Ls to read it over and see if they can recognize any of the characters
and then guess any of the meanings of the new vocabulary.
c. T shows Ls pictures that match the vocabulary.
d. Ls match their vocabulary with the images.
List of train vocabulary in Chinese
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Visuals for vocabulary
Learning Episode Practice: Train Vocabulary
a. T will review vocabulary, giving prompts with pictures of a train station,
inside a train, a train ticket and a map with itinerary marked on it.
Options for engaging the learners.
1) Teacher places prompts around the room, learners must physically move to
the vocabulary word when they hear it or hear it in a sentence.
2) Learners are given a piece of paper with pictures of vocab. Learners touch
the picture when the teacher says the word individually or in a sentence.
3) Same activity as #2 except that written on the paper are characters
with/without pinyin and the teacher shows a visual as a prompt.
4) Teacher says a vocabulary word and learners do a gesture to show the
meaning.
5) Teacher inputs the vocabulary being studied into Quizlet.* The teacher or a
volunteer learner will go through the flashcard function on the board with the
class to review the vocabulary.
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1) Paper visuals of vocabulary
or characters
2) Handout with vocabulary
visuals
3) Handout with characters
4) Agreed upon gestures for
vocabulary
5) Set of vocabulary on Quizlet
Learning Episode Introduce: Train Ticket
a. T will hand out a picture of a train ticket to Ls.
b. In small groups Ls will make a list of as many facts as they can regarding the
train ticket.
c. T will discuss with Ls the results as a large group, so all Ls understand the
different information that is given on a train ticket.
Handouts with train tickets
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d. T will also review or introduce basic questions used to get information about
a train ticket
e. T will show a picture of an American train ticket and Ls and T will briefly
compare the two tickets.
f. T will instruct Ls to place a #1 by the destination on each ticket, #2 by time
the train leaves, etc.
g. Ls make a Venn diagram with information that is the same on both tickets
and information that is different.
Learning Episode Practice: Reading a Train Ticket
a. T places copies of train tickets taped to the walls around the room. Each ticket
will be unique.
b. T explains the activity:
1. Ls work with a partner.
2. T gives Ls a chart to fill out with data from the tickets.
3. T gives them a specific goal: Each group should complete the
information for at least 2 tickets, but at the same time challenging Ls
to get the most information possible in the time given.
4. ONLY 1 L from each pair can get up out of their chair at a time.
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5. One L asks a question in Chinese and their partner has to go look at
the ticket to get the answer.
6. T reviews questions used before starting, possibly by leaving them on
the board for Ls to reference.
7. Ls are not allowed to yell the answers across the room. Ls need to be
standing next to their partner when relaying the information, speaking
all in Chinese.
8. Halfway through the activity, T has Ls change roles.
9. T stops the activity after a set amount of time to tally how much data
they collected.
10. T could give a sticker as a reward for all Ls who meet the goal.
One copy of 5-7 different train tickets, tape
Worksheet for train ticket information for each
group of 2 students
Final Learning Episode Closing: Review Vocabulary
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a. T shows either a picture of a train ticket or some pictures of the new
Different train ticket visual or handout or
collage of pictures for vocabulary with numbers
vocabulary.
b. With a partner Ls share what they know, with the T encouraging them to
show what they have learned in the lesson that day.
Enhance Retention Practice Vocabulary
a. T hands out pictures of vocabulary or a cartoon from a train scenario.
b. T asks students to label the pictures or write some original sentences
describing what is happening in each frame using at least __#_ of the new
vocabulary.
Images of vocabulary or cartoon with train
scene
Resources http://www.nciku.com/theme/detail?catg2ID=53&initial=&page=1 Train vocabulary on nciku with pictures
http://chinese.travel-way.net/page87z.html Vocabulary with audio for the different seats on a train in China
http://blogs.transparent.com/chinese/traintravel/ Quality images of inside of Chinese trains
http://blogs.transparent.com/chinese/how-to-buy-train-tickets-in-china/ Explanation of information on train tickets
http://www.seat61.com/China.htm Great video of traveling on a bullet train. Many views of train station and information about train travel in
China
*Quizlet www.quizlet.com
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Class: Chinese High School Grade: Day in Unit Midway Minutes 60 Unit Theme and Question: Train Travel What is traveling by train like in China? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
Understand a dialogue that takes place during a train ride.
Use 准备 in sentences
Answer questions with 让
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
•
Vocabulary: 车厢， 乘客， 准备， 关，开， 床头灯， 影
响， 亮， 让不让， 过， 麻烦
Culture：Train Travel
Radicals: 广，火
Sentence structures: 准备 + verb = to get ready to + verb
让不让+ person + verb = to make or allow to + verb
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Listen to the dialogue multiple times and fill in the blanks with the new vocabulary from a word bank
Use 准备 in original sentences
Answer questions using 让不让 STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Set the scene for the dialogue
a. T shows a video clip of a Chinese train trip such as this one:
https://www.youtube.com/watch?v=F8On2BUAej4 (4:00-5:36) (T may
want to play it without any sound)
b. The video should be shown for only 1-2 minutes to help Ls imagine what it
would be like to sleep on a train.
c. T asks students if they think they would sleep well on a train. If no, ask why
not. If they are unable to express themselves, maybe suggest some problems
that may arise: too noisy, too much light, uncomfortable bed, etc.
Learning Episode 5
A means to show a video clip from
youtube
Listening activity with video clip
a. T gives Ls a written copy of a segment of the dialogue from the curriculum
video clip. Pinyin has been added to the dialogue where necessary. Focus
words have been removed from the dialogue and put in a word bank at the top
of the page.
20
b. Learners read through the dialogue to familiarize themselves with it.
c. Ls watch and listen to this segment of the dialogue 2-4 times, attempting to
fill in the blanks with the appropriate vocabulary word.
d. T gives Ls the correct answers.
Handouts with dialogue and word bank
Learning Episode
Introduction of new vocabulary
a. Ls are asked if they can make any guesses as to the meaning of the new
vocabulary given the context of the dialogue.
b. Teacher goes through the new vocabulary again using Quizlet or visuals to
convey meaning.
c. Learners write down the meaning of the vocabulary on their handouts.
10
Visuals to match vocabulary
10
Interesting pictures preferably from
China or of high interest for Ls
Learning Episode Practice: 准备
a. T shows a picture and gives some examples using 准备 + verb.
b. T has a list of verbs previously learned that they can use for making their own
expressions.
c. T shows some more pictures and asks Ls to come up with appropriate
sentences with a partner.
d. T will have various pairs share their answers with the class.
Learning Episode Practice: 让不让
a. T shows pictures of different activities and asks Ls if their parents or teachers
allow them to do these activities.
b. Ls will answer first telling their partner. T will ask a few Ls to check for
understanding.
c. T takes a survey, asking Ls to raise their hands and tally the results.
Examples: 你父母让不让你铲雪？ 你父母让不让你打扫房间？
Final Learning Episode 10
Questions with corresponding visuals
5
A means to watch a video clip on-line
15
Maps of train routes in USA and China.
Data on train use in both countries.
Prepare questions to ask
Rewatch the video clip, this time watching the entire clip. T tells Ls that they will
study the next segment the following day.
Enhance Retention Ls write original questions asking other Ls what they are allowed to do by their
parents. Ls will ask their classmates the following day.
Expansion Ideas Teacher first discusses briefly the train system in the USA and in China. Learners
compare maps of the train routes in each country with teacher. Teacher shows data
about the number of train passengers in various countries.
Teacher has learners point out similarities and differences upon examining the two
maps. If learners don’t notice any, teacher asks questions such as: Which country
has more train lines? In which map are the train lines more evenly distributed? Why
would there be certain areas on a map without any train lines? In your opinion which
country has more train passengers? Why would certain areas have more train lines?
http://en.wikipedia.org/wiki/Rail_usage_statistics_by_country
人物：南方人，北方人
场景：晚上在车厢里，一乘客准备睡觉，另一位乘客还在看书。
北方人：你能把灯关了吗？ 南方人：我开我自己的床头灯，影响你了吗? 北方人：太亮了，还让不让人睡了呀！ 南方人：行，行，行，过 5 分钟我关灯行了吧，诶呦，这北方佬真够麻烦。 北方人：这南方人真自私。
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Class: Chinese High School Grade: Day in Unit Final Project*2 Minutes 60 Unit Theme and Question: Train Travel What is traveling by train like in China? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
Learners will be able to:
•
•
•
Use on-line resources to plan a train trip to China
Write out the itinerary of a trip with estimated costs of travel
Locate their chosen cities on a map of China
•
Vocabulary: 价格，多长时间，终点， 座位（chart
catagories）
Culture: Cities and tourist sites in China, Train travel in China
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Use on-line resources to plan a train trip to China
Write out the itinerary of a trip by filling out a chart with pertinent information
Highlight the chosen cities on a map of China
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Teacher shows a picture of an interesting historical site in China.
Teacher asks learners if they think they would want to go there. Why or why not?
How would could they travel to go there? Bus? Plane? Train? Which mode of
transportation would they prefer?
Learning Episode Time 3
Materials Photo
Introduction of planning a train trip on-line
a. T uses a smart board or projector to go on-line and go through the steps to
plan a train trip. T uses the location from the previous picture for the
example.
b. T finds the length of journey and price for the trip.
27
c. T selects different types of seating to compare prices. As the T does this,
he/she begins to fill out a chart for train information that includes: destination,
type of seat, type of train trip (e.g. express), price, length of journey.
d. T refers to a map, so Ls know where this place is located in China.
e. T gives Ls an opportunity to do exactly what he/she modeled. Ls need to fill
out a chart as they do their research.
A map of China
Chart for train information
Computer lab access or ipads on-line
Learning Episode Project Introduction with independent work time
a. Ls will plan a trip within China. The final product will include: an itinerary
that includes at least 4 cities, a completed chart with travel information, a map
highlighting the travel route.
25 minutes in class
b. Ls need to decide how they will travel by train: fast/slow train, hard/soft
time.
sleeper, hard/soft seat and which cities they would like to visit. The cities
must be located in two provinces other than Henan province with everyone
starting from Beijing.
c. T shows Ls an example of a finished project.
Handout explaining the project
Rubric for project
Example of project finished product
Final Learning Episode T asks some Ls where they will be going on their trip. T asks Ls which type of ticket
they will buy for the train.
5
Enhance Retention T is clear with Ls about project deadlines. Different aspects of the project may be
due at different times.
Expansion Ideas Presentations
Guidelines for presentations
a. With the finished product of this project, T has Ls present their itinerary by
describing their itineraries to a small group before hanging them up on the
walls.
OR
b. Ls either use power point or a Smart notebook document to present their
itinerary to the class. Be specific about what is expected on each slide.
Software for presentations
Display projects
a. When Ls finish their projects have them hang them up in a certain area of the
room.
b. Ls will be required to read another classmate’s project and note specific
information to either fill out a chart or to answer questions and then share
with a small group or the class.
20
Space to display information and tape
Chart or Questions for student activity
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Class: Chinese High School Grade: Day in Unit 1 Minutes 70 Unit Theme and Question: Renewables What is renewable energy and how do the Chinese use it? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to: •
•
•
Ask and answer questions about renewable energy Express opinions regarding use of renewable energy in China compared to the United States Compare the use of renewables in the USA to China KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
•
Vocabulary: 用，能源，可再生， 太阳能， 风力，水力，
煤能， 天然气，百分之, 同意，完全， 非常
Culture：Use of renewable energy in China, Compare use of
renewable energy in China with the United States
Radicals: 风，火， 阳
Sentence structures: 比， a compared to(比) b + adj(review)
百分之 + number = %
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: •
•
•
•
•
•
Guess the meaning of new vocabulary Take notes on new vocabulary Ask and answer personal questions related to renewable energy Express their opinons related to the use of renewable energy in the USA and China Compare their opinions to the actual data Form sentences using 比 STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduction of theme
a. T puts a few vocabulary words on the board for renewable energy such as
wind power and solar power.
b. T also shows the pictorial history/development of the character over time
(sun, wind, water)
c. T asks Ls if they can guess the meaning of the words.
Learning Episode Select characters to show students
3
The pictorial history of the characters
Introduction of Vocabulary
Vocabulary list handout
12
a. T gives Ls a list of renewable energy vocabulary.
b. T explains what they mean, using visuals and gestures.
c. Ls take notes on the meaning of the vocabulary
Learning Episode Visuals and gestures to explain vocabulary
Practice: Personal questions
a. T gives Ls a list of personal questions to discuss in small groups pertaining to
renewable energy.
b. T has groups report back to the large group and tallies answers in a chart on
the board. This will give the T some background information about Ls on
this topic.
Set of questions for each group
15
Chart to fill out with results
Examples: 在你家， 你用不用风力? 太阳能？ 你家附近， 有没有家庭用风力？ 太阳
能？ 你有没有朋友用风力？ 太阳能？ 你有没有家里人用风力？ 太阳能？
Learning Episode Practice: Predictions regarding renewable energy use in the U.S.A and China
a. T and Ls look at the results of the class survey on renewable energy and
compares it to statistics on renewable energy use in the USA.
b. T asks students to predict how China compares to others in their use of
renewable energy.
c. T establishes a scale to express opinions in the classroom with strongly agree
on one end of the line and strongly disagree on the other. T posts signs and
makes a line on the floor with painters tape to represent this scale.
