偷
偷了
偷走
偷走了
快餐店
不見了
被偷了
Wednesday, December 11, 2013
十二月十& 十一日星期二& 三 December 10 & 11, Tueaday & Wednesday
For Chinese Level II & III, we first reviewed the old words we learned the past week and then we learned the new words. Then we read a story about 漢堡包不見了 with TPRStorytelling circling questions. After the story, students were asked to draw 6 - 8 boxes about the story they just read. For 6th period students they also practiced to retell the story as pairs according to their pictures.
Tuesday, December 10, 2013
Monday, December 9, 2013
十二月六 & 九日 星期五 & 一 - B & A Days
For Chinese Level One students, we are learning to tell the time in Chinese, which needs students to be familiar with numbers. However, it is found that there are still some students who are not familiar with numbers even 1-10. Therefore we reviewed the numbers and then we played a game called "九十九“.
Material: Poker cards.
Instructions:
1. Cards - 4 means return, J means pass, Q means +/- 20, K means +/- 30.
2. group students of 4
3. One member in the group shuffles the cards and distributes all the cards to group members until they are gone.
4. the 1st member in the group places down a card in his hand and says the number on the card in Chinese.
5. the 2nd member places down a card and add up the numbers. For example, if the 1st student says "5" and the 2nd student places the card "6", then he/she has to say "11".
6. the 3rd member places down a card and add up the numbers. For example, the 2nd student said "11", and the 3rd student places down the card "8", then s/he has to say "19".
7. the 4th member places down a card and add up the numbers. For example the 3rd student said "19" and the 4th student places down the card "1", then s/he has to say "20".
8 The numbers cannot go up more than 99. If A student said "99", then the next student either has to use Q to minus 20 or K to minus 30. If s/he doesn't have the Q or K, then he will need to use 4 to return to the previous student, or use J to pass to the next student. If s/he doesn't have any of those cards, he is out and lose the game.
9. The 1st student who runs out of all the cards and still in the game, s/he wins.
For Chinese Level II & III students we learned the following words
早餐 = 早飯 = breakfast
什麽時候 = when
Material: Poker cards.
Instructions:
1. Cards - 4 means return, J means pass, Q means +/- 20, K means +/- 30.
2. group students of 4
3. One member in the group shuffles the cards and distributes all the cards to group members until they are gone.
4. the 1st member in the group places down a card in his hand and says the number on the card in Chinese.
5. the 2nd member places down a card and add up the numbers. For example, if the 1st student says "5" and the 2nd student places the card "6", then he/she has to say "11".
6. the 3rd member places down a card and add up the numbers. For example, the 2nd student said "11", and the 3rd student places down the card "8", then s/he has to say "19".
7. the 4th member places down a card and add up the numbers. For example the 3rd student said "19" and the 4th student places down the card "1", then s/he has to say "20".
8 The numbers cannot go up more than 99. If A student said "99", then the next student either has to use Q to minus 20 or K to minus 30. If s/he doesn't have the Q or K, then he will need to use 4 to return to the previous student, or use J to pass to the next student. If s/he doesn't have any of those cards, he is out and lose the game.
9. The 1st student who runs out of all the cards and still in the game, s/he wins.
For Chinese Level II & III students we learned the following words
早餐 = 早飯 = breakfast
什麽時候 = when
Friday, December 6, 2013
DECEMBER 6 CHINESE HOMEWORK DUE ON DECEMBER 16
The attached link https://drive.google.com/file/d/0BykK4J3trllPa0RxQ3FES1B1Z0E/edit?usp=sharing is the Chinese homework assignment. Please
open the attached link and follow the instruction. Since google drive couldn't have the digital pdf, you may need to print it out. However, to access the digital pdf, you may go to your school email account or your parent's where there is an attachment for it; it is a digital pdf that you may fill in the blank and turn it in thru emailing to
me by mrs.duke@gmail.com or printing it
out.
VIDEO LINK: https://docs.google.com/file/d/0BykK4J3trllPcDJDR1dnX3dud0k/edit?usp=docslist_api
Please feel free and let me know if there's any concern
or questions. XieXie.
Mrs. Duke
VIDEO LINK: https://docs.google.com/file/d/0BykK4J3trllPcDJDR1dnX3dud0k/edit?usp=docslist_api
Wednesday, December 4, 2013
十二月四 & 五日星期三 & 四 - December 4, Wednesday - B & Days
For Chinese Level II & III students we learned the following words.
First students learned how to say
After that we practice 八點過十分，十點過五分 etc., and then we practiced 差25分十點， etc.
We did some pair activities and game to practice telling the time.
For Chinese Level I we learned how to tell the time as well but we learned more simple ones.
時間 = time
點 = dot,
hour/o’clock
分= minute
秒 = second
幾點幾分？= What time (is it)?
過 = (hour) past (minute)
差 = (minute) to (hour +1)
First students learned how to say
八點十分 8:10， 九點三十五分 9:35， 十點零五分10:05， 十一點三十五分 11:35， 十二點五十五分12:55， 一點三十五分1:35
After that we practice 八點過十分，十點過五分 etc., and then we practiced 差25分十點， etc.
We did some pair activities and game to practice telling the time.
For Chinese Level I we learned how to tell the time as well but we learned more simple ones.
