In this class 19 seventh graders meet for 11 weeks to study Novice-Low Mandarin Chinese. None have prior experience with or knowledge of Mandarin Chinese.

To accommodate the needs and abilities of individual students in the class, students participate in learning in groups to engage in meaningful discussions and learn from one another (Johnson & Johnson, 1989). Except for the whole-class learning setting, students work in small groups or in pairs.

• Identify and say 10 different objects in a backpack.
• Use the interrogative forms of the “是” in a sentence.

Behavioral objectives:

• With the Total Physical Response‒Storytelling (TPRS) method infused into the teaching, students will show their understanding by acting or gesturing accurately during reading and storytelling.
• On a SMART Notebook 17.1, students will complete given tasks using four sentence patterns (negative and interrogative forms of “是shì. “這是什麼? 這是...... / 那是什麼? 那是...... and “這是你的......嗎? 這是我的....../ 那是你的......嗎? 那不是我的......”) with their partners.
• After watching a movie clip about school supplies on YouTube, students will complete the given task—Movie Talk—on a paper worksheet.
• Students will complete a language learning task through Quizlet online with 100% accuracy.

• Students can say the names of school supplies in Chinese.
• Students can understand basic descriptions of school supplies.
• Students can use the interrogative forms of the “是shì” sentence.

Read (Interpretive)

• Students can read and understand a sentence, paragraph or dialog about school supplies.

Write (Presentational)

• Students can create a short dialogue by drawing pictures about school supplies.

• A SMARTboard
• PowerPoint file
• Internet access
• Quizlet
• Student Worksheet Packet
• Scissors / Glue
• A grocery-sized bag
• 10 school supplies (such as pen, pencil, cell phone, ruler, etc.)

Day 1 & 2

Objective: Students can orally label the names of school supplies by making gestures or acting.

Introduce New Words (20m)

We will engage in a series of TPR gestures created by students and teacher.

The procedures for teaching new words are as follows:

• Students first brainstorm to create appropriate actions or gestures to represent all new words. American Sign Language serves as a good support for developing creative gestures.
• About 10 words are presented during the first two to three days. Because we will also review previously taught vocabulary, no more than four to six new words are introduced per class.
• First, the teacher says the new words for the students and uses gestures or body movement at the same time to illustrate the meaning of the word.
• Second, students imitate the gestures as the teacher says the word. At this stage, the teacher is not merely determining whether all students recognize the commands but also to adjusting his or her teaching pace.
• Next, we will review and practice words by saying and performing gestures multiple times as a class or with peers.
• To ensure comprehensive learning for the students, the teacher will incorporate some fun activities to create an enjoyable and low-stress learning environment and teachable moments.

• Simon says
• Charades
• Wall-to-Wall TPR

The introduction of the games:

Simon says with a twist

First, the teacher displays school supplies or flashcards with pictures and target words on the table.

Second, divide the students into two teams (boys vs girls). Each team sends a representative for every round to come to the front of the classroom.

Third, each group sends a representative for every round.

Example: Teacher might say, “qiān bǐ” (鉛筆/pencil) in Chinese. The student who gives the correct response while quickly grabbing a pencil gets 1 point for their team.

Finally, the team who gets the most points first wins the game.

Charades

First, divide the students into two teams (boys vs girls).

Second, each team sends a representative for every round to come to the front of the classroom.

Third, the teacher shows a flashcard with the target vocabulary and pinyin without pictures to the two representative students only.

Fourth, two students must recognize the word and act out what they see without speaking. The first team to act out and guess correctly wins a point. Continue playing until all students have tried.

Wall-to-Wall TPR

First, have the boys stand against one wall of the room while the girls stand on the opposite side.

Second, the teacher shouts out the target word “chǐ” (尺/ruler). Have them do the TPR action whilst racing to the opposite side.

Third, the student who gives the correct response gets to take a step forward towards the “Finish Line.”

Finally, the team with the most players at the finish line wins

Formative assessment (5 minutes)

Students will work in pair to show that everyone has full understanding of the words using SMART Notebook 17.1 Matching Game.

First, rearrange the pictures.

Second, ask students to come to front of the classroom. One student says “jiǎn dāo” (scissors) in Chinese and another student finds the correct pictures. The team that can finish the game in 30 seconds or less will be the winner.

Warm up (5 minutes)

The mini-teacher leads the whole class to read aloud the rhymes together before starting today’s lesson.

Rhymes

1	2	3
4	5	6
7	8	9
10

New Worlds Learning (20m)

• The teacher will introduce the Chinese characters with a PowerPoint presentation to explore Chinese Pictograms.

• 秀文苑

秀文苑 秀文苑:尺是長度的單位，古代表示從膝到腳踝或從肘到腕的長短（約為一尺）。 不同書體:

• 智象識字

智象識字 智象識字: 「尺」這個字看起來像是一個人在大步向前走。

• Second, the teacher will play the stroke order first and then invite individual students to demonstrate the stroke order to the whole class.

