Lesson Pattern:
A: Oral Communication (a dialogue, with a situational illustration)
B: Vocabulary in Isolation (includes English, Pinyin, Hanzi, and an
illustration for each word)
C: Grammar & Comparisons (Explanations of sentence structures and
new concepts like questions, counters, etc.)
D: Reading and Writing (pinyin, tone markers, character strokes,
radicals, and whole characters)
E: Cultural Connection (a song, traditional game, story, or craft)
F: Practice Activities (for Classroom and Home)
G: Assessment (Formal ways of determining the skill of each individual
student. These may be used as additional homework assignments, as well,
especially for more advanced students. Reviews include formal
assessments/quizzes. [including formal assessments at review units, and
practices: Assessments are conducted at the end of each class session.
The next session also begins with a recorded assessment of the previous
class work. Or just review?])
H: Enrichment (additional vocabulary, character stroke orders,
references, etc.)
Lesson List:
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Lesson 1 - Introductions
Objectives:
At the end of this lesson, students will be able to:
- Greet someone, and recognize a greeting
- Give their name, and ask for someone else's name, and recognize when
someone is giving their name
- Give their age, and ask for someone else's age, and recognize when
someone is giving their age
- Say goodbye, and recognize a farewell
- Recite and recognize numbers 1-10
- Describe how questions in Chinese are similar to and different from
questions in English
- correctly recognize and pronounce the six vowels and 4 tones of
Mandarin
- correctly identify the written forms (in pinyin) of the six vowels
and 4 tones of Mandarin
- Identify, recognize, and draw the heng2 stroke and three characters
that use this stroke (yi, er, san)
- Describe the top to bottom rule
A: Oral Communication
Simple dialogue (needs to be assembled from previous lesson 1) in which
two children greet each other, ask for and give their names, ask for
and give their ages, then part.
B: Vocabulary in Isolation
All vocabulary used in the simple dialogue above
ni, hao, wo, jiao, shen me, mingzi, ji duo da sui le (how old -- would
you ji sui work?), yi, er, san, si, wu, liu, qi, ba, jiu, shi, zai jian
C: Grammar & Comparisons
Explain this way of asking questions (no word order change). Describe
jiao. Explain how wo means both "I" and "me." Discuss the marker for
"how old."
D: Reading and Writing
Introduce the vowels and tone markers of pinyin. Briefly discuss vowel
combinations.
Discuss Chinese brush writing and compare/contrast to English writing
with carving or a pen. Introduce the idea of character strokes. Name
and illustrate heng2. Show how heng2 is used in all relevant characters
in this lesson. Show how heng2 can be used to make three characters
(yi, er, san). Discuss stroke order (top to bottom), and size and
proportion.
E: Cultural Connection
Either:
sing "Ni Hao" song from "Sing 'n Learn Chinese"
OR
Use brush and ink to practice heng2 strokes
F: Practice Activities
Practice dialogue. Practice saying hello and goodbye to people you
know. Teach other people how to say hello and goodbye! Practice asking
someone how old they are, and telling someone how old you are. How old
are the people in your family?
Look for things with numbers on them, e.g. your phone number, house
address, numbers on mailboxes, etc. Every time you see a number, think
of the Chinese word for that number.
Play "go fish", but take out the "face" cards, and use the Chinese
names for the numbers whenever you want a card. E.g.: Do you have a san?
Listen to CDROM and practice vowels with tones
Practice writing the chinese characters you have learned (yi, er, san,
or more characters for second-year students)
G: Assessment
(These are for worksheets in class. Grade only at review units.)
1. Teacher listens to students performing dialogues with each other or
with a teacher or aid, and records effort and skill
2. Worksheet in which children hear Mandarin and circle the correct
number, or match written numbers (pinyin + hanzi) with arabic numerals
3. Oral quiz: teachers point to each number (arabic) or illustration
and ask students to say the term in Mandarin. Teacher indicates which
items were missed and records score.
4. Vowel-tone oral quiz (like #2, see Word Day Quiz part I)
5. Identify characters that have the heng2 stroke (from 8 characters,
half have this stroke, half do not. None have zhe or gou modifiers
which would be confusing.) Try to select from characters actually
appearing in the lessons so far.
6. Second year only: match the characters from this lesson with their
pictoral equivalents
7. Second year only: write the characters from this lesson (dictation)
H: Enrichment
Numbers 11-100, 1000
Character stroke orders for all remaining characters (not so many in
this lesson)
Discuss measure words?
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Lesson 2: Let's Play Games (add (20) Playing Hide
& Seek?)
Objectives:
At the end of this lesson, students will be able to:
- Introduce a friend
- Ask to play a game, and recognize a suggestion or request to play a
game
- Take turns (see "hide & seek" material)
- Recognize and use four simple colors
- use "you3" (have) and "mei you"
- say please and thank you, and recognize these expressions
- Describe how questions and negation in Chinese are similar to and
different from questions in English
- correctly recognize and pronounce the consonants of Mandarin
- correctly identify the written forms of the consonants of Mandarin
- Identify, recognize, and draw the dian and shu strokes and the shi
character
- Describe the horizontal, then vertical rule
A: Oral Communication (a dialogue)
Dialogue between two children. One introduces a friend and the other
asks if they would like to play a game. they answer yes, they would,
thank you. The game is "YiGe" and they play a hand or two.
Dialogue 2:
One player doesn't have a card. Others try to help.
One of the players says YiGe and wins. Everyone says the game was fun.
B: Vocabulary in Isolation
New vocabulary from the dialogue (including friend), vocabulary from
the "YiGe" cards
C: Grammar & Comparisons
Talk briefly about "ge", " bu ", "mei", and the "Hao wan" construction.
Talk about the two ways of asking questions we have learned so far.
Show a pinyin chart and discuss pinyin order compared to the alphabet.
What are some advantages of each?
D: Reading and Writing
Look at pinyin consonants, especially those which are pronounced very
differently from English: q, x, and c. Also discuss h and r.
Introduce dian and shu. Show how to write shi (10) using correct stroke
order: horizontal before vertical. Discuss how strokes can flow into
each other. (Examples of cursive writing would be interesting here.)
E: Cultural Connection
Origins of pinyin, comparison with wade-giles and zhuyin
F: Practice Activities
Yi-ge game. Use the lines from the dialogue to play the game. Teach
friends and family to play the game.
