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CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons for the Classroom

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CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons for the Classroom CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Language Level: Novice High Grade High School Day in 1 Minutes 70 Unit Geography of China: How is my experience in China influenced by where I am? Unit Theme and Question: STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO KNOW What are the learning targets for this lesson? What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the lesson can-do? Learners will be able to: • Vocabulary: 沙漠， 高原， 高山， 小山， 河流， 森林， • Compare the shape of China to a rooster. 草原， 大海， 耕地（农田），公鸡 • Recognize and name 9 main geographical features of China: • Culture： Geographical location of landforms in China desert, mountains, hills, ocean, grassland, farmland, plateau, • Radicals: 木，艹， 水 forest, river. • Sentence structures: 在 中国（direction）有 ——。 • Locate these geographical features on a map of China • Identify 3 radicals in characters related to geography 在中国西北有沙漠和高原。 • Form sentences describing the locations of landforms (In China’s northwest there is desert, and high plateau.) STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-do? Learners will: • select from multiple possibilities which animal is represented in the shape of China • name 9 landforms found in China, match them to appropriate images, and do the corresponding gestures • circle radicals related to water, wood and grass and match them with their meaning • place pictures of the different landforms on an outline map of China STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-do? What will the teacher be doing? What will the students be doing? Opening Activity How can you capture the students’ energy and commitment for today’s lesson? Time Materials Map of China Map of China, rooster picture, parts a. Teacher shows learners a map of China and pictures of 4 animals. T asks which of a rooster to move to the different animal ressembles the shape of China. Learners say/point to animal. areas of China. T says: Why do you think so? Where would the head be? Feet? T guides Ls to see 5 the shape of a rooster. Pictures of 4 animals so that learners b. T gives out visuals of the different body parts of a rooster. Ls place different parts of can choose the animal that resembles the rooster on map: Head is here, stomach is here, feet are here, tail is here. 头在这 the shape of China. 里。。。 Learning Episode Presentation of new material: geographic features of China Character cards for landforms with and/or without pinyin a. T shows Ls pictures of the geographical features of China and asks Ls to repeat the names of the features. Visuals of geographical features: b. T hands out worksheet with geographic features and characters and asks: Do any of mountains, desert, river valley, the characters look like a geographical feature? Do you already know some of these characters? T asks Ls to try to match the features with the characters, reminding forest, hills, farmland, ocean, 10 them that it is OK to make guesses. highlands, grasslands c. Afterwards, T uses the character cards and geography visuals to check responses. With each character and geographic feature, T models a gesture and says the word. Worksheet with 2 columns, one with Ls practice the gesture while saying the geographic feature. In the beginning T does pictures of geographical features and the gesture with the Ls and gradually stops gesturing to see if Ls can respond with the one with characters. gesture when they hear the geographic feature. Practice each term 2-3 times. Learning Episode Practice: Pairwork practicing geographic features Character cards for landforms a. T has Ls work in pairs, one person facing the front of the room, and the other person facing away. T stands in front of room and shows Ls pictures of the geographical Visuals of geographical features: features with the name in characters and pinyin. The Ls facing the front of the room mountains, desert, river valley, read the Chinese. The learner who is facing away from the teacher has to do the forest, hills, farmland, ocean, gesture that corresponds to the geographical feature. Teacher gestures the correct 20 response and all Ls do the gesture with the T. highlands, grasslands b. T continues with the other geographical features and then the Ls switch roles: the one who was facing away from the front of the room now faces the front of the room Worksheet with 2 columns, one with and their partner now faces away. pictures of geographical features and c. T again shows pictures of geographical features and the Ls read aloud the name and one with characters. their partner does the corresponding gesture of the feature. Teacher gestures the correct response and all Ls do the gesture with the T. Learning Episode Presentation of related material: Radicals a. T asks Ls to identify which characters have common radicals. For example, T will Character cards hold up a character card with water radical and ask, which characters have a water radical? Why would they have that radical? For most geographical features it is Radical cards obvious how the radical is related to the meaning, but why does the character for 10 desert have water in it? (It is placed next to the character for "few" or a "small Images of geographic features quantity.") b. T has the option of giving Ls a worksheet or using the character and radical cards on Matching activity worksheet the board along with images of the geographic features. Ls match items in the 3 colums: characters to radicals to the geographical features. Ts ask Ls to circle the radical inside the character of the geographical feature. Learning Episode Practice: Placing geographic features on map of China a. T says: Now let’s find where we can see these geographical features in China. T shows a picture of one of the geographic features and asks if anyone knows where it exists in China. (Ask for volunteers and encourage guessing.) T asks a learner to point to the area of China where the geographic feature is located and place the feature in the correct area of the map. T asks for a volunteer to place the character Large map, either on foam board with representing the geographic feature on the map next to the image of the feature. Velcro, on the Smartboard, or on a b. Each time a learner places a geographic feature on the map, encourage the Ls to do shower curtain on the floor the gesture and say the feature. 15 c. Next, T asks for volunteers to say where this geographical feature is located in China. Images of geographical features 在中国的西南部有山。(Mountains are in the southwest of China) d. Repeat and review as more features are added. Character cards e. T removes all the visuals from the map, and passes them out to the Ls so they can place them on the map again. T helps as needed. Encourage other Ls to help too. T may challenge the class: Can you do it all correctly without any help from me? T may repeat this activity in order to give more Ls the opportunity to place the visuals on the map. f. When all visuals are in place on the map, T asks: Where is the desert in China? Ls volunteer responses. Learning Episode Closure: Learning Check Each small group needs: map of a. T takes down the map in the front of the room, and hands out a small map to each China group of 2-3 Ls. Each map has a set of small pictures representing the geographic features and a set of small characters(with/without pinyin). Ls need to place the 1 set of small pics of geographic pictures in the correct locations on the map. T gives an answer key to each group so 10 features, 1 set of small characters, they can self-correct if needed. Each group works together to place the geographic answer key features and characters on the map. b. After checking their work, Ls remove the features and characters, and each member of the group tries to place the features and characters on the map individually. Finally, T asks each group to try to place only the characters in the correct places on the map without the help of the pictures of the geographic features. Enhance Retention a. Give Ls an outline of a map of China with a written paragraph describing the main Copies of small map of China with geographical features. At home, Ls draw in the different geographical features and geography description label with the Chinese characters. b. Answer the question in class the next day: What land forms does China have that the USA does not? 什么地形。。中国有，美国没有？ Expansion Ideas Chinese-speaking World Descriptions of the geography of other Asian countries with Chinese speakers a. T gives a description of the geography of one of the countries in Asia with Chinese speakers (Singapore, Malaysia, Indonesia, Vietnam, Thailand, Cambodia, etc.) along Copies of blank maps of Asian countries with a blank map of that country to each group of Ls.
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