Signs: 我完全同意， 我同意，我有一点同意， 我有一点不同意， 我不
同意， 我完全不同意
d. Ls move to the part of the line that corresponds with their opinion as T asks
Ls to predict what the data will tell about China’s use of renewables.
e. T or L volunteer will record opinions on the board.
Examples: 中国用百分之十的太阳能。
Learning Episode Data on USA renewables
20
Props for scale: tape, signs
Method for recording opinions
Practice: Comparison of Data
a. T gives them the correct data about the use of renewables in China and Ls
compare their opinion to the real data.
b. T and Ls form sentences using 比， to compare the data.
Example： 中国用的太阳能比美国多。
c. T leads a short discussion with Ls about their predictions and the real data.
What does that tell us about our opionions or the US media? (Discussion may
need to be in English)
Final Learning Episode Data on China’s use of renewables
15
T leads a quick review of the new vocabulary by making a list of renewable energy in order
of most frequently used for each country
5
Flashcards with new vocab.
Enhance Retention Review the vocabulary and prepare for a matching quiz the next day at the beginning of
class.
Expansion Ideas Review: Renewable energy vocabulary
Pictures of renewables in China
a. T shows slides of renewables in China
1. T asks Ls to name the type of energy being harvested in the photos.
2. L can tell a partner the word and then see if everyone came up with
the same vocabulary word.
3. Ls write down the character related to the photos in order to practice
writing. Ls try not to look at their 生词表 (vocab. list).
RESOURCES http://www.chinafaqs.org/files/chinainfo/ChinaFAQs_Renewable_Energy_Graphics_2013.pdf
http://en.wikipedia.org/wiki/Renewable_energy_in_the_United_States Energy use in the USA CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom. Date: Language Level: Novice High Class: Chinese High School Grade: Day in Unit Midway Minutes 70 Unit Theme and Question: Renewables What is renewable energy and how do the Chinese use it? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Understand a dialogue explaining renewable energy
Answer questions related to the dialogue
Make sentences using double adjectives
Identify different sources of renewable energy
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
Vocabulary：别慌， 自然现象， 毒辣辣， 发电， 没错，
天天， 消失， 可再生能源， 瀑布, 冲击力到， 力量， 大
风车， 目前
Culture: Pictures of renewable energy use in China
Sentence structures: 辣辣的太阳 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
Write down the meaning of the Chinese vocabulary Read a dialogue and answer basic questions With partners, make sentences using double adjectives Identify energy sources for different renewable energy harnessing methods STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Video Introduction
Materials 5
Equipment to show video in class. Access
to the video via internet or saved file.
25
Handouts with dialogue and word bank.
Show the trailer for the video and introduce the different characters in this episode
Learning Episode Time Listening activity with video
a. T gives Ls a copy of the dialogue. Pinyin has been added where necessary.
Focus words have been removed from the dialogue and put in a word bank at
the top of the page.
b. Learners read through the dialogue to familiarize themselves with it.
c. Ls watch and listen to the dialogue 2-4 times, attempting to fill in the blanks
with the appropriate vocabulary word. Learners work in pairs to complete
this task.
d. T gives Ls the correct answers.
e. Ls are asked if they can make any guesses as to the meaning of the new
vocabulary given the context of the dialogue.
f. T explains meaning of new vocabulary that Ls did not guess correctly.
Learning Episode Practice: Questions about dialogue
a. T has questions about the dialogue on the board.
b. T discusses the questions one by one. T first has Ls discuss them with a
partner and then calls on a L to check for understanding.
Learning Episode 10
Basic questions for the dialogue (see
below)
10
Images representing adjectives previously
studied.
10
Labeled pictures of renewable energy
sources
Practice: Repetition of adjectives for emphasis
a. T shows some images representing adjectives previously studied.
b. T gives some example of sentences using this structure. T may ask Ls to
translate some of the examples to check for understanding.
c. T asks pairs of Ls to make original sentences.
d. T will have various groups share their sentences with the class.
Learning Episode Methods for harnessing energy from nature
a. T asks the question 怎么用自然现象发电？
b. T shows Ls pictures of different methods for harnessing renewable energy.
Pictures have the name of the photographed object on the slide so Ls can
easily use them in a sentence.
Examples for images: Waves, dams, windmills(multiple types), solar panels
(in different locations: roof, road), solar water heaters,
waterfalls, solar ovens
c. T asks the following question with each slide: 风车用什么发电？
d. Ls answer the questions identifying one of the three types of renewable
energy: wind, solar, or water
e. Ls create a chart of examples for each type of renewable energy
Final Learning Episode T asks pairs of Ls to create original sentences with new vocabulary. Each group uses a
different word from the new vocabulary. Ls will share sentences with the class.
5
Enhance Retention Ask students to write original sentences using the new vocabulary
Expansion Ideas Practice the renewable energy specific vocabulary with Quizlet and/or a vocabulary game
such as charades or Pictionary.
Students play the games and review vocabulary. These games are best used in smaller
groups to actively engage more students.
陈博士：别慌，别慌。我们从自然现象来找。你们看那夏天毒辣辣的太阳。
油哥哥：陈博士你说的是太阳能发电吗？
陈博士：没错！你们看那太阳天天挂在天上，这种不会消失的能源就叫作可再生能源。
核叔叔：哦，那。。。水也是咯？
煤姐姐：水是拿来喝的，怎么能做可再生能源呢？
陈博士：煤姐姐，你看那瀑布，从上而下，那冲击力道这么大，这种力量就可以拿来发电喽！
煤姐姐：啊，原来是这样啊。这风真大！陈博士，风也是一种可再生能源吗？
核叔叔: 风怎么发电呐？
陈博士: 风可以用来发电的。你们看那远处的几只大风车，就是拿来发电的喽！
油哥哥： 陈博士，目前你说过的可再生能源有太阳能，水力还有风力。
Prep review method
1.
可再生能源从哪里来的？ 2. 他们谈三种的可再生元。 这三钟是什么？ 3. 水力从哪里来的？ 4. 我们用什么做风力发电？
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Class: Chinese High School Grade: Day in Unit Project Minutes 70 Unit Theme and Question: Renewables What is renewable energy and how do the Chinese use it? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners will be able to:
• Find and interpret data about use of renewable energy from a country other than the USA and China. • Compare this country’s renewable energy use with the USA and China. • Present their findings to their classmates •
•
•
Vocabulary: Names of different countries that Ls present
Review of previously studied vocabulary
Culture：Use of renewable energy in China, Compare use of
renewable energy in China with other countries
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Use different on-­‐line sources to find data about the use of renewable energy from a country other than the USA and China. Prepare a presentation using graphs or visuals to compare this country’s renewable energy use with the USA and China. Present their findings to their classmates STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduction of International use of renewable energy
a. Show images of renewable energy projects from countries other than
the USA and China.
b. Give Ls names of three countries and Ls chose from which country
they think the picture was taken. T may also show location of the
different countries so Ls can more easily understand the country
names.
Learning Episode 5
Pictures of renewable energy projects
Names of different countries in Chinese
Example presentation
a. T gives a presentation on a country that matches the expectations of the 10
project explained below. This will give Ls a clear idea of the expectations for
this project.
Presentation on renewable energy use
of a country other than
Learning Episode Explanation of project
a.
T tells Ls that they need to choose a country. They will compare the use of
renewable energy in that country to China and the USA.
b. Ls will try to find information about the following: From total energy use the
percent of energy produced from wind, solar and hydroelectric power, money
invested in renewable energy in 2013, location of largest dam, largest wind
farm and solar energy project.
40
c. Ls need to include photos in their presentations of renewable energy projects
if possible, along with graphics to explain the data. Examples: pie chart, bar
graph, line graph
d. For the presentations Ls should only put titles or short phrases on their
visuals. The emphasis for the presentation is on students speaking and
implementing vocabulary learned in the first and second lessons.
Final Learning Episode T reviews expectations of the project and highlights or clarifies aspects of the project
that are more challenging.
Enhance Retention Ls record data about use of renewable energy presented in the presentations for later
comparisons among countries.
5
Access to on-line resources
Rubric for project
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Day in 1 Grade: High School Unit Language Level: Novice High Unit Theme and Poem: Min Nong What is the significance of rice for Chinese people? Question: Minutes 80 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Put the 6 steps for growing rice in sequential order. Do appropriate gestures to show understanding of the
vocabulary in the poem Min Nong Read/act out the meaning of the poem Min Nong with a group
Explain the cultural significance of the poem Min Nong
KNOW What vocabulary, grammatical structures, language chunks,
cultural knowledge, and content information do learners need
to accomplish the lesson can-do? •
Vocabulary: 锄 禾 日 当 午，汗 滴 禾 下 土。谁 知 盘 中
餐，粒 粒 皆 辛 苦。
•
Rice: 播 种 ，插秧， 灌水，保持水层， 排水， 水稻收割
bō zhǒng
chā yāng
guàns huǐ
bǎo chí s huǐcéng
pái s huǐ
s huǐ dào s hōu gē
（introduce with pinyin given the specialized nature of this vocabulary）
•
•
Culture: Process of growing rice, respect for food
Radicals: 米， 食， 土
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: •
•
•
•
•
Match character cards with pictures related to the process of growing rice Put pictures in order for the process of growing rice. Read poem Min Nong out loud in a small group Do appropriate gestures to show understanding of the vocabulary in the poem Min Nong With a group, act out and read poem Min Nong STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Rice
a. Teacher shows learners 2 different kinds of rice, either with pictures or
different kinds of rice in Ziploc bags. With the first image, T asks Ls "What 5
is it?" and names the type of rice. Ls repeat the name of the rice.
b. T shows a second type of rice and asks Ls "What is it?" and names the type of
rice. Ls repeat the name of the rice. T holds up first type of rice and asks
Time Materials Ziploc bags of rice
Have the names of the different kinds of
rice and the questions on the board.
Calendar
"What is it?" Ls name the first type of rice. T holds up second type of rice
and asks "What is it?" Ls name the second type of rice. T holds up first type
of rice and waits for Ls to say what it is. T holds up second type of rice and
waits for Ls to say what it is.
c. T holds up calendar and asks "How often do you eat rice?" T points to a day
on the calendar and says "Raise your hand if you eat rice one day a week,
two days a week, one day a month, two days a month."
d. T asks: "How often does a Chinese person eat rice?" T points to all the days
on the calendar and says "The Chinese eat rice every day."
Learning Episode Presentation of background material: process of growing rice
a. T shows pictures explaining the 6 different steps in the process of growing
bō zhǒng
chā yāng
guàns huǐ
bǎo
rice: 播 种 (plant the seed)，插秧，(replant seedling) 灌水(flood field)，保
chí s huǐcéng
b.
c.
d.
e.
pái s huǐ
s huǐ dào s hōu gē
持水层， 排水(drain field)， 水稻收割(harvest rice) Using pictures or
slides, T stresses the key vocabulary for each step. As each visual is shown, T
invites an L to come up to the front of the class and hold the visual.
T asks Ls who are holding the visuals to mix up the order of the cards they
are holding. T asks class to put the visuals in the correct order. T asks:
"Which picture is #1?" Class points to image. T says what is pictured and
has class repeat. The L with the first step moves to appropriate place as the
first step in the seuqnece. T continues "Which picture is #2?" Class points to
#2. T says what is pictured and has class repeat. The L with the second step
moves next to the learner holding step one. T continues until all the steps are
in order in front of the classroom.
After all the steps are in order, T points to each step and has class say what is
pictured. T collects visuals and has Ls return to their seats.
T has Ls work in pairs and gives each pair an envelope with small pictures
and character cards. Learners match the characters of the key vocabulary
with the pictures.
Ls put the pictures in correct order, saying each step as they arrange the
pictures.
Learning Episode 20
Bring in any possible props that can
help clarify meaning of the vocabulary
such as: hoe for gardening, hankerchief
for hard work, plate, rice, dirt in a
Ziploc bag, sunhat, clock to show
afternoon time or sun visual.
Large visuals of each step in growing
rice for presentation of material to class
Small visuals in envelopes for each pair
of learners along with character cards.
Presentation of new material: Min Nong Poem
a. T introduces Min Nong poem to Ls by giving each L a copy of the poem and
saying "This is a poem about growing rice." At the same time, point to the
images of the steps in growing rice.
b. T reads the poem, showing the meaning of each line with visuals or props.
c. After reading the poem, T, with L input, creates appropriate gestures to
express meaning of poem vocabulary.
d. T says a line from the poem and models appropriate gesture. Ls do the
gesture. T continues through the poem modeling gestures for each line and
having Ls do the gesture.
e. T leads discussion about what this poem tells us about Chinese culture.
(This discussion may be done in English or Chinese)
f. T leads a matching activity, matching visuals/props with vocabulary in the
poem. Place the visuals/props around the room and select Ls to move to the
visual when T says the different vocabulary word or uses it in a sentence.
Examples: 我用盘子吃饭。吃每一粒米饭。 天气热的时候， 我出汗。
g. After T modeling, if some Ls are able, L volunteer can lead activity by giving
the prompts.