Practice writing shi (10) characters. Stroke order and size/proportion
are important.
G: Assessment
1. After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.
2. Worksheet in which children hear Mandarin and circle the correct
color (of the four used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Consonant oral quiz (like #2)
5. Identify characters that have the dian and shu strokes. (from 8
characters, half have this stroke, half do not. None have zhe or gou
modifiers which would be confusing.) Try to select from characters
actually appearing in the lessons so far.
6. Second year only: match the characters from this lesson with their
pictoral equivalents
7. Second year only: write the characters from this lesson (dictation)
H: Enrichment
Stroke orders for other characters in this lesson. More "game"
vocabulary. (draw, skip, etc. may go here.)
Additional reading or song?
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Lesson 3: What Color Do You Like?
Objectives:
At the end of this lesson, students will be able to:
- Identify, recognize, and use 13 color names
- Ask what color something is
- Say what color something is
- Ask what color someone likes
- Tell what color they like
- Use demonstratives for this, that, and the conjunction and
- correctly recognize and pronounce the vowel dipthongs of Mandarin
- correctly identify the written forms of the vowel dipthongs of
Mandarin
- Identify, recognize, and draw the pie, na and ti strokes and the shen
me character
- Describe the pie before na and left to right rules
A: Oral Communication
Two simple dialogues. In one, a question is asked and answered about
what color something is. In the other, one speaker asks another what
color they like. The second speaker answers. (May rewrite and merge
these two dialogues.)
B: Vocabulary in Isolation
All the color words, plus "like", "this," "that," and "and."
Also the verb "is."
C: Grammar & Comparisons
Note the similarity to the English "This" and "that."
Briefly discuss compound words like xihuan.
D: Reading and Writing
Look at pinyin vowel dipthongs, and discuss how they are often
pronounced very differently from English. Give examples of English
words which use similar dipthongs, when possible.
Introduce pie, na, and ti strokes
Introduce the pie before na and left to right rules
Practice drawing *shenme and bai (show stroke order)
E: Cultural Connection
Read a story (in English) about colored string and water monsters.
Discuss lucky colors. Do students have lucky colors? Are lucky colors
the same for everyone?
F: Practice Activities
Practice dialogues. What colors do your friends and family like? What
is your favorite color? What colors are your dishes at home, or your
bedspread, or your favorite shirt?
pinyin flashcard bingo (vowels + tones, and then selected consonants +
dipthongs) - Select appropriate cards, shuffle, and arrange on bingo
grid for game. Reshuffle between games as needed. Advanced students can
take turns leading this activity.
Stickers: put one set of colored stickers on things around the house to
remember to practice the color words. (Advanced students might use
characters.)
G: Assessment
1. After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.
2. Worksheet in which children hear Mandarin and circle the correct
color (of the four used in this lesson).
3. Oral quiz: teachers point to each color and ask students to say the
term in Mandarin. Teacher indicates which items were missed and records
score.
4. Consonant oral quiz (like #2)
5. Identify characters that have the pie, na, and ti strokes. Give four
examples for each, two of which have the stroke, two of which don't, or
use one pool of characters with "matching". (None have zhe or gou
modifiers which would be confusing.) Try to select from characters
actually appearing in the lessons so far.
6. Circle the first stroke in a character according to standard stroke
order. (Simple ones they've learned to write so far).
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
H: Enrichment
Stroke order for remaining characters in lesson
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Lesson 4: Review Numbers and Colors
Objectives:
At the end of this lesson, students should be able to:
- Fluently recite dialogues from lessons 1-3
- Fluently recognize or produce vocabulary from lessons 1-3
- Describe differences and similarities in question forming between
Mandarin and English
- Describe differences and similarities in negation between Mandarin
and English
- Fluently recognize pinyin words from lessons 1-3
- (Advanced students) Fluently recognize hanzi characters from lessons
1-3
A: Oral Communication
Practice dialogues from previous lessons (1-3).
B: Vocabulary in Isolation
Review all vocabulary from lessons 1-3
C: Grammar & Comparisons
Class discussion about grammar so far. We now have 3 ways of making
questions and two ways of forming negations. What can we notice is
similar between Chinese and English? (e.g. subject-verb-object). What
is different? (e.g. no word order change for questions).
D: Reading and Writing
Review all numbers (1-10), and discuss names of their strokes. Write
them in correct stroke order.
E: Cultural Connection
shi ge xiao peng you (from Sing'n'Learn Chinese)
F: Practice Activities
Number and color flashcard bingo
(beginning students use illustrations: arabic numerals and color
swatches. Advanced students use characters.)
G: Assessment
Oral/MC exam with items similar to (selected from) the first three
lesson assessments.
H: Enrichment
Additional reading or song or poem, or possibly a short story in
English.
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Lesson 5: (3)Sizes and shapes - needs new dialogue
- maybe playing 20 questions...
Objectives:
At the end of this lesson, students will be able to:
- Identify, recognize, and use (n) size and shape words
- Ask what shape something is
- Say what shape something is
- Understand when someone is asking what shape something is
- Ask what size something is
- Say what size something is
- Understand when someone is asking what size something is
- Recognize and use the "ma" question type
- correctly recognize and pronounce the syllable endings of Mandarin
- correctly identify the written forms of the syllable endings of
Mandarin
- Identify, recognize, and draw stroke modifiers gou and zhe, and
stroke/modifier wan.
- Give names of compound strokes in characters
A: Oral Communication
In this dialogue, two speakers try to play a guessing game. One thinks
of something and the other tries to guess what it is, by asking
questions. When the guesser is correct, it is their turn to think of
something.
B: Vocabulary in Isolation
size and shape words, guess, think, something, Dui and bu dui
C: Grammar & Comparisons
Talk briefly about "ma," discuss this form of asking questions
Probably will include discussion of "you4" vs. "hai shi", and "de"
Also cover differences between English syllables and Chinese syllables.
How are they similar? How are they different? (e.g. no
double-consonants, restricted word endings)
D: Reading and Writing
Introduce syllable ending patterns (n, ng) and discuss change to "r"
(e.g. wan-> war)
Introduce stroke modifiers gou and zhe, and stroke/modifier wan.
Names of compound strokes
E: Cultural Connection
Brush calligraphy practice. Discuss "rules" of calligraphy: filling the
space evenly with one character, enclosed perpendiculars slope inward
toward the bottom, horizontals tend to slope up to the right.
