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CLV Chinese Language Lessons Sen Lin Hu Chinese Language Camp Lessons For the Classroom Date: Class: Chinese Day in 1 Language Level: Novice High Grade: High School Unit Minutes 60 Unit Theme and Chinese Sports: Which sports are traditional Chinese sports? 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: 乒乓球，羽毛球， 跳高，武术， 放风筝 踢毽子 踢， 毽子， 用脚，膝盖，胸， 跳， 扔， • Name five sports that originated in China. : • Identify which of these sports are Olympic sports. 跳皮筋： 跳，皮筋，左，右， 里，外， 踩， 高， 低 • Show understanding of the names of different sports played in China by giving the corresponding gesture when they hear the • Culture: Sports with origins in China (ping pong, badminton, name of the sport. high jump, jianzi, Chinese jump rope) • Show understanding of the names of different sports by • Radicals: 手，足, 竹 matching the image of the sport to the characters that represent • Sentence Structures: Commands the name of the sport. • Follow oral instructions on how to play jianzi and Chinese jump rope. • Give commands on how to play jianzi and Chinese jump rope. STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-do? Learners will: • Brainstorm a list of sports in order to identify which sports are Olympic sports and which sports orginated in China. • Do gestures that correspond to sports originating in China to demonstrate understanding of the names of the sports. • Match the names of sports to images of the sports on a poster. • Follow simple instructions in the form of commands to play jianzi and Chinese jump rope. • Give simple instructions in the form of commands to classmates on how to play jianzi and Chinese jump rope. STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can-do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students’ energy and commitment for today’s lesson? Time Materials Introduction of Sports Theme Videoclip of opening ceremony of the a. T plays a videoclip (2 min) showing a portion of the opening ceremony of Olympic Games in Beijing the Olympic Games in Beijing. b. T asks Ls: “Who likes to watch the Olympics?” Ls raise their hands. Image of the Olympics symbol (5 rings) to c. T asks Ls: “Where are the Olympics held?” Ls raise their hands and 10 project volunteer names of countries. T points to a world map as Ls suggest countries. T says: “People everywhere watch the Olympics: here in the World map United States, in China, everywhere.” T shows the Ls that the five rings of the Olympic symbol represent the 5 continents by pointing to a ring and showing and naming the continent on the world map. Learning Episode Connection of Sports to the Olympics a. To re-enter names of sports that Ls already know, T asks Ls: “What sports can you name?” T accepts answers from Ls and writes them on the board. b. T shows the Olympics symbol (5 rings) and ask for volunteers to come to the board and circle the sports from the brainstormed list that they believe are Olympic sports. Poster of Olympic sports c. T projects a poster of the Olympic sports and asks learners to compare the sports they circled on their brainstormed list to the ones on the poster. Handout with images of Olympic sports d. T gives Ls copies of a poster of images of the Olympic sports with the names 10 and the names of the sports of the sports in a box on the page and says: “Here are images of Olympic sports. Can you match the name of the sport to the image?” Ls need to Images of sports match the names of the sports to the images. Cards with the names of sports on them e. After Ls complete the activity, T hands individual images of the sports to different Ls. T asks the Ls to come to the front of the room holding their images and bringing their handouts and a pencil with them. T holds up a card with the name of a sport and asks a volunteer to come up and put the card with the name of the sport next to the image of the sport it represents. Class checks to see if they have correctly matched the sport to the name of the sport on their papers. Learning Episode Introduction of Olympic Sports with Origins in China a. T tells Ls that 3 of the Olympic sports have their origins in China. b. In small groups Ls circle the sports on the handout that they think originated 5 in China c. Ls share opinions and T gives answers (Table Tennis, Badminton, High Jump). Learning Episode Introduction of Other Sports with Origins in China a. T tells Ls that there are other sports that originated in China, which are not Olympic sports. b. T asks Ls: “Can you name any sports that started in China?” Ls volunteer possible answers. c. T gives Ls a list of the sports that originated in China. (Chinese jump rope, kite flying (considered a sport in some countries), Chinese Jianzi (similar to List of sports with origins in China hackie sack), polo, wushu (martial arts such as Taiji, Gong Fu). d. T asks Ls to suggest gestures for each Chinese sport. ( Note: For some sports Pictures and/or videos of hackie sack, polo, 15 with which Ls may be unfamiliar, T shows short videos or pictures to help Ls martial arts, Chinese jump rope, kite flying think of appropriate gestures.) e. T says name of a sport and Ls do the appropriate gesture for each sport. f. T asks individual Ls to come to the front of the room and do the gesture for one of the sports. Ls say the name of the sport. g. After practicing as a class, T has Ls work in pairs: One L faces the front of the classroom and the other L faces away from the front of the classroom. T holds up a picture of a sport. The L facing the front of the classroom gestures the sport. The L facing away from the front of the room has to guess the sport. Repeat with other sports. Have partners change places to continue practicing. Learning Episode Play Jianzi (Note: Teach Chinese jump rope as an extension of the lesson on a different day). a. T says that the class is going to learn to play Jianzi. T demonstrates Jianzi and Ls imitate the actions, repeating the commands in order and, eventually, List of commands for hackie sack out of order to verify comprehension. At each point, Ls repeat the command 15 as they do the action: Chinese hackie sacks • Kick it • Throw it • Use your knees • Use your feet • Use your chest b. T breaks Ls into small groups and each group forms a circle. c. T has Ls see how many times they can kick the jianzi in their group. d. Ls need to give commands to each other as they practice. T may want to put the commands they need to say on the board for reference. Learning Episode Closure 5 T says the name of a sport and Ls do the accompanying gesture. Enhance Retention T has Ls draw their own symbol for each Chinese sport. Expansion Ideas Chinese jump rope Chinese jump ropes T demonstrates Chinese Jump Rope and Ls imitate the actions, repeating the commands: • Jump • Jump to the right • Jump to the left • Jump on the inside • Jump on the outside • Step on the rope • Jump high • Jump low After Ls have practiced the commands in order, T varies the order of commands to make sure that Ls are responding to the command they hear. T breaks Ls into small groups and each group has a jump rope. Ls practice jumping rope and giving commands to each other as they play. Ls increase the difficulty of jumping each time by raising the height of the cord. Ls start first with the cord down low, then raise it to a medium height, and then up high. Olympic symbols a. T shows Ls the Olympic symbols for each sport that was used during the Symbols from Beijing Olympics Beijing Olympics. b. T has Ls compare their symbols which they made for homework to the Olympic one. c. T asks Ls: “Can you change your symbols to make them ressemble the Olympic symbols?” T asks Ls to try. d. T has Ls share their favorite symbol that they drew with a partner or the class. Verbs used with sports a. T reviews gestures for the sports learned in class. List of sports with word bank of sport verbs b. T discusses the different verbs that are used with sports. c. T has Ls categorize a list of sports by verb used. d. T revisits gestures for sports to include an additional gesture that represents the verb used with the sport. Calligraphy Calligraphy supplies: paper, brushes, ink, water, containers for water and ink a.

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