Images of the steps for growing rice
Copies of the poem Min Nong for the
Ls
30
Visuals and/or props related to the
vocabulary of the poem
Learning Episode Practice: Reading and acting out poem in small groups
a. Ls listen or watch another person reciting the poem, Ls listen carefully to
tones. (This could be the teacher or a video)
b. Ls practice reciting the poem with T, first repeating and then reading it in
unison.
c. T breaks Ls into small groups and asks them to practice reading the poem.
Each L should take a turn reading poem. While one L is reading, the other Ls
act out the meaning using gestures.
Learning Episode Video of a person reciting Min Nong
20
Copies of the poem for each group.
Closure:
Ls watch a video of a small child reciting the poem. T explains that Chinese children
often learn this poem and asks "Why would a parent want his/her child to learn this
poem?" (Answer from Ls may be in English or Chinese)
5
Access to youtube videos with a means
to show it to the class
Enhance Retention T gives Ls a copy of the poem double or tripled spaced. T asks Ls to draw in
pictures to show the meaning of the poem. Ls should include at least __ # drawings.
Copies of the poem for each student.
Expansion Ideas Group presentation of Min Nong poem
Smartboard or LCD projector
a. Ls watch one of the videos listed below.
b. Small groups of Ls need to present their version of the poem to the class.
While one L is reciting the other Ls are acting it out together or taking turns
acting out different parts. T can require that more than one L needs to recite,
with each L reciting one line. T offers props for Ls to use, or has them make
their own props ahead of time. T can decide if Ls can read or need to
memorize their lines.
c. T videotapes the presentations and Ls watch them at a later time or share
them with other classes.
30-40
-Props related to poem
-Video camera or ipad
https://www.youtube.com/watch?v=0IIu7e_vHNY Cartoon song of Min Nong
https://www.youtube.com/watch?v=6sZfMWSeBno Dialogue of mother and child about wasting food with recitation of Min Nong at the end.
https://www.youtube.com/watch?v=JBwU-psCzBY Short video of a very young child reciting Min Nong
https://www.youtube.com/watch?v=ox4_ZwSy-vc Middle school student reciting Min Nong
https://www.youtube.com/watch?v=m-p_EPX4maE Small child reciting Min Nong
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Day in Midway Grade: High School Unit Language Level: Novice High Unit Theme and Poem: Min Nong What is the significance of rice for Chinese people? Question: Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
Read and understand a dialogue based on a meal conversation
Match various measure words with appropriate nouns KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
Vocabulary:
Measure words: 一位, 一碗 , 一把, 一双, 一个, 一道, 一种 •
•
Culture: Dialogue setting: Being a guest in a home
Sentence structures: Measure word + noun STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Highlight measure words in a dialogue
With a group, Ls brainstorm a list of nouns(or choose from a list) that correspond with each measure word
Sort nouns according to their measure words
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Review of measure word concept
a. T puts the poem Min Nong on the board.
b. T ask Ls which two words are measure words and Ls discuss with a partner.
c. T asks for volunteers or calls on a L to respond to the question
Learning Episode 5
Min Nong poem on the board
First dialogue reading with measure word focus (Note: This activity re-introduces the
concept of measure words to Ls)
a. T gives Ls a dialogue and asks Ls to read through the beginning of the
dialogue on their own, trying to understand as much as possible with limited
help from T.
b. T asks questions based on the main ideas of the dialogue. T uses questions to
gauge Ls’ level of understanding. T may also explain key vocab, depending
on background knowledge of students
c. T asks Ls to highlight with yellow highlighter all the measure words. Upon
Copies of dialogue for each student
20
Highlighters for Ls
On board, have the measure words with
visuals of additional examples.
completion, T asks Ls to compare their answers with a partner.
d. T goes over the correct answers with Ls, explaining why a certain measure
word is used, giving additional examples for each measure word with visuals.
Examples： 一碗米饭， 一碗面条， 一双筷子， 一条裤子，一个水果，
一种蔬菜， 一位学生， 一位老师， 一把勺子， 一把叉子
Learning Episode Practice: Measure words
a. T gives Ls a list of nouns and Ls decide which nouns correspond to the
measure word assigned to their group. Groups are given 3-5 minutes to
complete this task.
b. Ls share their answers with the class or another group and other Ls vote if
they agree if it fits in that category. Each L or group earns a point for every
correct answer.
c. Group or L with most points wins!
d. Ls are given an envelope with measure word cards and noun cards. Each
group of Ls work together to match the nouns with the correct measure word.
e. When groups are finished, they look at an answer sheet to check.
Final Learning Episode Stickers to give as prizes for game
25
Enveloppes for each group with measure
word and noun cards.
10
Visuals of vocabulary
15
Questions for dialogue
Review
a. T holds up a prop or shows a picture of an item from the list of nouns. T asks
what is it?
b. Ls tell their partner using the correct measure word.
c. T calls on a student to identify it for the group
Expansion Ideas Second reading of dialogue with focus on overall meaning
a. T asks Ls to reread the dialogue
b. T gives Ls questions to answer about the dialogue. Ls can work in groups.
c. After most Ls have completed the questions, T discusses answers with entire
class . Many questions can focus on the multiple cultural topics that are
mentioned in the dialogue.
Act out dialogue-multiple ways
Props for acting out dialogue
a. T has Ls act out dialogue as written for the entire class or for smaller groups.
b. Ls make three changes to original dialogue. T has Ls act out new version of
dialogue.
c. Ls make an audio recording of them reading or reciting the dialogue.
d. Ls use puppets to act out dialogue.
悯农
玛丽是一位在中国留学的美国留学生。一天，她的中文老师王老师邀请她去家里吃饭。（门铃响了）
王老师：玛丽你来啦！欢迎欢迎！
玛丽：谢谢王老师的邀请。
王老师：没事儿，就是希望你在中国不但可以学习中文，而且也可以了解一下中国文化。
玛丽：太好了，谢谢王老师。
王老师：不用谢，我们就开饭吧。
王老师：玛丽，中国人要求养生，所以我们先喝汤。你喝一碗，好吗？
玛丽：好的，谢谢您了。
王老师：吃饭前或者吃完后喝一碗，特别营养。你喜欢吗？
玛丽：我很喜欢，非常谢谢你，王老师。
王老师：没事儿。玛丽，你不用这么客气，
Puppets
别一直谢谢我，你喜欢就好。那我们开始吃菜吧。
玛丽，你会用筷子吗？还是我给你一把叉子？
玛丽：我会用筷子，麻烦您给我一双筷子。
王老师：好的，那你用筷子自己夹菜啊，喜欢什么就夹什么。
玛丽：我就用自己的筷子夹所有的菜吗？不需要用公筷或者公勺吗？
王老师：中国人在自己家吃饭一般没有用公筷。可能在比较正式的场合，或者有人生病的时候会用公筷。
王老师：但是中国人吃饭讲究的是热闹，不分你我。我们吃饭用碗，每道菜用盘子装，我们把所有的菜的盘子都放在桌子中间，这样大家都可以夹到，
每个人想吃什么就夹一点点，放在自己的碗里吃，吃完几口，再去夹。
玛丽：哦，原来是这样。那我就入乡随俗吧。
王老师：好！那多吃菜！
玛丽：王老师，可是桌上明明就有很多肉，我可以问为什么您只叫我吃菜吗？
王老师：哈哈哈，我说的菜是每一道菜，不是说的每一种蔬菜，包括了所有的肉这些。吃菜吧。
玛丽：呵呵，原来如此，所有的菜真好吃，而且特别新鲜。这个绿色的蔬菜叫什么呀，王老师？我在美国没有见过。
王老师：这个是小白菜，中国人经常吃这种蔬菜。你没有吃过？那你吃过这个韭菜吗？
玛丽：我以前也没有吃过，今天第一次。但是我很喜欢。
王老师：喜欢就好，喜欢就多吃点.
玛丽：麻烦您给我做中国家常菜，还教我这么多中国的文化
和语言。真的太谢谢您了。
王老师：你太客气了。不用不用。
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Day in Final Project*4 Grade: High School Unit Language Level: Novice High Unit Theme and Poem: Min Nong What is the significance of rice for Chinese people? Question: Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Identify the characteristics of a Tang dynasty poem
Recite one of the lines of the poem with correct tones
Work with a group to plan a performance
Perform a poem with a small group
KNOW What vocabulary, grammatical structures, language chunks,
cultural knowledge, and content information do learners need
to accomplish the lesson can-do? •
•
•
Vocabulary: varies according to poem assigned to group
Culture: values expressed in various poems which are often
taught to children
Sentence structures: ideas that are expressed with 2 characters,
can be condensed into one character in some
circumstances.(This concept will be taught as Ls learn poems.) STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Read new poems with a group Label the pattern the poem follows Act out and recite a poem with a small group STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: Time How can you capture the students’ energy and commitment for today’s lesson? Materials Min Nong Video
2
T shows another short video of a child reading Min Nong
Learning Episode Video
Introduction of poem pattern
a. T explains that Ls will be learning about Chinese poems. T can share one of
his/her favorite Chinese poems.
b. T explains the pattern present in a Tang dynasty poem, using Min Nong as the
example. T explains that there are four lines, usually of 5 or seven characters. 20
The second and forth lines rhyme.
c. T gives each small group a different poem to read.
d. T asks "Do they follow the same pattern?"
e. T has Ls show how they do or do not follow the pattern by labeling L copy of
the poems with numbers and tones.
Learning Episode Favorite poem to share
Notes about Chinese poems
Poems for small groups
Introduction of Poem project
List of new vocabulary
a. T asks Ls to rexamine the poems they were provided with by the T.
b. Each group needs to choose their preferred poem. Some key vocabulary may
need to be provided by T to help with understanding.
c. Two groups cannot choose the same poem.
d. As a group, Ls need to make sure that everyone in the group understands the
poem, using dictionaries as needed.
e. Ls need to think of how they will act out the poem using props or gestures.
f. Each L must say at least one line in the poem, memorizing their line with
proper pronunciation.
g. Rubrics will be given for clarification of expectations.
Final Learning Episode Intro: 8
Presentation
Preparation: 30
Access to dictionaries, either on-line or
paper format.
Box of props that would be useful,
related to vocabulary in poems.
Rubric for project
T assures that each group is ready to present their poem to the class, clarifies any
materials needed for performance and when each group will present.
Post list with order of groups to perform
and materials needed
Expansion Ideas Presentation of poems
a. T gives each L multiple copies of the rubric.
b. Each group will perform their poem for the class.
30
Copies of rubric for each student for
c. As the Ls watch the poem presentations L will give peer feedback by filling
out a rubric.
Survey Learners
a. T gets Ls feedback on project from Ls.
b. Survey may include questions such as: What was L’s favorite part of the
project? Least favorite part? Favorite poem performed and why? Favorite
new word learned?
each poem performed
Survey
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Class: Chinese Grade: Day in Unit Language Level: Novice High High School Modernization: What kind of fast foods do you find in China? Unit Theme and Question: 1 Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Identify the names of 5 foreign fast food chains in China Explain the meaning of one of these names Understand the meanings of these fast food chain names Understand how names are formed in Chinese from English KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
Vocabulary: 快餐，麦当劳，星巴克，赛百味，肯德基，
必胜客 Review: 外国的，中国的
Culture: Popular foreign fast food restaurants in China
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Match symbols of fast food restaurants with the Chinese names Explain the meaning of one of these names to their classmates Match food descriptions and images of food to the names of fast food chains STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: Time How can you capture the students’ energy and commitment for today’s lesson? Materials Fast Food in China
a. T shows Ls a collage of symbols of popular fast food retaurants in their
community.
b. T asks Ls to work with a partner and choose which ones they believe are also
popular in China.
c. T shows them the correct answers.
Learning Episode 5
Collage of pictures of popular fast food
restaurants
Introduce names of American fast food chains in China
a. T gives Ls a list of fast food chains with their Chinese names.
b. T shows pictures of these restaurants.
c. Ls attempt to match the names with the pictures mostly based on the sounds
of the names. T helps as necessary.
Learning Episode List of fast food names
10
Pictures of the restaurants
Introduce: Chinese names for American fast food restaurants
a. T shows the name for one of the restaurants
b. T asks Ls if they can identify any of the characters.
c. T then shows some images representing the meaning of each character and Ls
are asked to match them with the character.
d. T asks if the meaning of this name matches the meaning of the English name.
e. Ls are then asked if the sound of the Chinese name is similar to the sounds of
the English name. There is a short discussion on the creation of a Chinese
name and its importance. (This may need to be done in English)
f. Ls are broken into 4 groups. Each group needs to teach the class the name of
their restaurant.
g. Ls can use dictionaries to decipher meaning of individual characters. Each
group creates a visual image representing the meaning of the name in
Chinese.
h. Each group presents their visual to the class and Ls guess the meaning of the
characters based on the images.
25
Images for the characters of one of the fast
food restaruants.
Dictionaries
Learning Episode Practice: Names of fast food chains
T uses one or more of the following to review vocabulary:
Copies of the symbols on invidual papers
15
1) Symbols
a. T hangs the symbols for each restaurant around the room and ask Ls to move
next to the symbol when it is named.(This can also be done with symbols for
individual characters that are in these names).
b. T can also do the above activity with descriptions of the foods served at the
different restaurants.
c. T puts the symbols on a piece of paper and with a partner, Ls point to it when
named or described.
2) TPR
a. With Ls, T assigns gestures to each name or individual vocabulary words.
b. Ls practice the vocabulary using TPR.