F: Practice Activities
Practice asking a friend or family member how big, small, short, tall,
etc. an item is, and aswering this question.
Guessing game: practice the guessing game described in the dialogue.
labels - sizes and shapes
G: Assessment
1. Play the guessing game described in this dialogue. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. word endings oral quiz (like #2)
5. Identify characters that have the zhe, gou, and wan stroke
modifiers. Circle or trace over modified strokes. Try to select from
characters actually appearing in the lessons so far.
6. Circle the first stroke in a character according to standard stroke
order. (Simple ones they've learned to write so far).
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
H: Enrichment
Stroke orders of other characters in lessons.
Additional traditional calligraphy illustrations
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Lesson 6: (new) School
(going to Chinese School) could also do days of the week - as written,
the dialogue is nice, but a little advanced. Maybe, "what's in the
backpack?" (bookbag) or "May I borrow..."
Objectives:
At the end of this lesson, students will be able to:
- Greet a teacher
- Recognize the announcement of the beginning and end of a class period
- Ask to borrow something
- Name many school items
- Describe the outside before inside and inside before outside rules
- Identify, recognize, and draw radicals 1-4 (1-4 are strokes)
A: Oral Communication
The teacher welcomes the students to class, and asks if everyone has
all their supplies. A student needs to borrow a pencil from another
student.
B: Vocabulary in Isolation
Teacher, student, typical school supplies, borrow, lend, learn,
understand, Chinese, welcome, school, class starting, class ending
C: Grammar & Comparisons
yongyong - duplication for "a little"
D: Reading and Writing
Introduce outside-to-inside rule.
Introduce inside-to-outside rule (no top heng).
Discuss difference between these two rules
Introduction to Radicals. Describe what radicals are, and explain that
1-4 are the same as the strokes "dian", "heng","shu", and "pie"(see
chart in Analysis of Chinese Characters).
Discuss how different radicals contribute differently to the character
(sound, meaning). Discuss usual meanings of heng/yi: heaven/roof at
top, earth or foundation at bottom, barrier or something contained. er4
("two") means earth and heaven.
E: Cultural Connection
Read and discuss a couple of descriptions of school life in China,
including residential schools. If there is time, watch the video which
shows children attending school in China. (Need to list info about this
video in Enrichment section.)
F: Practice Activities
Practice the dialogue.
The teacher provides some inexpensive school supplies (colored pencils,
small notebooks with pretty covers, etc.), one for each child. Play
proceeds as a "Yankee Swap" (each student gets to take their item out
of its bag in turn, and see if they want to "borrow" someone else's
item instead, and "lend" them the item they have.)
sticker labels
G: Assessment
1. Play the swap game described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have the radicals covered in this lesson.
Circle or trace over relevant radicals. Try to select from characters
actually appearing in the lessons so far.
5. Circle the index radical in a character according to standard stroke
order. (Simple ones they've learned to write so far).
6. Second year only: match the characters from this lesson with their
pictoral equivalents
7. Second year only: write the characters from this lesson (dictation)
H: Enrichment
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 7: (4) Times of the Day
Objectives:
At the end of this lesson, students will be able to:
- Say "good morning" and "good night"
- Say "I love you"
- Ask what will happen during the day
- Describe whether a day was fun or not
- Describe the middle-before-wings rule
- Describe the finish-before-closing rule
- Identify, recognize, and draw radicals 5-7
A: Oral Communication
Two dialogues between parent and child, one in the morning in which
they greet and the child asks what they will do for the day, one in the
evening in which they discuss the day and say goodnight.
B: Vocabulary in Isolation
See former lesson 4
C: Grammar & Comparisons
"ye" as "too"
Time markers (e.g. "jin tian")
Show how the parts of the day fit together using shang and xia.
D: Reading and Writing
- Describe the middle-before-wings rule
- Describe the finish-before-closing rule
- Identify, recognize, and draw radicals 5-7
E: Cultural Connection
Days of the week: Describe the "elements" in Chinese tradition, and
how they have been connected with the days of the week. How were the
days of the week in English named?
F: Practice Activities
Practice dialogues - dolls or puppets are especially useful here.
Time-of-day four-corners: Give each corner of the room a "time of day".
(Pictures of typical activities would help....) One student covers
their eyes and calls out the corner words. Everyone in that corner is
"out." This continues until only one student is left.
Alternative: like "qing ni"?
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have the radicals covered in this lesson.
Circle or trace over relevant radicals. Try to select from characters
actually appearing in the lessons so far.
5. Circle the index radical in a character according to standard stroke
order. (Simple ones they've learned to write so far).
6. Second year only: match the characters from this lesson with their
pictoral equivalents
7. Second year only: write the characters from this lesson (dictation)
H: Enrichment
Clock times
tomorrow, yesterday
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 8: review size/shape, school, days of
week, times of day.
Objectives:
At the end of this lesson, students will be able to:
- Fluenty recite dialogues from lessons 5-7
- Fluently recognize and produce vocabulary from lessons 5-7
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 5-7
- Fluently recognize and produce all strokes, including compound strokes
- Fluently use all stroke order rules
- Fluently recognize and produce radicals 1-7
- (Advanced students) Fluently recognize hanzi characters from lessons
5-7
A: Oral Communication
Move adapted "going to Chinese School" to this review.
B: Vocabulary in Isolation
No new vocabulary. Review previous vocabulary.
C: Grammar & Comparisons
Review grammar from units 5-7. (syllable structure, "and" words,
time)
D: Reading and Writing
Review all stroke names
Review all stroke order rules
Review all pinyin
Review radicals 1-7
E: Cultural Connection
Cultural connection: show character evolution poster (e.g. Table of
Historical changes of Chinese Characters, China Institute). Discuss
simplified and traditional characters. Show Zhuyin chart.
F: Practice Activities
A calendar game would be good here. "Good morning" card - go to the
next morning. Days of the week would let one skip ahead. Maybe the
size/shape cards would be quizzes, and if you don't get them right, you
would go back a day.
G: Assessment
Assessment items selected from lessons 5-7
H: Enrichment
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Lesson 9: (9) The Senses - weak dialogue, add
sense organs
Objectives:
At the end of this lesson, students will be able to:
- Name the senses
- Name the sense organs
- Ask "why"
- Ask for and give permission
- Recognize and produce radicals 8-12
A: Oral Communication
New dialogue: "it's a surprise!"