• 常用國字標準字體比順學習網

常用國字標準筆順網

• When one student is on stage to demonstrate the stroke order, the other students will work on their writing assignment from today’s packet.

尺chǐ ________⇐ define in English https://www.handspeak.com/word/search/index.php?id=4000 SL ruler The Chinese character “尺" looks like English Alphabet R, which is the first letter of the word "R"-uler". ........................................................................................................................................... ⇐illustrate the Chinese

• Finally, students will turn in their packets; they should be able to write the meaning of the vocabulary in English and complete their Chinese symbol writing.

Formative assessment (5 minutes)

Students will play the SMART Notebook Matching Game by matching the pictures and words correctly to evaluate how well they learned today’s lesson.

First, rearrange the pictures

Second, one student will say the word and another student matches the picture and Chinese character correctly. Each team should complete the match in 30 seconds or less to pass.

• If time remains, students will do a Quizlet on school supplies. Quizlet is a free website which provides learning tools for students, including flashcards, write, spelling, test, matching games, and a gravity game.







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• If more time remains, students will play School Supplies Bingo.

  • Distribute a bingo game worksheet to students to test their word knowledge at the end of the lesson.
  • Write pinyin on the back of each flashcard.
  • Cut out each word.
  • The teacher will read the word aloud first, and then students can match it with the appropriate icon.
  • Connect the three icons as a vertical, horizontal, or diagonal line.
  • Student who gets a complete line first wins the game and receives extra points.

School Supplies Bingo (Front) 名字: ______________

Warm up (5 minutes)

The mini-teacher leads the whole class in reading aloud the rhymes together before starting today’s lesson so that students can (1) pronounce Mandarin correctly; (2) recite what they have learned in prior lessons.

Rhymes

1	2	3
4	5	6
7	8	9
10

Sentence Structures (20 minutes)

• First, the teacher teaches the sentence structures 這是…... and 那是…... using TPR gestures and acting.

This is…  這是…...	That is…  那是......

• Practice the sentence structures repeatedly with various activities until all students comprehend the content.

• Student Modeling: Call on Student A to give commands (gestures only) to Student B, who should be able to comprehend and say the sentence in Chinese correctly.
• Category: Students draw pictures on the back of each flashcard.

尺
Front	Back

• Then, the teacher gives directions: Ask the students to divide their flashcards into two categories and be able to explain why they divide them as they did. Students share categories with partners and the class.

Category 1	Category 2
這zhè 是shì This is	鉛qiān 筆bǐ Pencil

• After that, the teacher says one item, and students then hold that card up and share answers (in Chinese) with partners and the class.  Then, the teacher gives directions with actions or gestures only (no sound); students place two to three cards on their desks and share answers (in Chinese) with partners and the class. For example:
• Finally, the teacher writes on the board where these cards should be and asks students to share their answers and read aloud with partners and the class.

SMART Notebook 17.1 Activity: Students will work in pairs. One student pulls out an image of a pencil and asks「這是什麼？」“What is this?”  Then the other student has to answer correctly in Chinese「這是我的鉛筆」“This is my pencil.”

Formative assessment (5 minutes)

• Students will work in pairs.
• The teacher prepares a bag with school supplies inside or on the SMART notebook 17.1.
• Student A grabs an item from the bag and asks “這是什麼？”.
• Student B has to answer when Student A pulls the item from a bag.

Warm up (5 minutes)

The mini-teacher leads the whole class in reading aloud the rhymes together so that students can (1) pronounce Mandarin correctly; (2) recite the lessons what have learned in prior lessons.

Rhymes

1	2	3
4	5	6
7	8	9
10

Flash Card Activity (20 minutes)

• Students will put flash cards from the previous day into two categories on their desks, then randomly choose one or two students to read them to the whole class.
• Students will use all their flashcards to create sentences as directed by the teacher (the sentences are on the PPT slide). Example: Put on your desk the card for “媽媽 mother” and “的 particle word.” Then students finish the sentence by adding at least two more cards to make a sentence. Students will then share their sentences with their partners and also with the class.
• Students will create a sentence on their own, using as many of the cards as they can. If they need to insert words not on a flashcard, they will leave a space.
• Students will then write their sentences on paper to turn in to the teacher.

Formative assessment (5 minutes)

• Students will use their fresh card to make sentences.
• If time remains, students will complete the following task.

Day 6 & Day 7

Objective: Students will retell the story in English in a Movie Talk learning activity.

Materials

Websites for extended learning:

圖佳YouTube

YouTube 幼儿识字（三）第4讲 学习用品

TPRS

TPR

TPR

TPR

手語

手語查詢網站

拼音

Chinese stroke

學習用品教案

American Sign Language

pinyin轉換

秀文苑

quizlet

Writing: order of stroke in Chinese Characteristics

字象

現代龍

說文解字

Written Chinese Character

文具用品rhyme YouTube

文具用品rhyme youtube

文具用品rhyme youtube

高健老師中文教學筆記