Document with symbols on one page
Final Learning Episode Review
a. Ls ask and respond to questions about their preferences related to the fast
food restaurants studied.
b. T asks about the responses to the questions asked.
Enhance Retention Chinese fast food chains
a. T gives groups of Ls different websites to investigate.
b. Ls need to find the food served at each place and share with the class the next
day.
c. Ls can also give additional information that they were able to find on the
website about the fast food chain
Websites for Chinese fast food chains: http://www.cnddr.com/setmeal.html http://www.zkungfu.com/ http://www.3158.cn/corpname/fshsujie/ http://www.jixiang-­‐ht.com/ http://www.dicos.com.cn/ 5
Questions about personal preferences
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Language Level: Novice High Class: Chinese High School Grade: Day in Unit Midway Minutes 60 Unit Theme and Question: Modernization: What kind of fast foods do you find in China? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
Understand a dialogue about McDonalds in China.
Make sentences using 除了。。。（以外），还有。。。
Identify differences between McDonalds in the USA and in
China
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
Vocabulary: 汉堡，虾肉，鱼肉，鸡肉，年轻人，年纪大
人，小孩子，而且，不过
Culture: McDonalds in China
Sentence structure: 除了。。。（以外），还有。。。 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
Read a dialogue and answer basic questions Practice making sentences with the identified structure with teacher guidance With partners, make original sentences using the identified sentence structure, related to a photo Make a Venn diagram identifying differences and similarities between McDonalds in the USA and China STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduction of Theme: McDonalds
a.
b.
c.
d.
T shows a picture of a McDonalds in China and one in the USA.
T asks Ls to share differences they see between the two restauants.
T shows a picture of some menu choices (ex. hamburger, shrimp burger)
T asks if said items are from Chinese McDonalds or USA McDonalds
(some pictures are distinct and others are the same for both)
Learning Episode 5
Pictures of McDonalds
25
Handouts with dialogue and word bank.
Listening activity with video
a. T gives Ls a copy of the dialogue. Pinyin has been added where necessary.
Focus words have been removed from the dialogue and put in a word bank at
the top of the page.
b. Learners read through the dialogue to familiarize themselves with it.
c. Ls watch and listen to the dialogue 2-4 times, attempting to fill in the blanks
with the appropriate vocabulary word. Learners work in pairs to complete
this task.
d. T gives Ls the correct answers.
e. Ls are asked if they can make any guesses as to the meaning of the new
vocabulary given the context of the dialogue.
f. T explains meaning of new vocabulary that Ls did not guess correctly, using
pictures of vocabulary when possible.
Learning Episode Practice: Questions about dialogue
a. T has questions about the dialogue on the board.
b. T discusses the questions one by one. T first has Ls discuss them with a
partner and then calls on a L to check for understanding.
Learning Episode 10
Basic questions for the dialogue (see
below)
10
Images representing objects previously
studied.
Introduction and Practice with 除 了 。 。 。 （ 以 外 ） ， 还 有 。 。 。
a. T shows visuals with many objects in them with previously studied
vocabulary. (Best to show photos with different fast foods)
b. T gives some examples of sentences using this structure.
c. T shows a new photo, gives Ls the vocabulary they should use, and then a
volunteer will form a sentence with the new structure. Repeat as necessary.
d. T asks pairs of Ls to make original sentences with different pictures.
e. T will have various groups share their sentences with the class.
Learning Episode Differences and Similarities of McDonalds
a. Ls read through dialogue again with a partner.
b. Ls underline any parts of the dialogue that mentions differences between
Chinese and American McDonalds.
c. Ls make Venn diagrams with a partner to show differences and similarities of
these two McDonald locations.
Final Learning Episode 10
T asks pairs of Ls to create original sentences with new vocabulary. Each group uses a
different word from the new vocabulary. Ls will share sentences with the class.
5
Enhance Retention Ask Ls to illustrate a page in their picture dictionary for the vocabulary representing food
and people.
A: 那中国的麦当
B：
，
和美国的麦当
个……一言
哪里不一
尽，不如我
一起去中国麦当
A: 哇！你看，中国的麦当
有
肉
B: 肉
堡，
，中国麦当
A：真的
B: 除了有
？ guānwǎng
的官 网 看看吧！ 堡！ 有
肉
堡和
肉
堡。 ？ ，而且那些
堡都比美国的要小。 A：真有意思！ B: 呀，而且在中国，麦当
很多年
1.
2.
3.
4.
5.
人也常常去麦当
比美国要
。不
年
。很多小孩子都非常喜
大一点的人不太喜
他们在什么地方看麦当劳的菜单？ 中国的麦当劳有几种的汉堡？是什么肉的？ 那些汉堡跟美国的汉堡还有什么区别? 在中国谁最喜欢去麦当劳？ 在中国谁不太喜欢去麦当劳？ 去麦当
去麦当
了。 ，他
会和爸爸
一起去。 2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Class: Chinese Grade: Day in Unit Language Level: Novice High High School Unit Theme and Question: Modernization: What kind of fast foods do you find in China? Final Project*5 Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO KNOW What are the learning targets for this lesson? What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
Learners will be able to: •
•
Invent a name for a fast food restaurant in China, create a symbol for this restaurant and a sample menu Present their projects to other classmates Vocabulary: 快餐厅，菜单，标志
Review of previously studied vocabulary
Culture: Characteristics of successful names of restaurants in
China
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
Invent a name for a fast food restaurant in China Create a symbol for this restaurant Create a sample menu Present their projects to their classmates STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Matching names of Chinese fast food chains
a. T shows Ls list of names of popular Chinese fast food restaurants. (Look at
websites listed at the end of the second lesson)
b. Ls match names with symbols of these restaurants and also with pictures of a
sample dish.
Learning Episode 5
Visuals of restaurant names, symbols and
sample dishes
Presentation of various Chinese fast food chains
a. With partners Ls ask and respond to questions about their preferences
regarding these fast food chains such as: Which symbol do you like best,
which name is best, you would prefer to eat at which restaurant?
b. T has a short conversation about why they prefer what they do.
(This conversation should start in Chinese, but may be partly in English)
Learning Episode 10
Explanation of project
a.
T tells Ls that they will create their own Chinese fast food restaurant. Ls
must create an appropriate culturally significant name, a symbol, and a
35
sample menu.
b. Ls can make this visual by hand or digitally.
c. T will share the rubric with Ls.
Final Learning Episode T reviews expectations of project and highlights or clarifies aspects of the project that are
most important.
5
Rubric for project
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Day in Unit Language Level: Novice High High School Unit Theme and Question: Chinese Medicine What is healthy living according to Chinese culture? 1 Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
Identify different treatments used in Chinese medicine
Understand the main principals of Chinese medicine
Do simple moves in Taichi and Qigong KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
•
•
Vocabulary： 中药，气，经络，穴位，气郁，病, 健康，
针灸， 气功， 太极, 穴位按摩，治疗，用 Review: 脸， 脚，手，胳膊，腿
Culture: Chinese medicine treatments
Radicals: 人，手，丝，草
Structure: 用
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
•
Draw important pressure points and meridians in a diagram of a face
Massage facial pressure points
Do movements for Qigong, Taiqi
Match symbols with Chinese medicine treatments
Do gestures for each Chinese medicine treatment
Fill in the blanks of an explantion of Chinese medicine with key vocabulary from a word bank STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: Time How can you capture the students’ energy and commitment for today’s lesson? Introduce Qi Pathways
Materials Image of Qi pathways in the body
a. T shows Ls a diagram of a human body with Qi pathways.
b. T asks the Ls what this diagram is showing.
c. T explains the concept of Qi, an energy stored in the center of the body that is
necessary for good health.
Learning Episode 5
Image locating center of Qi in a human
body
Introduce basic concepts of Chinese medicine
a. T give Ls a brief explanation of the basis of Chinese medicine. T explains
that there are pathways in the body where Qi travels. These pathways can
have blockages. Blockages can cause sickness. Blockages can be cleared to
promote good health.
b. T focuses on the face, and points out 2 points that correspond to helping with
nasal congestion.
c. Ls massage these points on their own faces.
d. T gives Ls an outline of a face
e. Ls draw in these pressure points and facial meridians and label them.
Learning Episode Visuals to explain concepts being dicussed.
15
Handout with an outline of a human body
Introduce: Chinese health treatments
a. T asks Ls if they used Chinese medicine to maintain good health. If yes, what
form of Chinese medicine?
b. T gives Ls a list of the different methods for clearing blockages in the body.
c. As T introduces treatments Ls experience/practice some of the methods.
i. Acupressure 穴位按摩—T shows Ls poster for self-massage
methods for stress or headache reduction.
ii. Acupuncture 针灸—T shows Ls a short video of a patient
getting acupuncture.
25
iii. Taichi 太极—T does movements in a Taichi routine. T can
teach Ls a few movements or Ls can follow a short video
iv. Qigong 气功—T teaches Ls a short Qigong breathing exercise
v. Reflexology 按摩脚—T shows Ls a map of the foot with
reflexology information. T explains how many points are
connected to different body parts/systems.
(This part of the lesson may vary depending on the background knowledge of the teacher.
Some teachers may want to focus more on an area in which they have more experience or
background knowledge. T should plan ahead what phrasing they will use to introduce the
above topics, so that Ls will receive instruction they can comprehend.)
Learning Episode List of Chinese medicine treatments.
Plan for how to explain these methods
using simplified language.
Examples of acupressure to teach
Video of acupuncture
Video or learned movements of Taichi
Video or learned exercises of Qigong
Reflexology map
Practice: Chinese medical treatment vocabulary
T uses one or more of the following to review vocabulary:
Symbols for each Chinese medicine
treatment
13
1) Symbols
a. T shows a symbol for each Chinese medicine treatment method.
b. Ls match the name of the treatment with the symbol.
c. T hangs the symbols around the room and ask students to move next to the
symbol when you name it.
d. T puts the symbols on a piece of paper and with a partner, Ls point to it when
named or described.
2) TPR
a. With Ls, T assigns gestures to each treatment or vocabulary word.
b. Ls practice the vocabulary using TPR.
Final Learning Episode Copies of the symbols on invidual papers
Document with symbols on one page
Review: Chinese Medicine
a. T shows learners a short explanation of the basic concepts of Chinese
medicine with words left out.
b. Ls look at a word bank to fill in the blanks.
2
Questions to ask Ls
Enhance Retention Interview family members
a. Ls interviews family members about their knowledge and opinions of
Chinese medicine treatments.
b. T give Ls a list of questions about Chinese treatments in English.
c. After the interview Ls need to write sentences about the opinons of their
family members vis a vis Chinese medical treatments.
d. Ls share results with the class later.
List of questions about Chinese medical
treatments in English with some sample
sentences in Chinese to express the results
of the interview.
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Day in Unit Language Level: Novice High High School Chinese Medicine What is healthy living according to Chinese culture? Unit Theme and Question: Midway Minutes 75 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Understand a dialogue about Chinese medicine.
Answer questions related to the dialogue.
Make sentences using 没有什么 and 没有那么
Identify some differences between Western and Chinese
medicine
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
•
•
Vocabulary：X 光， 阿司匹林， 效果， 没有什么， 没有
那么，中医，艾灸， 拔罐， 得病，阴阳， 平衡， 治疗，
苦
Review: 针灸， 按摩
Culture: Compare western and Chinese medicine, introduction
of concept of Yin and Yang
Radicals: 艹， 疒
Sentence structures: 没有那么+ adj = not so 没（有）什么 + noun = there aren’t any Examples: 没什么钱 = there isn’t any money
没有那么贵 = not so expensive STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
Write down the meaning of the Chinese vocabulary Read a dialogue and answer basic questions With partners, make sentences using 没有什么 and 没有那么 Fill out a chart which outlines some differences between western and Chinese medicine STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introdution of Yin and Yang
a. Teacher shows Learners the image of Yin and Yang.
b. T can show some of the words associated with each side that Ls already
know: black/white moon/sun hot/cold male/female.
c. T asks Ls to match the words with the different color sides.
d. T gives a short explantion of the concept of Yin and Yang, possibly using
some English if necessary.
(The Yin and Yang symbol represents balance. In Traditional Chinese Medicine, good
health is believed to be achieved by a balance between yin and yang.)
http://en.wikipedia.org/wiki/Traditional_Chinese_medicine
10
Image of Yin and Yang
Learning Episode Listening activity with video
a. T gives Ls a copy of the dialogue. Pinyin has been added where necessary.
Focus words have been removed from the dialogue and put in a word bank at
the top of the page.
b. Learners read through the dialogue to familiarize themselves with it.
c. Ls watch and listen to the dialogue 2-4 times, attempting to fill in the blanks
with the appropriate vocabulary words. Ls work in pairs to do this.
d. T gives Ls the correct answers.
e. Ls are asked if they can make any guesses as to the meaning of the new
vocabulary given the context of the dialogue.
f. T explains meaning of new vocabulary that Ls did not guess correctly.
Learning Episode 25
Practice: Questions about dialogue
Handouts of the dialogue
a. T writes questions about the dialogue on the board.
b. T discusses the questions one by one. T first has Ls discuss them with a
partner and then calls on an L to check for understanding.
Learning Episode Handouts with dialogue and word bank.