A: Don't look! Don't listen! Close your eyes. Put your hands over your
ears.
B: Why?
A: It's a surprise!
B: Is it something I can eat? Is it something I can smell? Can I touch
it?
A: It is something you can feel with your hands.
B: Can I look yet?
A: Ok, you can look now.
B: Tai hao le! Thank you!
B: Vocabulary in Isolation
Senses, sense organs, see/look, hear/listen, feel/touch, smell, taste
why, surprise, yet, permission, tai hao le
C: Grammar & Comparisons
The English word "can" and how it is expressed in Chinese in different
ways (neng, hui, ke yi)
D: Reading and Writing
Writing: radicals 8-12
E: Cultural Connection
F: Practice Activities
Practice dialogue
Activity: bring some small "gifts" for kids to give to each other while
they practice this dialogue. These should be small candies, pretty
stickers, fuzzy pom-pom critters, something that smells nice, or
something that makes a little sound (e.g. a little bell). Each should
be conceiled in a wrapper or bag at the start. Arrange students in
pairs, circle, or groups, and each one looks only at their own "gift,"
then takes role A and gives the "gift" to role B at the end of the
exchange. If students like, they can then re-wrap the gifts, trade
partners or re-group and play again.
Matching worksheet: pictures to pinyin/characters
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have the radicals covered in this lesson.
Circle or trace over relevant radicals. Try to select from characters
actually appearing in the lessons so far.
5. Circle the index radical in a character according to standard stroke
order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: write a short dialogue consisting of two questions
and their answers from this lesson.
H: Enrichment
More words on head and face, e.g. teeth, lips, cheeks, eyebrow
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 10: (5) Parts of the Body
Objectives:
At the end of this lesson, students will be able to:
- Recognize and name the parts of the body
A: Oral Communication
Dialogue: "Let's Play Qing Ni" (new)
(Definitely needs illustrations, comic-book style.)
A "Caller" leads a couple of other students in playing "Qing Ni" and
pointing to (touching) various parts of their bodies.
B: Vocabulary in Isolation
Major parts of body, please
C: Grammar & Comparisons
Maybe ba (suggestion particle)
D: Reading and Writing
Radicals 13-17
E: Cultural Connection
Song: Tou er jian bang xi zhao zhi
F: Practice Activities
qing ni
Audio flashcard search (lay out flashcards in the middle of a group of
players, listen for the words from teacher or CD, the first one to spot
the card matching the word gets to keep it; the game is over when all
the cards have been picked up; the one with the most cards wins.)
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have the radicals covered in this lesson.
Circle or trace over relevant radicals. Try to select from characters
actually appearing in the lessons so far.
5. Circle the index radical in a character according to standard stroke
order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
More parts of the body, stroke orders for all characters in lesson
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 11: (new) What Do You Like to Do?
(jump, run, etc. - sports) - needs dialogue
Objectives:
At the end of this lesson, students will be able to:
- recognize and name actions
- follow simple directions
- state their likes
- ask someone else what they like to do
- understand someone else's description of what they like to do
- recognize and produce Radicals 18-22
A: Oral Communication
"Ni xihuan zuo shen me?" Dialogue between several speakers about what
they like to do: run, jump, dance, sing, clap hands, sit, walk, read.
B: Vocabulary in Isolation
run, jump, dance, sing, clap hands, sit, walk, read.
like, do (zuo)
C: Grammar & Comparisons
D: Reading and Writing
Introduce Radicals 18-22
E: Cultural Connection
Read a short text about children's exercise and sport in China
F: Practice Activities
Play qing ni
song: If you're happy...
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have the radicals covered in this lesson.
Circle or trace over relevant radicals. Try to select from characters
actually appearing in the lessons so far.
5. Circle the index radical in a character according to standard stroke
order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
More sports and activity words
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Lesson 12: review senses, parts of body,
running & jumping
Objectives:
At the end of this lesson, students will be able to:
- Fluenty recite dialogues from lessons 9-11
- Fluently recognize and produce vocabulary from lessons 9-11
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 9-11
- Fluently recognize and produce radicals 8-22
- (Advanced students) Fluently recognize hanzi characters from lessons
9-11
A: Oral Communication
Review previous dialogues as needed
B: Vocabulary in Isolation
Review vocabulary from lessons 9-11 as needed
C: Grammar & Comparisons
Discuss how radicals are similar to and different from the alphabet.
D: Reading and Writing
Review radicals 1-22. Which radicals have we seen in characters in the
lessons so far?
E: Cultural Connection
F: Practice Activities
Look through all the characters in the book so far. Try to find as many
characters that use each of radicals 1-22 as possible. Copy the
characters onto the radical list worksheet. The students can be divided
into teams and compete, if desired.
G: Assessment
Assessment items selected from lessons 9-11
H: Enrichment
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 13: (6) Actions (Cleaning Up - brushing
teeth, washing face, etc.) - remove non-washing actions, move to
earlier lesson
Objectives:
At the end of this lesson, students will be able to:
- name and recognize basic hygene terms
- follow simple hygene directions
- Recognize and produce Radicals 23-27
A: Oral Communication
Dialogue from former lesson 6: "I want to go to bed."
B: Vocabulary in Isolation
Vocabulary from former lesson 6, forget, be good, ba, le
C: Grammar & Comparisons
le and ba (unless ba is covered earlier)
D: Reading and Writing
Radicals 23-27
E: Cultural Connection
Show some pictures of Chinese products (toothpaste, soap, etc.) from
magazine ads or other sources. If time allows, bring Chinese newspapers
or magazines and ask students to look through them and clip out Chinese
hygene or health products.
F: Practice Activities
Song: "This is the way..."
Charades ("Wo zai zuo shen me?")
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have the radicals covered in this lesson.
Circle or trace over relevant radicals. Try to select from characters
actually appearing in the lessons so far.
5. Circle the index radical in a character according to standard stroke
order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
Reference: "My Body" poster from Asia for Kids
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 14: (7) Clothing and Getting dressed
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize names of articles of clothing
- Give and follow simple dressing directions
A: Oral Communication
Dialogues from former #7, integrated into one dialogue... rewrite as
"guess who it is"
B: Vocabulary in Isolation
someone, names of different clothing items, put on, take off, tie shoes
C: Grammar & Comparisons
D: Reading and Writing
Need a character order chart if one exists, need to cover characters so
far that have not been addressed in radicals. Go back through earlier
lessons and look for those characters to cover them a bit more in situ.
