Chinese LESSON PLANS:
Attached are task-based lesson plans for TCSOL (Teaching Chinese to Speakers of Other Languages):
Teaching Chinese:
Beginners (lesson for first year college students)
A Mixed Skill Activity: Speaking and Reading (character recognition)
Topic: The Weather (天氣)
Time: 40 minutes
Target Students: 8 beginning Chinese students (high school or college)
Goal: By the end of this activity, students will be able to read (recognize) and use the correct vocabulary about the weather and the seasons, in a simple dialogue, using questions and answers (with affirmative and negative statements)
Materials:
· 4 sets of flash cards with the four seasons (Spring, Summer, Fall/Autumn, Winter) written in Chinese characters (春天 夏天 秋天 冬天); on the reverse side have the pronunciation and meaning of the characters
· On the board have the Chinese characters for:
o cold, hot, warm, cool (冷 熱 涼快 暖和)
o rain, snow, wind (雨 雪 風)
o comfortable (舒服)
o tianqi (天氣)
· On the board have several sentence patterns (in Chinese characters):
o Jintian今天 tianqi天氣 __________ bu 不_____________?
o Jintian今天 tianqi天氣 ____________________________
o Jintian今天 tianqi天氣 bu 不_____________
o Jintian 今天 xia 下_________ bu xia不下______________?
o Jintian今天 xia 下_________________________________
o Jintian 今天 bu xia不下____________________________
o Jintian今天 gua 刮_________ bu gua 不刮_____________?
o Jintian今天 gua 刮________________________________
o Jintian今天 bu gua 不刮_________________________
o ____________de tianqi 的天氣 zemma yang怎麻樣 __________________________________?
(season)
o ________________________________________________________________
(season)
Procedure:
· Pre-learning (10 minutes): introduce discussion of the weather, by asking what is the weather “today,” and getting the students to talk about which season they are currently experiencing, and the weather most of the time in this season
· Ask the students to pair off with the person next to them and engage in a 10-minute Q & A with their partner, asking questions about the weather in each of the 4 seasons—using the flash cards, so that the student answering the Question needs to be able to recognize the character and using the basic sentence patterns and vocabulary on the board
· Teacher circulates and listens to the dialogues, offering error correction when needed, making notes of the common errors
· After 10 minutes, ask the students to reverse roles (the questioner now gives the answers, and the person answering before now becomes the questioner)
· Teacher continues to circulate, giving some error correction and making notes about frequently made errors
· Wrap-up (10 minutes): Teacher asks students whether they found this exercise easy or difficult, and whether there were any constructions or vocabulary words they found frequently gave them trouble. T. mentions some of the most frequently made errors.
Expected Outcome:
Students will gain proficiency with reading (recognizing) and speaking the vocabulary and the sentence patterns for the construction of an affirmative, interrogative, and negative about the weather and the seasons (cold, hot, warm, cool; rain, snow, wind; spring, summer, fall, winter).
Teacher will gain awareness of any specific repeated errors with these vocabulary words and/or the sentence patterns so that future practice can be scheduled—either for individual students or for the group, depending on the performance during this activity. (Teacher needs to speak very little during this activity.)
Feedback:
Intermediate Chinese
(lesson for intermediate college class)
Teaching Plan: (30 minutes – weekend leisure activities): Zhoumo wanshang qu nar?
Introduction: self introduction; ask SS their names.
Steps:
1. Priming: ask SS to describe what they like to do on the weekends. Using the grammatical pattern (zicong….yi lai) try to elicit “from when” they started to do certain activities. (5 minutes)
2. Divide into pairs or groups of three, depending on whether an odd or even number of students attend (there are 9 students enrolled in the class; they will either be three groups of 3 or 4 pairs; or could have two groups of three and one pair)
3. Present them with folded scraps of paper (or index cards) that have the characters for different activities written on them. Have each group choose, at random (from a bag), one slip of paper.
4. Give each group a sheet of newsprint, paper tape, and markers. Have them tape up their paper (or put it on a desk) and in their groups (or pairs) have them list the hao chu/huai chu (or chang chu/duan chu) for the activity they have chosen. (10 minutes)
5. Have each group make a presentation trying to convince the others on the advantages of their activity over another activity. (5 minutes for each group—total 15 minutes)
Materials:
· index cards with the following characters
qu hejiu
去喝酒
qu kan jingjiu
去看京劇 (去看京剧)
qu kan yige meiguo dianyingr
去看一個 美國 電影兒 (去看一个美国电影儿)
xia zhongguo xiangqi
下中國象棋 (下中国象棋)
去看杂技 (去看雜技)
去唱卡拉OK
· flipchart paper
· paper tape
· markers
Teaching nationalities to beginning
Chinese students, TCSOL 2014, final project
Chinese students, TCSOL 2014, final project