10
Basic questions for the dialogue
Practice: 没 有 什 么 ， 没 有 那 么
a. T shows a picture and gives some examples using 没有什么 and 没有那么.
b. T has a list of examples with each one, so that Ls can see that one is used with
an adjective and one with a noun. Previously learned vocabulary may be
10
provided so that they can make their own expressions.
c. T shows some more pictures and asks Ls to come up with expressions with a
partner or small group.
d. T will have various groups share their answers with the class.
Learning Episode Interesting pictures, preferably from China
or of high interest, for Ls
Comparison: Western, Chinese medicine
a. T gives Ls venn diagram to list vocabulary used in the dialogue related to
Chinese and Western medicine.
b. T asks Ls to work with a partner and make some simple sentences from these
lists using 没有那么 and 没有什么.
c. T asks each group to share one or two sentences with the class.
Final Learning Episode Handout with Venn diagram
15
T shares some sentences that he/she made with the vocabulary and asks Ls questions to
gauge their level of understanding.
5
Sentences made with the vocabulary about
Western and Chinese medicine.
Enhance Retention Ask students to write some original sentences using the new vocabulary
Expansion Ideas Practice the doctor specific vocabulary with Quizlet and/or a vocabulary game such as
charades or Pictionary.
Students play the games and review vocabulary. These games are best used in smaller
groups to actively engage more students.
中 药 ： 你 喜 欢 中 医 还 是 西 医 场景：阮老师在茶馆喝茶，阿郭走走过来和阮老师聊天。
阿郭：阮老师，好久不见啊。 阮老师：阿郭，你好啊。 阿郭：你好你好。 阮老师：我很长时间没有看到你，你去哪里了？ Prep review method
阿郭: 我最近身体不太好，我脖子疼，头也疼。
阮老师：哦，怎么了，你有没有去看医生？
阿郭: 看了，我上星期去看了。医生啊，他帮我照了 X 光，还开了药给我吃。开了阿司匹林给我吃，但是没什么效果。
阮老师：你还头疼？ 阿郭: 疼！
阮老师： 你可以去看看中医。中国的中医是非常好的。 阿郭： 我听说过中医。中医有针灸，艾灸，拔罐和按摩。还有说人的阴跟阳平衡，身体就好，真的吗？ 阮老师：真的！ 真的是这样的。
阿郭: 怎么办到的？
阮老师：我告诉你，你去中医那里，要把你的病从头到尾告诉他们，你是什么原因得的病。这个时候中医就会给你很多中医方面的治疗。
阿郭: 哦，那。。。我需要。。。针扎头，针灸吗？
阮老师：不光有针灸，还有艾灸，中医的针灸和艾灸在世界上很流行了。
阿郭: 我很怕疼啊。
阮老师：哦，原来你是怕疼啊。没问题，中医的针灸有的时候有一点点疼，但是没有那么疼。你还可以吃些中药。
阿郭: 中药苦，很苦的。我听我朋友说的。
阮老师：真的吗？
阿郭: 嗯，太苦了。
阮老师：我告诉你，你喝这杯茶，试一试。你看看这个是什么味道？
阿郭: 茶总是苦中带点甜。
阮老师：对了！中药也是这样的。它有一点点苦，但是真的没那么苦。
阿郭: 好吧。谢谢你的介绍。 我一定要去看医生。
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Day in Unit Language Level: Novice High High School Unit Theme and Question: Chinese Medicine What is healthy living according to Chinese culture? Final Project* Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners will be able to:
•
•
•
•
Make a poster describing a Chinese medicine treatment
Write sentences using 用 about their treatment
Work with another student to complete a project with each
student making a contribution to the final product •
•
Vocabulary：Review: 针灸，艾灸， 按摩， 穴位按摩，气
功，太极，拔罐
Culture: Chinese Medicine Treatments
Sentence structures: Review: 用 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Make a poster describing a Chinese medicine treatment (NOTE: Learners could also choose some form of technology to make these
posters digitally like Glogster or Explain Everything, which combines voice with text)
Write sentences using 用 about their treatment
Work with another student to complete a project with each student making a contribution to the final product STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Teacher will show Ls list of all the Chinese medicine treatments they have
studied. T will show them symbols for each one and have Ls match symbols
with the treatments.
Time 5
Materials Symbols for treatments and list of
treatments
Learning Episode Introduction: Project
a.
b.
c.
d.
T divides students into small groups.
Each group picks a Chinese medicine treatment
Each group makes a poster explaining their medical treatment.
Posters must include the following: Visuals of the equipement needed, photo
of the practice of this treatment, name and location of local clinic that uses
this technique (if it exists), price of this treatment in the United States. All
visuals must have labels or descriptions in Chinese with pinyin. For the
55
written component Ls will write sentences stating what doctors use for this
treatment. Ls must also find 2-3 verbs that describe what is done for this
treatment and make simple sentences using these verbs.
e. T will give Ls a planning chart for each group. On this sheet they will list
information needed for the project: objects, verbs describing treatment,
location of clinic, price, rough draft of sentences for descriptions, which
student will be responsible for what aspect of the project,.
f. When Ls are finished they will present their final product to the class.
Final Learning Episode Large pieces of paper
Markers
Tape or glue
Hang final projects up in the classroom or hallway.
Tape
Expansion Ideas Find a local person who is a Chinese medicine practitioner and invite them to be a guest
speaker in your class.
Have students prepare questions ahead of time to ask the guest speaker.
Contact a community member
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Language Level: Novice High Unit Theme and Question: Class: Chinese High School Grade: Day in Unit 1 Minutes 60 Chinese Sports: Which sports are traditional Chinese sports? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
Learners will be able to:
•
•
•
•
•
•
Name five sports that originated in China.
Identify which of these sports are Olympic sports.
Show understanding of the names of different sports played in
China by giving the corresponding gesture when they hear the
name of the sport.
Show understanding of the names of different sports by
matching the image of the sport to the characters that represent
the name of the sport.
Follow oral instructions on how to play jianzi and Chinese jump
rope.
Give commands on how to play jianzi and Chinese jump rope.
Vocabulary: 乒乓球，羽毛球， 跳高，武术， 放风筝
踢毽子: 踢， 毽子， 用脚，膝盖，胸， 跳， 扔，
跳皮筋： 跳，皮筋，左，右， 里，外， 踩， 高， 低
•
•
•
Culture: Sports with origins in China (ping pong, badminton,
high jump, jianzi, Chinese jump rope)
Radicals: 手，足, 竹
Sentence Structures: Commands
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
Brainstorm a list of sports in order to identify which sports are Olympic sports and which sports orginated in China.
Do gestures that correspond to sports originating in China to demonstrate understanding of the names of the sports.
Match the names of sports to images of the sports on a poster.
Follow simple instructions in the form of commands to play jianzi and Chinese jump rope.
Give simple instructions in the form of commands to classmates on how to play jianzi and Chinese jump rope.
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduction of Sports Theme
a. T plays a videoclip (2 min) showing a portion of the opening ceremony of
the Olympic Games in Beijing.
b. T asks Ls: “Who likes to watch the Olympics?” Ls raise their hands.
c. T asks Ls: “Where are the Olympics held?” Ls raise their hands and
volunteer names of countries. T points to a world map as Ls suggest
countries. T says: “People everywhere watch the Olympics: here in the
United States, in China, everywhere.” T shows the Ls that the five rings of
the Olympic symbol represent the 5 continents by pointing to a ring and
showing and naming the continent on the world map.
Videoclip of opening ceremony of the
Olympic Games in Beijing
10
Image of the Olympics symbol (5 rings) to
project
World map
Learning Episode Connection of Sports to the Olympics
a. To re-enter names of sports that Ls already know, T asks Ls: “What sports
can you name?” T accepts answers from Ls and writes them on the board.
b. T shows the Olympics symbol (5 rings) and ask for volunteers to come to the
board and circle the sports from the brainstormed list that they believe are
Olympic sports.
c. T projects a poster of the Olympic sports and asks learners to compare the
sports they circled on their brainstormed list to the ones on the poster.
d. T gives Ls copies of a poster of images of the Olympic sports with the names
of the sports in a box on the page and says: “Here are images of Olympic
sports. Can you match the name of the sport to the image?” Ls need to
match the names of the sports to the images.
e. After Ls complete the activity, T hands individual images of the sports to
different Ls. T asks the Ls to come to the front of the room holding their
images and bringing their handouts and a pencil with them. T holds up a card
with the name of a sport and asks a volunteer to come up and put the card
with the name of the sport next to the image of the sport it represents. Class
checks to see if they have correctly matched the sport to the name of the sport
on their papers.
Poster of Olympic sports
10
Images of sports
Cards with the names of sports on them
Learning Episode Introduction of Olympic Sports with Origins in China
a. T tells Ls that 3 of the Olympic sports have their origins in China.
b. In small groups Ls circle the sports on the handout that they think originated
in China
c. Ls share opinions and T gives answers (Table Tennis, Badminton, High
Jump).
Handout with images of Olympic sports
and the names of the sports
5
Learning Episode Introduction of Other Sports with Origins in China
a. T tells Ls that there are other sports that originated in China, which are not
Olympic sports.
b. T asks Ls: “Can you name any sports that started in China?” Ls volunteer
possible answers.
c. T gives Ls a list of the sports that originated in China. (Chinese jump rope,
kite flying (considered a sport in some countries), Chinese Jianzi (similar to
hackie sack), polo, wushu (martial arts such as Taiji, Gong Fu).
d. T asks Ls to suggest gestures for each Chinese sport. ( Note: For some sports
with which Ls may be unfamiliar, T shows short videos or pictures to help Ls
think of appropriate gestures.)
e. T says name of a sport and Ls do the appropriate gesture for each sport.
f. T asks individual Ls to come to the front of the room and do the gesture for
one of the sports. Ls say the name of the sport.
g. After practicing as a class, T has Ls work in pairs: One L faces the front of
the classroom and the other L faces away from the front of the classroom. T
holds up a picture of a sport. The L facing the front of the classroom gestures
the sport. The L facing away from the front of the room has to guess the
sport. Repeat with other sports. Have partners change places to continue
practicing.
Learning Episode List of sports with origins in China
15
Pictures and/or videos of hackie sack, polo,
martial arts, Chinese jump rope, kite flying
Play Jianzi (Note: Teach Chinese jump rope as an extension of the lesson on a
different day).
a. T says that the class is going to learn to play Jianzi. T demonstrates Jianzi
and Ls imitate the actions, repeating the commands in order and, eventually,
out of order to verify comprehension. At each point, Ls repeat the command
as they do the action:
• Kick it
• Throw it
• Use your knees
• Use your feet
• Use your chest
List of commands for hackie sack
15
Chinese hackie sacks
b. T breaks Ls into small groups and each group forms a circle.
c. T has Ls see how many times they can kick the jianzi in their group.
d. Ls need to give commands to each other as they practice. T may want to put
the commands they need to say on the board for reference.
Learning Episode Closure
5
T says the name of a sport and Ls do the accompanying gesture.
Enhance Retention T has Ls draw their own symbol for each Chinese sport.
Expansion Ideas Chinese jump rope
T demonstrates Chinese Jump Rope and Ls imitate the actions, repeating the commands:
•
•
•
•
•
•
•
•
Jump
Jump to the right
Jump to the left
Jump on the inside
Jump on the outside
Step on the rope
Jump high
Jump low
After Ls have practiced the commands in order, T varies the order of commands to make
sure that Ls are responding to the command they hear.
T breaks Ls into small groups and each group has a jump rope. Ls practice jumping rope
and giving commands to each other as they play. Ls increase the difficulty of jumping each
time by raising the height of the cord. Ls start first with the cord down low, then raise it to a
medium height, and then up high.
Chinese jump ropes
Olympic symbols
a. T shows Ls the Olympic symbols for each sport that was used during the
Beijing Olympics.
b. T has Ls compare their symbols which they made for homework to the
Olympic one.
c. T asks Ls: “Can you change your symbols to make them ressemble the
Olympic symbols?” T asks Ls to try.
d. T has Ls share their favorite symbol that they drew with a partner or the class.
Verbs used with sports
a.
b.
c.
d.
T reviews gestures for the sports learned in class.
T discusses the different verbs that are used with sports.
T has Ls categorize a list of sports by verb used.
T revisits gestures for sports to include an additional gesture that represents
the verb used with the sport.
Calligraphy
Symbols from Beijing Olympics
List of sports with word bank of sport verbs
Calligraphy supplies: paper, brushes, ink,
water, containers for water and ink
a. T practices calligraphy with the entire class.
b. T has Ls create the Olympic symbols for sports with calligraphy.
Radicals in sports names
a. T gives Ls a chart with common radicals found in sport names.
b. T has Ls with a partner or small groups find characters with these radicals.
c. Ls record the characters on the chart and guess the meaning of the radical.
Practicing Chinese sports at home
a. T has Ls make their own jianzi to use at home or for an afterschool
tournament.
(https://www.youtube.com/watch?v=-TGdyq5kbXw) (Suggestions to
improve the model in the Youtube video: Add some cotton cloth for padding
on the inside of the plastic; Put a short piece of straw through the plastic and
glue in some feathers to make it more authentic.)
b. T has Ls make personal Chinese jump ropes out of rubber bands and has
different teams compete.
(https://www.youtube.com/watch?v=dHPrZG1MxmI Follow directions for
how to make a jump rope and then attach ends together with a square knot for
a Chinese jump rope.)