If no character chart makes sense, cover 5 simplest characters in this
unit which have not been covered previously. Note all characters in
which previously learned radicals appear.
E: Cultural Connection
Images of traditional Chinese clothing from different parts of China.
Discussion.
F: Practice Activities
"Who is it"? (Shi shui?) - a guessing game in which people are
described by what they are wearing
Qing ni with paper dolls?
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
Additional clothing words
Stroke orders for all characters in lesson
References: Chinese paper doll and sticker books - get ISBN information
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Lesson 15: (new) How does it look? (beautiful,
ugly, ok, better, worse, comparatives) - does this shirt go with these
pants, etc.
Objectives:
At the end of this lesson, students will be able to:
- Compare the appearance or other characteristics of two or more items
- Ask and understand choices
- State a preference or favorite
- Ask and describe how well two things go together
A: Oral Communication
New dialogue: Which one do you like best?
A parent and child try to match a shirt with a pair of pants.
Parent: Which shirt do you like better, the blue one or the red one?
Child: I like the green one.
Parent: The green one is too small.
Child: The blue one looks better than the red one. Which one costs
more, the blue one or the red one?
Parent: They cost the same.
Child: I like the blue one best.
Parent: Yes, blue is your favorite color. The blue one is the best.
B: Vocabulary in Isolation
better, worse, best, worst, which, like best/prefer, like least,
favorite, same, different
C: Grammar & Comparisons
Better, worse, comparisons
D: Reading and Writing
Next 5 simplest characters from this lesson
E: Cultural Connection
Maybe a folktale like "seven brothers" would work here? Then some
simple questions like "who had the biggest...."
F: Practice Activities
Practice dialogue
Balloons: Use a simple "balloon animal" kit to make balloon shapes
(hats are especially good) in different colors. Children may have one
if they can say which one they like best. Make some a little large and
some a little small.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
stroke orders for characters
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 16: (8) review greetings, clothes,
wearing, demonstratives, color, like, thanks, body (hair), pretty
Objectives:
At the end of this lesson, students will be able to:
- Fluenty recite dialogues from lessons 13-15
- Fluently recognize and produce vocabulary from lessons 13-15
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 13-15
- Fluently recognize and produce radicals 23-27
- Fluently recognize and produce featured characters from lessons 13-15
- (Advanced students) Fluently recognize all hanzi characters from
lessons 13-15
A: Oral Communication
Dialogue from former lesson 8
B: Vocabulary in Isolation
No new vocabulary
C: Grammar & Comparisons
Review grammar from lessons 13-15
D: Reading and Writing
Review radicals 23-27
Review characters featured so far
Review brush calligraphy and writing rules
E: Cultural Connection
Song: I have two hands
F: Practice Activities
Draw a picture of yourself or a friend or family member. Write the
names of the parts of the body next to your picture. Also write the
names of the different clothes in your picture.
G: Assessment
Select assessment items from lessons 13-15
H: Enrichment
poems about getting dressed, cleaning, etc.
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 17: (10) Meals, Drinks and Snacks
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize the main meals
- Name and recognize several beverages
- Name and recognize several snack foods
- Be able to ask if someone is hungry, answer that question, and
understand if someone is saying they are hungry
- Be able to ask if someone is thirsty, answer that question, and
understand if someone is saying they are thirsty
- Use and recognize words for eat and drink
A: Oral Communication
Dialogues from former lesson 10
B: Vocabulary in Isolation
Vocabulary from former lesson 10
C: Grammar & Comparisons
bai for "plain"
rice as food
D: Reading and Writing
5 more basic characters
E: Cultural Connection
The importance of rice in Asia (particularly China) - look for a story,
song, or poem to illustrate this
Some Chinese snacks would be nice (especially if made from rice)
F: Practice Activities
Practice dialogue
vocabulary dodgeball: times of day/meals
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
Book: Everybody Eats Rice
Book: myth about rice and chessboard
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 18: (11) Fruits and Vegetables
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize several fruits
- Name and recognize several vegetables
- Be able to describe foods by color and flavor
A: Oral Communication
Dialogue from former lesson 11
B: Vocabulary in Isolation
Vocabulary from former lesson 11
C: Grammar & Comparisons
"not bad" (hai hao)
Very (zhen)
D: Reading and Writing
5 more basic characters
E: Cultural Connection
Different fruits and vegetables. If possible, have samples of
persimmon, lychee, or other Asian fruits or vegetables for students to
try.
F: Practice Activities
1. Practice Dialogue:
Practice the dialogues with family members or friends. Substitute
different fruits or other foods.
2. Game: What is it? (shì shån me?)
Each person describes a food by its color, size, shape, and taste. The
person who guesses right gets to describe the next food.
3. Game: Silly Soup (bén táng)
Each person takes turns describing what's in the soup they are making,
by reciting the description of the player before them, then adding one
ingredient.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
More fruits and vegetables
Additional characters as usual
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 19: (12) Meat, Starch & Soup, Dishes
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize several kinds of meat
- Name and recognize several kinds of starch
- Name and recognize two kinds of Chinese soup
- Name and recognize basic dishes and utensils used in meals
A: Oral Communication
Dialogue from former lesson 12
B: Vocabulary in Isolation
Vocabulary from former lesson 12
C: Grammar & Comparisons
Measure words: bowls of soup and cups of tea
Drinking soup
D: Reading and Writing
5 more characters
E: Cultural Connection
Traditional meals - look for a good book. Samples would be especially
nice here.
F: Practice Activities
1. Practice Dialogue:
Practice the dialogues with family members or friends. Substitute
different meats and other foods as ingredients in the soup.
2. Game: What is it? (shì shån me?)
Each person describes a food by its food group, color, size, shape, and
taste. The person who guesses right gets to describe the next food.
3. Game: Silly Soup (bén táng)
Each person takes turns describing what's in the soup they are making,
by reciting the description of the player before them, then adding one
ingredient. You may use any of the kinds of foods we have discussed so
far.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
More foods, e.g. dumplings
References: Chinese cookbooks
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Lesson 20: Review foods
Objectives:
At the end of this lesson, students will be able to:
- Fluenty recite dialogues from lessons 17-19
- Fluently recognize and produce vocabulary from lessons 17-19
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 17-19
- Fluently recognize and produce featured characters from lessons 17-19
- (Advanced students) Fluently recognize all hanzi characters from
lessons 17-19
A: Oral Communication
Review and practice dialogues from lessons 17-19
B: Vocabulary in Isolation
Review and practice vocabulary from lessons 17-19
C: Grammar & Comparisons
Review measure words
D: Reading and Writing
Review featured characters from lessons 17-19
Character borrowing: discuss other cultures which have borrowed from
Chinese writing, e.g. Japan and Korea. Show samples of modern Japanese
and Korean writing.
E: Cultural Connection
Differences in meals in different parts of China: 4 main cuisines
F: Practice Activities
1. Game: Silly Soup (bén táng)
Each person takes turns describing what's in the soup they are making,
by reciting the description of the player before them, then adding one
ingredient. You may use any of the kinds of foods we have discussed so
far.
2. Food Bingo
Use flashcards from these units. Select 24 words from units 17-19 and
lay them out in a 5x5 grid, with the center space empty. Beginning
students should have picture side up, advanced students should have
hanzi side up. A caller (or the CD on shuffle) calls out the vocabulary
words from this unit. Play proceeds as bingo. The winner calls out "wu
ge"
Chopstick race: each person tries to be the fastest at transfering
dried red beans from one bowl to another with chopsticks (something
easier than red beans could also be used, e.g pieces of foam or bread)
G: Assessment
Select assessment items from lessons 17-19.
Advanced students write a short paragraph about the kind of food they
like.
H: Enrichment
More names of cookbooks, for both kids and adults
Characters with stroke order as usual
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 21: (13) Members of the Family (holiday
dialogue)
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize names of immediate and some extended family members
- Use and recognize words for holidays and gifts
- Ask, answer, and understand answers to questions about gifts and
giving
A: Oral Communication
Dialogue from former lesson 13
Needs illustration of a parent talking to a child near a wall full of
portraits of family members arranged in a "family tree"
B: Vocabulary in Isolation
Vocabulary from former lesson 13
C: Grammar & Comparisons
Leaving out pronouns
All (dou) and also (ye)
D: Reading and Writing
5 more basic characters
E: Cultural Connection
Major Chinese holidays
F: Practice Activities
Practice dialogue
Draw a picture of your family. Write the Chinese word for each member
of your family next to the person in the picture.
Play "who is it" with an extended family tree. (Requires a good
illustration for the dialogue -- one which makes each member of the
family look different enough in dress, hair, etc. that they can be told
apart. Recommend a pattern of square vs. oval frames for grandparents,
at least, to help make link to individual vocabulary words.)
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
Extended families in China
Stories about families in China
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 22: (14) Pets and Animals at the Farm
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize names of pets and some farm animals
- Use and recognize words for farm, fly and pretend
- Describe animals by what they can do
A: Oral Communication
Dialogue from former lesson 14
B: Vocabulary in Isolation
Vocabulary from former lesson 14
C: Grammar & Comparisons
Definitely have fun
Can run fast
D: Reading and Writing
5 more most basic characters
E: Cultural Connection
Chinese paperfolding, relationship to Japanese origami
F: Practice Activities
1. Practice Dialogue:
Practice the dialogue with family members or friends. Substitute
different animals. What kinds of animals do you like? Why?
2. Game: Charades (wñ shì shån me?)
3. Activity: Make a paperfolding animal. (The teacher should teach how
to make several, or distribute instructions for several to choose
from.) Describe your animal to the rest of the class. What can your
animal do?
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
More farm animals
Character stroke orders for other characters
Reference books for Chinese paper folding
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 23: (15) More Animals At the Zoo
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize names of several wild animals
- Use and recognize words for zoo
- Describe animals by their appearances and body parts (e.g. tail,
scales, feathers, stripes)
A: Oral Communication
Dialogue from former lesson 15
B: Vocabulary in Isolation
Vocabulary from former lesson 15
C: Grammar & Comparisons
"together" (yi qi)
D: Reading and Writing
5 more characters
E: Cultural Connection
Chinese Zodiac story (in English)
F: Practice Activities
Practice dialogue
Song: liâng zhê lâohö
"Going to the zoo" game
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short dialogue consisting of
two questions and their answers from this lesson.
H: Enrichment
More animals, books with animals
character stroke order
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 24: review family & animals
Objectives:
At the end of this lesson, students will be able to:
- Fluenty recite dialogues from lessons 21-23
- Fluently recognize and produce vocabulary from lessons 21-23
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 21-23
- Fluently recognize and produce featured characters from lessons 21-23
- (Advanced students) Fluently recognize hanzi characters from lessons
21-23
A: Oral Communication
Review dialogues from lessons 21-23
B: Vocabulary in Isolation
Review vocabulary from lessons 21-23
C: Grammar & Comparisons
Review grammar concepts from lessons 21-23
D: Reading and Writing
Review all featured characters from lessons 21-23
E: Cultural Connection
F: Practice Activities
Charades (wñ shì shån me?)
Animal flashcard bingo
G: Assessment
Items selected from lessons 21-23
H: Enrichment
Auditective Animal sounds - play with Chinese character flash cards
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 25: (17) Rooms and Furniture
Objectives:
At the end of this lesson, students will be able to:
- Name and recognize names of several rooms and items of furniture
- Use and recognize words for household cleaning tasks
- Describe rooms by their purpose and the furniture usually found in
them
A: Oral Communication
New dialogue. "Time to clean up!"
In this dialogue, a parent discusses with a child what tasks need to be
done to clean up the house. Floors need to be swept or vacuumed or
washed, furniture needs to be dusted, and beds need to be made. Dishes
need to be washed. One room is already clean.
B: Vocabulary in Isolation
Vocabulary from former lesson 17, words for wash, sweep, dust, etc.
C: Grammar & Comparisons
To be determined - there may be some interesting differences between
different cleaning words. Also, review "done" and "le"
D: Reading and Writing
5 more characters
E: Cultural Connection
Discuss historical and modern Chinese houses.
F: Practice Activities
Practice Dialogue
Charades (wo zai zuo shen me?)