Chart of common radicals found in sport
names
Washers, plastic, feathers, glue, straws for
making jianzi
Rubberbands for jump ropes
Reflection/Notes to Self CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom MId Date: Language Level: Novice High Unit Theme and Question: Class: Grade: Chinese Day in Unit High School Midway Minutes 75 Chinese Sports What are traditional Chinese sports? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Students can:
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Ask and answer questions orally and in written form about personal exercise
routines
•
Use the appropriate verb for a specific sport
•
•
List multiple activities in one sentence, with frequency vocabulary
Describe the sports routine of different individuals
Vocabulary: Review verbs: 打, 踢 , 练, 做 , 跳
常常， 有的时候， 很少， 每天，每周 ,
每个月
Culture：Sports routine of Yao Ming
Sentence structures: Use of 也， to list multiple activities in
one sentence.
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
•
Students will match the action verb with the appropriate sport
Ask and answer personal questions about their sports routine
Read a dialogue about sports practice
Highlight key vocabulary in the dialogue
Form sentences that include multiple activities with frequency words
Write a short paragragh describing the sports routine of a famous person
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Review of Olympic sports
5
a. T shows Ls the symbols for some of the sports from the Beijing Olympics.
b. Ls working with a partner, see how many they can identify in Chinese
Learning Episode Materials Pictures of 2012 Beijing Olympic sport
symbols
Review of verbs used with sports
a. T shows Ls the verbs used for sports and asks Ls to use gestures or use them
in a sentence to show understanding.
b. T has Ls complete sentences about sports with multiple choices for the verb.
A. 打 B. 踢 C.连 D.做 E. 跳
c. Ls can work with a partner or on their own.
d. Correct as a large group after most groups are finished.
Learning Episode 10
Sentences on board or on paper.
Personal Questions about sports practice
a. T shows Ls some simple questions regarding personal sports routines. They
give example answers according to their personal sports routine.
你喜欢练什么运动？你什么时候连？ 你每天练吗？ 你跟谁连？
b. T shows Ls list of vocabulary to express frequency of sports practice.
c. T asks a few Ls these questions to serve as an examples for the class.
d. Ls ask and answer these questions with a partner.
e. T randomly selects Ls to tell class about the sports routine of their partner.
Learning Episode Questions regarding sports practice routine
15
List of frequency words
Introduction of Dialogue
a. T gives Ls a copy of the dialogue about practicing sports.
b. T asks Ls to skim the dialogue and answer 4 questions that are based on the
main ideas of the dialogue.
Copies of Dialogue
10
4 questions on the board
Learning Episode Practice: Key vocabulary present in dialogue
a. Ls reread dialogue highlighting sports verbs and frequency vocabulary.
b. T will share with Ls copy of dialogue with all vocab highlighted so Ls can
check their work.
c. T goes over key sentences in the dialogue that will highlight the structure
也， used with this vocabulary.
d. T asks L to underline these sentences.
e. T shows some photos of famous people and symbols of sports they practice.
Copies of Dialogue/highlighters
20
Photos of famous people with sports
symbols.
List of frequency words
f. Working with a partner, Ls make sentences listing multiple sports that these
people practice.
g. T asks Ls to reform these sentences to also include certain frequency phrases.
Learning Episode Closure: Learning check
a. T gives Ls a list of famous people, many from China or Chinese history
b. T shows an example description of the sports routine of Yao Ming
c. Working with a partner, Ls write a description of 1-2 people of their choice
from the list.
d. When finished, one group will read their description to another group and
they will attempt to guess whom is being described.
List of famous people
15
An example description of Yao Ming that
will serve as a model.
Enhance Retention a. Ls write a description of 1-2 famous people of their choice.
b. The following day T can do one of the following:
-A volunteer or selected L will read it to the class and they will attempt to
guess who is being described.
-L will read their description to another group and they will attempt to guess
who is being described.
-T will hang them up on the wall and each L chooses 3 to read and then write
on the bottom of the paper who they think it is.
Expansion Ideas Pair interview
a. T asks Ls to answer for themselves the questions that were asked in the
dialogue on a piece of paper.
b. With a partner, Ls take turns asking and answering these questions orally to
find out the written responses.
c. Ls fill out a chart recording the answers of their partner.
d. T collects the data on responses and reports it back to the class to identify
trends among the sports the Ls practice.
List of questions from the dialogue
15
Chart to record partner responses
运动对话
A： 你喜欢什么运动？我常常打篮球， 每周打几次。
B： 我很少做运动，可是我有的时候跟朋友踢毽子。 你会不会踢？
A：我不会。 我特别喜欢练武术， 你呢？
B： 我奶奶每天早上连太极拳， 可是我自己没有学会。 我小的时候，每天中午跳皮筋。 好长时间没
有跳过。 我们以前跳的很高。 你最喜欢的运动是什么？
A: 我觉得我最喜欢的运动是羽毛球。 你喜欢打吗？
B：我也挺喜欢但是打得少。 我们现在去打吧。 你觉得呢？
A： 好主意。我知道哪儿有拍子和球。 走吧。
1. 保罗和史凯喜欢不喜欢运动？ 2. 谁常常运动？ 3. 谁跳皮筋？ 4. 他们俩要做什么运动？ CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Language Level: Novice High High School Unit Theme and Question: Chinese Sports What are traditional Chinese sports? Day in Unit Final Project*7 Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
Students can:
Have an experience practicing various Chinese sports
Record data after participating in different station activities
Write a paragraph about what he/she did at each station and which sport
they prefer
Vocabulary: Review of previous vocabulary, 心率，站，
Culture: Experience various Chinese sports
Sentence structures: numerals: 第一个， 第二个, review of ;
place + activity STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
Match equipment with sports
Participate with small groups in station activities
Record data based on each station activity
Write a paragraph about what they did at each station
Make an art piece representing their favorite sport
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Review of Chinese Sports
a. T brings in sports equipment related to the activities you will do in class
b. T asks them which sports go with which objects.
c. T tells Ls the names for different objects.
Learning Episode 5
Sports equipment
Station Game with Sport Activities
a. T introduces all the stations that the Ls will have to do and the order that they
need to do them in. T explains how much time they will have at each station
b. T will show Ls a copy of the chart each group will receive, showing them
what they will need to fill out. The chart will have sections to fill out for
10
heart rate, and opinions of each sport as well as specific info according to the
30
station.
c. T divides Ls into groups for the activity
d. Ls will go from station to station doing the activity for the designated time.
Stations: 1. Badminton(without a net, just hitting it back in forth, record how
many times they can volley it back and forth without the shuttlecock touching
the ground)
2. Ping Pong or a game with ping pong such as balancing a ping
pong ball on a paddle as they walk thru an obstacle course or bouncing a ball
on a paddle up and down as many times as possible for 30 seconds.
3. Long standing jump (Record distance)
4. Jianzi (Record how many times they can kick/bounce the 毽子
10
during one minute or record the different body parts used to bounce the 毽子)
5.Chinese Jump rope. (Record how many Ls got through the routine
with out any mistakes at each level: low, medium, high)
6. Chinese Wushu movements (use a video that they can follow)
T can use all or a few of these stations.
e. Clean up of stations and equipment
Learning Episode Worksheet with chart
Equipment for each station
Arrange to have class in the gym or
outside.
Clear plan of how the stations will work,
how much time in each station, how they
rotate from one station to the next, how
they know when to rotate, how will you
divide into groups (With a bell? A gong?)
Sports Project
a. T assigns the following project: Ls choose which sport he/she liked the most.
T reminds Ls; as for the Olympics, the artistic symbols for each sport are
important. Ls create a unique art piece to represent his/her favorite sport.
Any medium can be used such as sculpture, painting, calligraphy, etc. The
use of recycled materials is always preferred. Ls also write a short paragraph
describing what he/she did at each station. 在第一个站，我们提了毽子。
Ls will end their paragraph stating his/her favorite Chinese sport and why it's
their favorite. After the paragraph Ls will also write a brief explanation of
their art piece, including what it was made out of and what it represents.
Explain rubric: 5-10
Done outside of
classtime
Rubric for project
Example paragraph
b. T shows Ls an example of a paragraph and gives them any needed vocabulary
related to materials for the art project.
Final Learning Episode Give students a rubric for grading of the project and answer any questions about the project.
Enhance Retention Completion of project in 3-4 days time
Expansion Ideas Art Exhibit
T collects the art projects and displays them in class as if it was an art show at a gallery.
Give Ls time to walk around and appreciate each other’s art work.
Location to hang up art work, means of
hanging them on the wall or displaying
them on a table.
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Class: Chinese Grade: Day in Unit 1 Language Level: Novice High High School Unit Theme and Question: Forms of Address What are culturally appropriate forms of address in Chinese? Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
Identify and use appropriate forms of address for different
members of the community
Understand the cultural and social implications of how we
address others
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
•
•
Vocabulary： 伯父，伯母，礼貌，称呼，习惯
Review: 朋友，校长, 医生
Culture: position specific terms in Chinese
Radicals: 人，女，木
Structure: 应该, 因为…所以，有一点
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
Read a short passage about meeting a friends’ parents
Perform a role play using correct forms of address
Match Chinese characters to the correct job title
Fill out a chart giving appropriate forms of address for different members of the community Explain to their classmates why it is necessary to address others appropriately in Chinese STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: Time How can you capture the students’ energy and commitment for today’s lesson? Materials Introduce the idea of different forms of address
a. T shows Ls different pictures of professionals.
b. T asks the Ls how they should address each of the individuals
c. T asks Ls if it is the same in their own country
Learning Episode 5
Images of different professionals at work
Introduce basic concept of addressing others appropriately
a. T give Ls a brief explanation of the basic concept of addressing others
correctly in Chinese. T explains that by addressing someone with the proper
term, the basic framework is established for appropriate social interaction
between the two people. Relationships are dictated by one’s social status
relative to others.
15
Copies of the reading passage with new
vocabulary listed at end
b. T passes out copies of the reading passage. New vocabulary is listed at the
end with a space for Ls to define the words
c. Ls take five minutes to read through the passage and ask questions
d. T helps Ls to define new vocabulary
e. T asks Ls to underline new sentence structures
f. T and Ls work together to brainstorm other ways the new sentence structures
can be used
g. Ls take turns writing the new sentences on the board
Learning Episode Role Play
a. T breaks Ls into groups of four
b. Based on the passage they just read, Ls are asked to role play how this
meeting might play out in real life
c. T asks Ls, once everyone has been appropriately introduced and greeted, what
25
might each person say next
d. Ls are encourage to continue the conversation beyond the formal greetings
e. Ls change groups and act it out again with different partners
f. Once learners are comfortable using the vocabulary orally, encourage each
group to write out one complete script for the exchange
Props to enhance outfits
Markers and paper, pens
Learning Episode Practice: Reading Chinese Characters
T uses one or more of the following to review vocabulary:
1) Characters
a. T places one set of flashcards on one side of the room, and the other set on
the other side of the room, so that Ls can see all of the flashcards
b. Ls take turns matching the characters to the correct pictures
c. Using the character cards, the teacher cycles through the cards one by one,
stops abruptly, and asks students to name the next card
2) TPR
a. With Ls, T assigns gestures to each vocabulary word
One set of flash cards with the vocabulary in
Chinese characters
13
One set of flashcards with pictures of different
professionals at work
b. Ls practice the vocabulary using TPR
Final Learning Episode Review: Forms of Address
a. T passes out handout with pictures of different professionals at work. There is
a blank space next to each picture.
b. Ls fill in the blanks with how each person should be addressed
c. T asks for volunteers to check for understanding
2
Handout with pictures of different professionals
at work
Enhance Retention Peer Discussion
a. Ls are broken into small groups and given a set of guiding questions that asks
them to think about and comment on some of the similarities and differences
in forms of address between English and Chinese
b. Ls are encouraged to express themselves in Chinese
c. After the discussion, Ls are asked to write three to five sentences on the topic
in Chinese
List of questions about differences and
similarities in forms of address in English and
Chinese, with some sample sentences in
Chinese to express the results of the
conversation
Reading Passage 我的朋友，迈克，昨天来我家玩。我告诉他，见到我爸爸，迈克应该叫伯父。见到我妈妈，应该叫伯母。这样才是礼貌的称呼。因为我爸爸是校长，
所以他的学生都叫他江校长。因为我妈妈是医生，所以病人都叫她王医生。这样也是礼貌的称呼。迈克说，和美国的习惯有一点像，可是又有一点不
一样。 2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Class: Chinese Language Level: Novice High Grade: Day in Unit Midway High School Forms of Address What are culturally appropriate forms of address in Chinese? Unit Theme and Question: Minutes 75 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Understand a dialogue about forms of address
Answer questions related to the dialogue
Make sentences using 一下 and 当然
Identify some differences between Western and Chinese forms
of address
KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
•
•
•
Vocabulary：叔叔， 阿姨， 亲，
Review: 称呼，礼貌
Culture: Compare western and Chinese forms of address
Radicals: 禾
Sentence structures: 一下，当然 Examples: 我来介绍一下，能解释一下吗？ STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: •
•
•
•
Write down the meaning of the Chinese vocabulary Read a dialogue and answer basic questions With partners, make sentences using 一下 and 当然 Discuss similarities and differences between forms of address in China and the US STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? a. In the middle of the board, the Teacher lists the professions and
people/relationships previously discussed
b. To the left of that column, Ls take turns writing how that person would be
addressed in English
c. To the right of the original column, Ls take turns writing how that person
would be addressed in Chinese
d. With prompts from the teacher, the Ls explain why those people should be
addressed that way in Chinese
10
Time Materials Whiteboard
Learning Episode Listening activity with video
a. T gives Ls a copy of the dialogue. Pinyin has been added where necessary.