Stepping tour: Use large cards with pictures of rooms, arranged in a
circle on the floor. Students walk around them, from place to place,
until music stops. Everyone has to name the place they are, or they're
"out." Remove a similar number of "known" cards. The last one not "out"
wins.
Shi shen me fengwu? Describe what is in a room in your house. Other
players try to guess which room it is by what you say. The first player
to guess goes next. (Oral or written practice -- students can write a
description and read it to the class during the next session.)
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
Additional furniture words
Ancient houses of China (book)
Additional characters as usual
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 26: (18) Where Is It? - good dialogue
Objectives:
At the end of this lesson, students will be able to:
- Ask where something is, and recognize that question
- Recognize and use directions and locations to describe or determine
where something is
A: Oral Communication
Dialogue from Lesson 18
B: Vocabulary in Isolation
Vocabulary from Lesson 18
C: Grammar & Comparisons
Similarities and differences to English prepositions.
mian, bian, and li
D: Reading and Writing
5 more characters.
E: Cultural Connection
2. Song: zài nâr li?
F: Practice Activities
1. Practice Dialogue
2. Game: zài nâr li? (Picture Hide & Seek)
Show a large picture of a house with rooms and furniture. One player
picks a place to hide, e.g. "under a table". Other players ask
questions about where the hiding player is. The hiding player gives
clues, like "near", "far", "under something blue", etc. The first
player to find the hiding player gets to hide next.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
Stroke order of remaining characters
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 27: (new) Going to the store (toys,
birthday, buying a present)
Objectives:
At the end of this lesson, students will be able to:
- Ask where something is, and recognize that question
- Recognize and use directions and locations to describe or determine
where something is
A: Oral Communication
New dialogue between a parent and a child about going shopping for a
birthday present for a friend's party. The parent asks what toys the
friend might like. The child responds with two toys the friend already
has, and suggests a third toy.
B: Vocabulary in Isolation
go, store, buy, sell, (cost?), birthday, present, party
C: Grammar & Comparisons
Note the difference between mai2 and mai4. More discussion of li.
D: Reading and Writing
5 characters
E: Cultural Connection
"Happy Birthday" song in Chinese
Traditional Chinese toys
Different kinds of stores in China (self-service, traditional, open
market)
F: Practice Activities
Practice dialogue
Draw a flashcard with a toy on it. Describe the toy (shi shen me) for
everyone to guess what it is.
What is your favorite toy? Why? Write a short segment about your
favorite toy in Chinese.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
Traditional toy names
More toys
More characters
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 28: (new) Review rooms, furniture,
locations, and shopping
Objectives:
At the end of this lesson, students will be able to:
- Fluently recite dialogues from lessons 25-27
- Fluently recognize and produce vocabulary from lessons 25-27
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 25-27
- Fluently recognize and produce featured characters from 25-27
- (Advanced students) Fluently recognize all hanzi characters from
lessons 25-27
A: Oral Communication
Practice dialogues from lessons 25-27
B: Vocabulary in Isolation
Review vocabulary from lessons 25-27
C: Grammar & Comparisons
Review grammar items from lessons 25-27
D: Reading and Writing
Review characters from lessons 25-27. Review pinyin and tones.
E: Cultural Connection
No new items, select items from previous lessons if they were not
covered due to lack of time.
F: Practice Activities
room/furniture/toy flashcard bingo
picture hide & seek
G: Assessment
Select items from lessons 25-27
H: Enrichment
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 29: (16) How Are You? - needs a much
better dialogue
Objectives:
At the end of this lesson, students will be able to:
- Ask how someone is, and recognize that question
- Recognize and use descriptions of feelings and health terms
A: Oral Communication
New dialogue:
Two people discuss how a friend with the flu is feeling. They agree
that it is no fun to be sick and they hope the friend is feeling better
soon.
B: Vocabulary in Isolation
Vocabulary from former lesson 16
C: Grammar & Comparisons
Discuss the difference between "my stomach hurts" and "I have a
stomachache" in English. Is there a difference?
What do you notice about "gao xing" (happy)? How about "xing fen"
(excited)?
D: Reading and Writing
5 more characters
E: Cultural Connection
Chinese medicine (overview)
F: Practice Activities
Practice dialogue
Charades (wñ shì shån me?) (emotions and parts
of the body review)
Song: "If you're happy"
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
"How are you today" tshirt from Asia for Kids
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 30: (new) Important People - needs
dialogue: "What do you want to be when you grow up?"
Objectives:
At the end of this lesson, students will be able to:
- Ask what job someone does, and recognize that question
- Ask what job someone wants when they grow up, and recognize that
question
- Recognize and use names of jobs and professions
A: Oral Communication
New dialogue: three children discuss what they would like to be when
they grow up, and why. One wants to be a doctor and help people. The
other wants to be an astronaut because it would be exciting. A third
wants to be an artist because her father is one.
B: Vocabulary in Isolation
Common professions and activities: doctor, teacher, fire fighter,
police officer, scientist, artist, pilot, astronaut, cook; help,
protect, teach, study, paint, fly (a plane), explore, cook (v);
interesting, fun, exciting, important
C: Grammar & Comparisons
Describing future events
D: Reading and Writing
5 more characters
E: Cultural Connection
Traditional and modern jobs in China
F: Practice Activities
Practice dialogue
Charades (wñ shì shåi?)
Name tag guessing game - The teacher prepares nametags with different
professions on them (in Chinese) and attaches them to each student's
back. The students can see each other's name tags, but not their own.
The students can walk around asking each other to give them hints on
who they are.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
More professions
Characters from lesson
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 31: (new) Transportation: My Trip to
China - looking at a photo album
Objectives:
At the end of this lesson, students will be able to:
- Ask what means of transportation has been or will be used, and
recognize and answer that question
- Recognize and use names of different types of transportation
A: Oral Communication
A parent and child look at a photo album together which shows pictures
of a trip to China. The child asks what kinds of transportation they
used (did we ride on a train? Did we ride in a plane?) The parent
answers the questions and asks if the child remembers parts of the trip.
B: Vocabulary in Isolation
Different transportation forms (bicycle, car, plane, train, boat,
skateboard, etc.) and verbs for using those forms of transportation
C: Grammar & Comparisons
Discussion of different verbs for transportation.
D: Reading and Writing
5 characters
E: Cultural Connection
Discuss differences between transportation in China, in the U.S., and
(if relevant or of interest to these students) in other countries. Show
pictures of train travel, for example, and discuss why people might use
bicycles or motorcycles instead of cars.
F: Practice Activities
practice dialogue
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
Book "how do I go to school"
More Chinese characters
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 32: (22) Review Important People &
Transportation - ok dialogue (going to the doctor), but not great. this
would be a review.
Objectives:
At the end of this lesson, students will be able to:
- Fluenty recite dialogues from lessons 29-31
- Fluently recognize and produce vocabulary from lessons 29-31
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 29-31
- Fluently recognize and produce featured characters 29-31
- (Advanced students) Fluently recognize hanzi characters from lessons
29-31
A: Oral Communication
Dialogue from former lesson 22 (going to the doctor)
B: Vocabulary in Isolation
Review vocabulary from lessons 29-31
C: Grammar & Comparisons
Review grammar topics from lessons 29-31
D: Reading and Writing
Review featured characters from lessons 29-31. Review radicals.
E: Cultural Connection
Depending on time constraints, review Cultural Connection or Enrichment
topics from previous lessons which were not covered earlier
F: Practice Activities
Review emotions again, using any of the activities from lesson 29
If needed, use review activities from lessons 30 and 31
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 33: (23) Weather and Sky (going to the
beach - so-so dialogue - change to more about weather and seasons, e.g.
favorite time of year, and things to do.)
Objectives:
At the end of this lesson, students will be able to:
- Ask what the weather is or will be, and recognize and answer that
question
- Recognize and use names of different seasons and seasonal activities
A: Oral Communication
New dialogue: Two children discuss which time of year is their
favorite, because of the things they like to do (e.g. swimming, playing
in snow)
B: Vocabulary in Isolation
spring, summer, fall, winter, warm, cool, cold, hot, sunny, rainy,
windy, snowing, swimming, playing in snow, go to beach, etc.
C: Grammar & Comparisons
To be determined
D: Reading and Writing
5 more characters. Review brush calligraphy.
E: Cultural Connection
Discuss different seasons, different regions of China and typical
weather. Which parts of China have weather similar to or different from
which parts of the US?
F: Practice Activities
Practice Dialogue
"Four Seasons" as "four corners" rules: each corner is named for a
season. The "caller" gives a description of something about that season
(e.g. it's cold) and everyone in that corner is "out." (Alternatively,
"Vocabulary Dodgeball")
Essay: what is your favorite season, and why?
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
At the Beach
In the Snow
Characters as usual
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 34: (new) Where are we going?
Objectives:
At the end of this lesson, students will be able to:
- Ask where someone is going, and recognize and answer that question
- Recognize and use names of different common places
A: Oral Communication
Dialogue between a parent and child in which the child asks where they
are going, and the parent lists the errands. The child responds with
some of the things they will do at each location.
B: Vocabulary in Isolation
Names of places, e.g. post office, bank, library, restaurant, office,
cinema, market, museum; things we do in those places (mail a letter,
borrow a book, watch a movie)
C: Grammar & Comparisons
To be determined
D: Reading and Writing
5 more characters
E: Cultural Connection
Famous places in China (e.g. Forbidden City, Summer Palace)
F: Practice Activities
Practice dialogue
Stepping tour: Use large cards with pictures of places, arranged in a
circle on the floor. Students walk around them, from place to place,
until music stops. Everyone has to name the place they are, or they're
"out." The last one not "out" wins.
Guess where: each student in turn describes a place by what one does
there. The first one to guess goes next.
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
Books about places in China
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 35: (21) Outdoors (A trip to Boston's
public garden) - good dialogue
Objectives:
At the end of this lesson, students will be able to:
- Ask about and answer questions about a recent trip
- Recognize and use words for things found outdoors
A: Oral Communication
Dialogue from former lesson 21
B: Vocabulary in Isolation
Vocabulary from former lesson 21
C: Grammar & Comparisons
To be determined
D: Reading and Writing
5 more characters
E: Cultural Connection
Famous parks in China
F: Practice Activities
Practice Dialogue
Picture Hide and Seek
kàn hé shuö (show and tell)
G: Assessment
1. Play the game(s) described in the practice section. (Teachers:
After/during the game, check student pronunciation of the terms, and
correct as necessary. Score and record effort and skill.)
2. Worksheet in which children hear Mandarin and circle the correct
illustration (of the vocabulary used in this lesson).
3. Oral quiz: teachers point to each vocabulary illustration and ask
students to say the term in Mandarin. Teacher indicates which items
were missed and records score.
4. Identify characters that have been featured in this lesson. Circle
the correct characters as they are spoken by the instructor. (Select
distractors from characters actually appearing in the lessons so far.)
5. Write the featured characters from this lesson (dictation) using
standard stroke order. (Simple ones they've learned to write so far).
6. Reading students (e.g. 1st grade and older) only: match the written
vocabulary words (pinyin) from this lesson with their pictoral
equivalents
7. Second year only: match the characters from this lesson with their
pictoral equivalents
8. Second year only: write the characters from this lesson (dictation)
9. Second year only: answer two questions from this lesson, in writing
(pinyin or characters)
10. Second year only (homework): write a short essay about the topic
from this lesson.
H: Enrichment
---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
lesson 36: review weather, seasons, &
outdoor stuff
Objectives:
At the end of this lesson, students will be able to:
- Fluently recite dialogues from lessons 33-35
- Fluently recognize and produce vocabulary from lessons 33-35
- Describe differences and similarities in [grammar items] between
Mandarin and English
- Fluently recognize pinyin words from lessons 33-35
- Fluently recognize and produce featured characters from lessons 33-35
- (Advanced students) Fluently recognize hanzi characters from lessons
33-35
A: Oral Communication
Review dialogues from lessons 33-35
B: Vocabulary in Isolation
Review vocabulary from lessons 33-35
C: Grammar & Comparisons
Review grammar points from lessons 33-35
D: Reading and Writing
Review characters from all lessons, emphasizing those from lessons 33-35
E: Cultural Connection
No new material
F: Practice Activities
"Trivial Pursuit" with all words from all lessons - three levels
A: words
B: Sentences
C: characters
G: Assessment
Assessment items chosen from entire course
H: Enrichment
List other textbooks and advanced sources and references