Focus words have been removed from the dialogue and put in a word bank at
the top of the page.
b. Learners read through the dialogue to familiarize themselves with it.
c. Ls watch and listen to the dialogue 2-4 times, attempting to fill in the blanks
with the appropriate vocabulary word.
d. T gives Ls the correct answers.
e. Ls are asked if they can make any guesses as to the meaning of the new
vocabulary given the context of the dialogue.
f. T explains meaning of new vocabulary.
Learning Episode 25
Handouts with dialogue and word bank.
10
Handouts of the dialogue
Basic questions for the dialogue
10
Packets with the dialog cut into separate
strips line by line
Practice: Questions about dialogue
a. T has questions about the dialogue on the board.
b. T discusses the questions one by one. T first has Ls discuss them with a
partner and then calls on a L to check for understanding.
Learning Episode Practice: Reading Chinese Characters
a. Ls are paired up and given a packet with the dialog cut into separate strips line
by line
b. Ls are asked to piece the dialog back together
c. T circulates and helps to answer questions, gives prompts when necessary
d. When the Ls have put the entire dialog back together, they practice reading it
aloud
Learning Episode Practice: Sentence Structures
a.
b.
c.
d.
T gives Ls handout to work on in pairs
T circulates and works with groups individually to check for comprehension
Once complete, T asks Ls to create two original sentences
Ls share their newly created sentences with the class
Final Learning Episode 15
Handout with example sentences and
practice prompts
T shares some sentences that he/she made with the vocabulary and asks Ls questions
to gauge their level of understanding.
5
Sentences made with the vocabulary
about forms of address
Enhance Retention a. Block out random words in the dialog, but do not hand it out to the Ls
b. T asks Ls to provide words that are the same part of speech as the blocked out
word, and fills them in
c. Once complete, T reads the funny Madlib back to the class
d. Once Ls are familiar with the process, they may also complete this activity in
pairs
Expansion Ideas Ask Ls to discuss forms of address informally with their family or friends. Encourage
them to share what they have learned about how Chinese society approaches the
topic. Ask them to report back on the conversation the next day.
Madlibs handout for the dialog
对话:称呼
彩云：噢，Jimmy，下个周末有什么计划？
Jimmy： 我想星期五晚上跟朋友一起出去吃饭， 你跟我们一起去吗？
彩云： 噢，我非常想去，可是我去不了， 我有些事情要做，对不起，下次吧？
Jimmy: 好吧。
彩云:嗨！哇，看，谁来了， 瑛，你好!
瑛:你好！
彩云: Liangliang 你好，我是谁？
Liang Liang ：彩云阿姨。
彩云:对了，最近怎么样？
瑛: 挺忙的，你怎么样？
彩云:我也非常忙，噢，对了，我来介绍一下，这是我的朋友 Jimmy。
Jimmy：很高兴认识你。
瑛:Jimmy 你好 。
彩云: 这是我的朋友瑛和她的女儿 Liangliang。
瑛:Liangliang 叫叔叔好。
Liang:叔叔好!
Jimmy:叔叔啊？我不是你的叔叔。
彩云: Jimmy，你当然不是 Liang 的亲叔叔，这是我们的礼貌称呼。
Jimmy:我还是不明白，能解释一下吗？
彩云：Liangliang，我是谁呀？
Liangliang: 阿姨。
Jimmy：啊！我可以叫你彩云阿姨吗？
彩云：不行，你不可以叫我彩云阿姨，我只比你大几岁，而且我们是同辈，不过，你可以叫我彩云姐。
Jimmy：噢！明白了。
瑛：Liangliang ，要不要去吃冰淇淋呀？
Liangliang ：要。
瑛：问 Jimmy 叔叔要不要去吃冰淇淋呀？
Liangliang：Jimmy 叔叔，你要不要去吃冰淇淋呀？
Jimmy：好啊，我们可以一起去吃冰淇淋。
彩云：哇！太棒了。
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Class: Chinese Grade: Day in Unit Final Project* Language Level: Novice High High School Unit Theme and Question: Forms of Address What are culturally appropriate forms of address in Chinese? Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners will be able to:
•
•
•
•
Make a comic book about proper forms of address
Write sentences using the sentence structures introduced in this
unit
Work with another student to complete a project with each
student making a contribution to the final product •
•
Vocabulary：Review: 阿姨，叔叔，伯父，伯母，礼貌，称
呼
Culture: Forms of address
Sentence structures: Review: 一下，当然，应该，因为…所
以 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
Make a comic book demonstrating that they understand proper forms of address in Chinese
Write sentences using 一下，当然，应该，因为…所以 Work with another student to complete a project with each student making a contribution to the final product STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Flashcards for professions
Teacher will ask the students to make matches between the pictures and the
characters on the flashcards
5
Flashcards with the characters for professions
Learning Episode Introduction: Project
a. T divides students into pairs
b. Each group makes a comic book demonstrating that they understand proper
forms of address in Chinese
c. Comic books must include the following: drawings of people greeting each
other, accompanying text in Chinese characters and pinyin
d. T will give Ls a planning chart for each group. On this sheet they will list
information needed for the project: the people they will address, proper form
of address, which drawings will be necessary, who is responsible for what
part of the project
e. When Ls are finished they will present their final product to the class
Final Learning Episode Paper
55
Markers
Display final projects in the classroom or hallway.
Expansion Ideas Ls may also choose to make a poster representing similarities and differences in how different
members of the community are addressed in English and Chinese
Poster board
Markers
Tape
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Day in Unit 1 Language Level: Novice High High School Unit Theme and Question: Five Elements What are the 5 Elements and how are they related to each other? Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners can:
•
•
•
•
Name the five elements, 五行
Arrange the elements in the cycle of the 相生，相剋 and explain it to another
classmate.
Identify objects in everyday life that represent the five elements, 五行 Vocabulary: 水，火，土，金，木，五行， 相剋，相生
Culture：Chinese concept of the five elements
Radicals: 火，水，土， 金，木
Sentence structures: Verbs: 剋，生
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: Match 5 Kung Fu Panda Warriors with the five elements
Match the five elements, 五行, images with the characters
Working in groups, figure out the building and destruction cycle of the five elements
With a partner, arrange the pictures of 五行, to form the cycle of the 相生, 相剋 and explain it to another classmate.
Identify objects in everyday life that represent the five elements, 五行 STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduction of five elements
a. T shows a picture of Kung fu Panda and the 5 warriors.
b. T asks Ls to match pictures of the 5 elements with the 5 warriors in Kungfu
panda.
c. T introduces the topic of the 5 elements.
Picture of Kung fu Panda and 5 warriors
5
Images of 5 elements
Learning Episode Character cards and visuals for 五行.
Five elements Building Cycle
a. Ls match the characters for the 五行 with pictures of the elements.
b. Ls divide into groups of 5.
20
c. Each group, starting with the wood element, tries to organize the elements in
order, forming a circle with each element building/helping the other. (相生)
d. When groups are finished, bring them all together to compare their results and
clarify the correct sequencing of the elements.
Learning Episode You may need a bigger space for this
activity. Think about going outside or
using an activity/PE room.
Character cards with 生 and 剋
Visuals of the elements for each group
Destruction Cycle of the Five Elements
a. Now Ls need to figure out the destruction cycle. (相剋) Ls need to remain in
the circle of the building cycle. This demonstration is best done as one large
group, trying to get all the Ls included in the circle if possible.
b. Let Ls discuss how each element destroys another using the verb 剋. T will
give some examples of the use of 剋 to clarify usage and meaning.
c. Ls must use a string to show the destruction cycle. The string should be thick
and dark colored so everyone can see it easily.
d. The T should help as needed.
e. When Ls have completed the cycle, have them hold the string near the floor
and ask them if they see a shape. There should be a very obvious shape of a
star.
10
Dark colored string, rope, or yarn
Learning Episode Practice: Five Elements
a. T has each L work with a partner.
b. T gives each group an envelope with characters of the five elements and
pictures.
c. Ls need to arrange the pictures and characters in the order of the building
cycle.
d. When they are finished, give each group a piece of string or toothpicks and
have them show the destruction cycle.
e. One L explains the building cycle to their partner and the other L explains the
destruction cycle.
Learning Episode 10
Envelopes with pictures of the 五行 along
with separate small cards of the matching
characters.
String or toothpicks
Practice: Five elements concept
a. T gives Ls a chart to fill in.
b. In small groups have students look around the room and list an object or
objects for each element from different contexts.
c. Assign different catagories to different groups. Examples: Items that you are
wearing, items that you brought to class, items in the classroom.
d. Come together to share results.
Final Learning Episode 10
Worksheet with chart for each student or
group.
5
Visuals to express these ideas
T explains to the class that the 5 elements are present in many aspects of Chinese culture
such as Feng Shui, Chinese medicine, astrology, music and martial arts. (This may best be
done in English)
Enhance Retention Ask Ls to draw their own diagram of 五行 with both cycles of 相剋,相生. For extra credit
they can include all 5 elements in what they wear to class the following day and be ready to
explain each element to the class. T gives an example to clarify expectations by talking
about what they are wearing.
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Day in Unit Midway Language Level: Novice High High School Unit Theme and Question: Five Elements What are the 5 Elements and how are they related to each other? Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners can:
•
Vocabulary：关于， 在， 关系，文章， 一篇，年，
之间， 代表
Make sentences using 在 + verb
•
•
Understand various meanings of 关系
•
Review: 季节， 夏天， 冬天， 春天，秋天
Culture: Five elements and their relationship to the seasons,
meaning of 关系.
Sentence structures: 在 + verb = verb with -ing Understand a dialogue discussing the five elements.
Answer questions related to the dialogue.
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will: •
•
•
•
Place word bank vocabulary into the blanks of the dialogue while listening to the dialogue Write down the meaning of the Chinese vocabulary Answer basic questions about the dialogue With partners, make sentences using 在 STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Seasons and Five Elements Relationships
a. Show images of the five elements and images representing the four seasons
b. Ask Ls to match the five elements to a season.
c. T explains that each element is related to a season or seasons and Ls will
listen to a dialogue that explains this relationship.
Learning Episode 5
Images of five elements and four seasons
25
Equipement to show video in class. Access
to the video via internet or saved file.
Listening activity with video
a. T gives Ls a copy of the dialogue. Pinyin has been added where necessary.
Focus words have been removed from the dialogue and put in a word bank at
the top of the page.
b. Learners read through the dialogue to familiarize themselves with it.
c. Ls watch and listen to the dialogue 2-4 times, attempting to fill in the blanks
with the appropriate vocabulary word. Ls work in pairs to complete this task.
Handouts with dialogue and word bank.
d. T gives Ls the correct answers.
e. Ls are asked if they can make any guesses as to the meaning of the new
vocabulary given the context of the dialogue.
f. T explains meaning of new vocabulary that learners guessed incorrectly.
Learning Episode Practice: Questions about dialogue
a. T has questions about the dialogue on the board.
b. T discusses the questions one by one. T first has Ls discuss them with a
partner and then calls on an L to check for understanding.
Learning Episode 10
Basic questions for the dialogue (see
below)
10
Images representing activitiess previously
studied.
Practice: Sentences with 在 + verb
a. T shows some images representing activities previously studied.
b. T asks the question: 他在做什么？
c. T gives some examples of sentences using this structure. T may ask Ls to
translate some of the examples to check for understanding.
d. T asks pairs of Ls to make original sentences.
e. T will have various groups share their sentences with the class.
Learning Episode Explain concept of 关 系
a. T puts this vocabulary word on the board and asks Ls to explain the meaning.
b. T explains that this word has other meanings.
Examples:
这跟你没关系。
他的关系非常好。
这跟你有什么关系？
他们关系友好。
我想学习国际关系。
c. T asks Ls to try to translate the above phrases with a partner.
d. Ls share their answers with the class and discuss the various meanings
10
Final Learning Episode T asks Ls some personal questions using 关系。
5
Personal questions using 关系。
Enhance Retention Ask Ls to write original sentences using the new vocabulary
F：杰
，你好
Z：付
，你好。
F：你在看什么？
Z：我在看一篇关于中国五行的文章。你请坐。
F：谢谢。嗯，五行，我以前也知道一些。
Z：那你知道一年有四个季
F：
，一年有四个季
，
吧。
，一年有春天，夏天，秋天和冬天。四季和五行也有很大的关系。
Z：哦，那你知道它们之间有什么样的关系呢？
F：嗯，我知道木代表着春天、火代表着夏天、金代表着秋天、水代表着冬天，土代表着春夏秋冬四个
季
。
CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Grade: Day in Unit Final Project*9 Language Level: Novice High High School Five Elements What are the 5 Elements and how are they related to each other? Unit Theme and Question: Minutes 60 STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO KNOW What are the learning targets for this lesson? What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners will be able to: •
•
•
•
•
Create a visual that expresses the 2 cycles related to the five elements. Show the relationship of the five elements with each other, along with representations of the seasons and shapes Vocabulary: 三角形，正方形，楹，圈， asymmetrical shape
Review of previously studied vocabulary
Culture: Expansion of the relationships of the five elements in
other areas
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
Create a visual that represents the 2 cycles related to the five elements Ls will incorporate the four seasons and shapes in their visual STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Concept of 5 elements
a. T shows Ls a graphic that expresses the relationships that exist among the
five elements. (see below)
b. Ls partner up and make sentences describing the relationships shown in the
diagram.
c. T has Ls share results with the class.
10
Copy of visual for Ls
Learning Episode Presentation of various models
a. T shows Ls different visual representations of the 2 different cycles of the
five elements.
10
b. Ls discuss with a partner which visual they prefer and why.
c. T has certain Ls share their opionions with the entire class.
Learning Episode Various visuals of the five element cycles
Explanation of project
a.
T tells Ls that they need to make their own visual representing the cycles of
the five elements. Ls will include in their visual the four seasons and add in
the different shapes related to the five elements.
35
b. T presents the 5 shapes related to the five elements.
c. Ls can make this visual by hand or digitally.
d. T will share the rubric with Ls.
Final Learning Episode T reviews expectations of project and highlights or clarifies aspects of the project that are
most important
5
Handout with shapes and five elements
Rubric for project
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Language Level: Novice High Unit Theme and Question: Class: Chinese High School Grade: Day in Unit 1 Minutes 60 Visual Arts: Paper Cutting What is Chinese papercutting and what are some defining characteristics? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
Match images of the vocabulary with the characters Identify 4 main facts about Chinese papercutting Follow directions to make a papercut Identify some common themes found in papercutting KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? •
•
•
Vocabulary: 剪纸，剪刀，纸，窗花, 双喜, 设计，直线 曲
线，剪，折，折纸, 展开，蝴蝶，翅膀，触角 Culture：Chinese art of papercutting
Radicals: 丝，刀，虫
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
Find the answers to 4 questions about papercutting Match vocabulary with images Do gestures related to the new vocabulary Follow instructions to make a papercut Make a list of common themes found in papercuts STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: Time How can you capture the students’ energy and commitment for today’s lesson? Materials Paper Cutting Product Introduction
a. T shows Ls an example of the paper cutting project that they will do in class.
b. Ls identify the image they see in the papercut.
c. T asks Ls if they have made a papercut, and if they have seen any Chinese
papercuts before.
Learning Episode 5
Example of a butterfly paper cut
Four questions about Paper Cutting
a. 什么时候人用剪纸？ When do people use papercuts?
T shows Ls some pictures of Chinese New Year and wedding papercuts.
Ask Ls if they can answer the question by looking at the examples.
b. 他们放哪儿剪纸？ Where do they put them?
Paper cuts are also called 窗花, window flowers. T explains that they put
them in windows where the sun will shine through them.
Visuals to explain the four questions and
responses (a,b,c,d) about papercutting
without using English
10
Examples of papercuts
c. 剪纸平常用什么颜色的纸？What color of paper is often used?
T explains that red is used which represents happiness.
d. 你需要什么做剪纸？ What do you need to do paper cuts?
T shows Ls a list of supplies: paper, scissors, knife. Ls match the characters
with the actual objects or pictures of them.
Learning Episode Make a paper cut.
a.
b.
c.
d.
e.
T will hand out a list of the new vocabulary in Chinese.
T shows Ls pictures that match the vocabulary.
Ls match their vocabulary with the images.
T uses TPR to practice the most important vocabulary for making a paper cut
T has Ls work in pairs and gives each pair an envelope with small pictures of
the vocabulary and character cards. Learners match the characters of the
vocabulary with the pictures.
f. T hands out the paper with the design already drawn on it.
g. T instructs Ls how to cut their papercut as they do it together. T helps Ls as
needed and encourages Ls to help each other.
h. While Ls are doing it or after they are finished, ask Ls what they think about
making a papercut. Is it hard, easy?
List of new vocabulary
Images associated with the vocabulary
Small images of new vocabulary with
character cards, in enveloppes for each 2 Ls
30
Paper with copy of butterfly design for
each L
Scissors for each L
Learning Episode What themes are common in Chinese papercuts
a. If Ls have seen Chinese papercuts before, ask Ls what images/themes they
have seen represented.
b. T asks Ls to make a list of the common themes found in papercuts.
c. T shows examples of papercuts for the following themes with the symbolism
associated with each: 双喜(weddings,happiness), 蝴蝶 (beauty), 福 (luck,
happiness), 鱼 (success with money, abundance), 十二生肖(Zodiac
associated with Chinese New Year)
Images of papercuts representing the
different themes
10
Final Learning Episode Learning check
5
a. Ls work in pairs to practice new vocabulary using TPR gestures.
Enhance Retention Ls draw images for the new vocabulary presented in the lesson.
List of the vocabulary with room for
illustrations.
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Language Level: Novice-­‐High Unit Theme and Question: Class: Chinese High School Grade Day in Unit Midway Minutes 60 Visual Arts: Paper Cutting What is Chinese papercutting and what are some defining characteristics? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? Learners will be able to:
•
•
•
•
•
Use prior knowledge to identify vocabulary and form
sentences about the painting related to the story presented in
this lesson
Use new vocabulary to describe what is seen in the story
painting
Match images with the new vocabulary
Put passages of the story in the correct order
Draw pictures related to different passages of the story
KNOW What vocabulary, grammatical structures, language chunks, cultural
knowledge, and content information do learners need to accomplish the
lesson can-do? •
•
•
•
Vocabulary: 草药，找，树，树叶，形状，实现，变成，
愿望
Review: 剪纸，蝴蝶，窗花，绿色，红色，棕色，紫色，
鱼，马
Culture: Paper cutting
Sentence patterns: Measure words: 棵，片，条, 匹
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
Use prior knowledge to identify vocabulary and form sentences about the painting related to the story presented in this lesson
Using new vocabulary, describe what is seen in the story painting
Match images with the new vocabulary
Put passages of the story in the correct order
Draw pictures related to different passages of the story
STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? a. T shows the covers of some children’s stories that are popular in China.
b. T explains that they will be studying a story about a little girl.
5
c. T shows a picture of his/her own mother and explains that this story is about a
girl and her mother.
Time Materials Covers of popular Chinese children’s
stories
Picture of mother
Learning Episode Pre-reading activity
a. T gives small groups of Ls (3-4) a copy of the image that corresponds to the
story.
b. Ls brainstorm a list of vocabulary that they can identify from the image. T
gives Ls a specific amount of time to complete this task.(approx.. 3 min)
c. This will be somewhat like the game of Scattergories. Each group gets a point
for each word they have on their list that no one else in the class listed. A
representative from each group will read the list to the class. Each group
must say 有 if they also have that word. All groups will put a check next to
each word that others also have on their list. When the reader is done
reading, he/she will count how many unchecked words they have.
d. When each subsequent group reads their lists, they only read words that have
not already been mentioned.
e. When all groups are done, the group with the most points wins.
f. T has each group write sentences describing the picture. T gives a few
examples before groups begin their work.
g. Groups share their sentences with another group or with the entire class.
h. Groups make predictions concerning the content of the story from this series
of activities.
20
Copies of story image
Learning Episode Story: Introduction and Practice
a. Teacher tells the story to Ls. T will use visuals or act out the story to ensure
understanding, stressing the key vocabulary Afterwards, the Ls will compare
their predictions to the story to see how accurate their predictions were.
b. T tells Ls to create 5 basic questions about the story with a partner or small
group and then circulate and ask others the questions.
c. T gives Ls a collage of images with a wordbank at the top of the page.
d. With a partner, T asks Ls to try to match the vocabulary with the images.
e. T verifies the correct answers for the class.
Learning Episode Copies of the story
15
Collage of vocabulary images with
wordbank.
Story Puzzle
a. T gives pairs of Ls an envelope that contains a copy of the story that is on
different strips of paper. The Ls need to put the story strips in order.
b. After Ls have completed the story with their partner, T can verify the order.
Next, each L can try to do it on their own, without help from their partner.
Each partner can check the work of the other.
10
Envelopes for each pair of students with
the story on strips of paper.
Final Learning Episode
Revisit artwork related to story
a. T shows Ls the same painting representing the story.
b. Ls work again with their small groups and create some new sentences,
describing what is depicted in the artwork, incorporating the new vocabulary.
c. Each group shares their descriptions with another group or the entire class.
10
Enhance Retention Illustrations for parts of the story
Handout with sentences from different
parts of the story
a. T gives Ls a paper with lines from different parts of the story. The handout
has an area above the lines for illustrations.
b. Ls draw in an image that corresponds with what is happening in that section
of the story.
Expansion Ideas
Act out the story
T asks Ls to work with the story using one of the fours activities below:
a. T has groups act out the story as written for the entire class or for smaller
groups.
b. Ls make three changes to the original story. T has Ls act out new version of
the story.
c. Ls make an audio recording of them reading the story or an imagined
conversation that might have happened between characters in the story.
d. Ls use puppets to act out the story.
Props for acting out dialogue
Varies
Puppets
Audio recording device
剪纸的故事
从前，有个叫秀姑的女孩，住在一个很穷的山村里。
一天，秀姑的妈妈生病了,秀姑要上山给妈妈采草药。山高路远，秀姑找了很久都没有找到，后来她累得靠着一棵大
树睡着了，她梦到一只美丽的蝴蝶飞来，给了她五片彩色的树叶，说：“你把这五片神奇的树叶剪出你想要东西的形
状，你的愿望很快就会实现”。当秀姑醒后，看到自己手里真的有五片彩色的树叶，她飞快地跑回家里。
首先，她用绿色的树叶剪成了草药，妈妈服用后，病很快就好了。她用第二片蓝色的树叶剪了一条小河，河水围
绕着整个山村，山村变成了绿色。她把第三片红色的树叶剪成了一条鱼，这条鱼在河水了变成了数也数不清的鱼。秀
姑用第四片棕色的树叶剪成了一匹马，结果一大群马出现在草地上。秀姑用最后一片紫色的树叶剪成了一棵树，这棵
树变成一个大果园。
秀姑用五片树叶实现了五个愿望，让村里的人们过上了幸福的生活。之后，人们经常用彩色的纸代替树叶剪出各
种窗花贴在家里，来庆祝节日。
问题：
1
秀姑在山上找什么？
2 秀姑得到了几片神奇的树叶？它们都是什么颜色？
3 秀姑把树叶都剪成了什么？
4 秀姑的愿望实现了吗？
2014 Student Program Lesson Plan Template For step-­‐by-­‐step help in completing this document, please see the accompanying guide. Date: Class: Language Level: Novice High Unit Theme and Question: Visual Arts:
Chinese High School Grade: Day in Unit Final Project*10 Minutes 60 Paper Cutting What is Chinese papercutting and what are some defining characteristics? STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO KNOW What are the learning targets for this lesson? What vocabulary, grammatical structures, language chunks, cultural knowledge, and
content information do learners need to accomplish the lesson can-do? Learners will be able to: •
•
•
•
Do gestures related to theme vocabulary Match pictures with the theme vocabulary and identify the symbolism of at least 3 of the themes. Create a unique paper cut with elements that are found in Chinese paper cuts Present their projects to other classmates •
•
•
Review of previously studied vocabulary
Vocabulary: 代表
Culture: Chinese paper cutting characteristics STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-­‐do? Learners will:
•
•
•
•
•
•
Match vocabulary with images Do gestures related to the theme vocabulary Tell their partners what 3 of the themes represent Create a unique paper cut Incorporate some Chinese paper cut elements into their creation Present their projects to their classmates STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-­‐do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Game of finding/counting symbols in a paper cut
a.
b.
c.
d.
e.
T shows a picture of a paper cut for approximately10 seconds
Ls count how many animals they see in the paper cut during those 10 sec.
When the T has finished showing the image, ask Ls how many they counted.
T shows the image again and T with Ls count how many there actually are.
Repeat 2-3 times with different images.
5
Visuals of paper cuts
Learning Episode Review themes of papercuts
a. T shows Ls pictures that match the vocabulary related to the different themes
for review. T also reviews the symbolism of each theme.
b. T uses TPR to practice the vocabulary related to themes, first as a large group
and then with a partner.
c. T has Ls work in pairs and gives each pair an envelope with small pictures of
the vocabulary and character cards. Learners match the characters of the
vocabulary with the pictures.
d. Learners tell their partners the symbolism of at least 3 of the themes.
Learning Episode Pictures of theme related vocabulary
15
Envelopes with pictures of vocabulary and
character cards for each group.
Explanation of project
a.
b.
c.
d.
e.
T tells Ls that they will create their own paper cut.
Ls must incorporate certain Chinese elements into their art work.
T will share the rubric with Ls.
35
Ls must draw a plan for their paper cut before cutting it.
When Ls come to get their materials to make their paper cut, ask Ls to ask for
the materials using the appropriate vocabulary in Chinese.
f. When Ls have finished their projects Ls will make an oral presentation to
their classmates, identifying the Chinese elements as well as other unique
characteristics of their paper cut.
Final Learning Episode T reviews expectations of project and highlights or clarifies aspects of the project that are
most important.
5
Rubric for project