時間 = time
點 = dot, hour/o’clock
分= minute
幾點幾分？= What time (is it)?
We did the similar activities to those for Level II and III.
We did some pair activities and game to practice telling the time.
幾點幾分？= What time (is it)?
We did the similar activities to those for Level II and III.
We did some pair activities and game to practice telling the time.
Monday, November 18, 2013
December 2 & 3 Ancient Chinese Inventions for Chinese I, II, III 中國古代發明
中國古代發明 Ancient Chinese Inventions
Questions -
1. Name three Ancient Chinese inventions.
2. Explain when and how these inventions were invented.
3. Reflections up the Ancient Chinese invention.
Questions -
1. Name three Ancient Chinese inventions.
2. Explain when and how these inventions were invented.
3. Reflections up the Ancient Chinese invention.
November 25 & 26 West and East, Cultural Differences for Chinese Level I, II, III中西觀念的差異
Pause the video at the survey about which group the flower belongs to.
Do the survey in class, and then continue the video.
Watch the 2 video clips and share your thoughts with your neighbors.
Do the survey in class, and then continue the video.
Watch the 2 video clips and share your thoughts with your neighbors.
Sunday, November 17, 2013
November 21 & 22 Chinese Civilization for Chinese Level I, II, III 中華文明
Students need to write an 3 paragraph essays about 500 words includes the following requirements
1) Includes at least 3 facts about Chinese civilization
2) Explain why you choose these 3 facts about Chinese civilization
3) Compare the civilizations Ancient Egypt vs Ancient Chinese civilization.
4) Show your thoughts about these two civilization.
Saturday, November 16, 2013
十一月二十日星期三 - November 20, Wednesday - A Day
Finally we got out of the clothes shopping for Chinese Level II & III. Hoooray!!
Today we first practice speaking. Students were paired up with a sheet of 8 pictures. Students were asked to talk about the story upto 1.5 minutes and then 2 minutes. They read the pictures and told the story. Later we played word search; one for clothes shopping, the other for basic Chinese characters like 我，你，他， 大，天，太，要，有， 上， 手，哭
And then each pair played against one another.
For Chinese Level I students, we worked on the textbook story on grabbing the hamburgers.
Today we first practice speaking. Students were paired up with a sheet of 8 pictures. Students were asked to talk about the story upto 1.5 minutes and then 2 minutes. They read the pictures and told the story. Later we played word search; one for clothes shopping, the other for basic Chinese characters like 我，你，他， 大，天，太，要，有， 上， 手，哭
And then each pair played against one another.
For Chinese Level I students, we worked on the textbook story on grabbing the hamburgers.
十一月十九日星期二 November 19, Tuesday - B Day
For Chinese Level I students, we just reviewed the words and worked on the textbook's reading parts on page 116-117.
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
For Chinese Level II & III, we did the same thing that Level I students do. we just reviewed the words and worked on the textbook's reading parts on page 30-31
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
For Chinese Level II & III, we did the same thing that Level I students do. we just reviewed the words and worked on the textbook's reading parts on page 30-31
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
Friday, November 15, 2013
十一月十八日星期一 Novvember 18, Monday - A Day
For Chinese Level I students, we just reviewed the words and worked on the textbook's reading parts on page 116-117.
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
For Chinese Level II & III, we did the same thing that Level I students do. we just reviewed the words and worked on the textbook's reading parts on page 30-31
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
For Chinese Level II & III, we did the same thing that Level I students do. we just reviewed the words and worked on the textbook's reading parts on page 30-31
Students were asked to draw pictures to present their comprehension about the story we read.
1. The teacher read the story and the students listen.
2. The teacher read the story sentence by sentence and the students chorally translate it into English.
3. The teacher say the English meaning of the sentences in the story and the students say it in Chinese.
Thursday, November 14, 2013
十一月十五日星期五 November 15, Friday - B Day
For Chinese Level I we learned the following words, and then we acted out the story with TPRStorytelling Circling questions. Afterwards, students were asked to draw 8 pictures to present their comprehension about the story.
跳到桌子上 = jump onto the table
把…放到…上 = put…on …
把漢堡包放到桌子上。= put the hamburgers on the table.
拍拍 = pat
碰碰 = touch
十一月十四日 星期四 November 14, Thursday - A Day
I have a doctor appointment so I had a sub. Students copied down more than 14 words on the boards. They need to watch the video and find the English meaning to the words and time how many times they hear in the video. You may click the link to access the audio sound/pronunciation. https://drive.google.com/file/d/0BykK4J3trllPUmpaMTJtOWdEbzA/edit?usp=sharing
你走錯方向了。
我起床了。
孩子
救命
奶油花
好噁
別激動
同伴
松果
長毛象
冰河時期
以牙還牙
不見了
背叛
不見了
背叛
A Letter to Level II and III Students, especially for 2nd period students
I am sorry for the long email but I have to admit that I'm having intension with my 2nd period students. Some of my 2nd period students complain and lots of time they want is just to play games or watch movies. Seriously it is easy for the teacher to let the students just play games and/or watch movies, but no matter playing games or watching movies they have to meet the National and Utah State Curriculum Standards. Each activities should be designed to benefit students in learning the target language. If students play games to practice the vocabulary or sentence structures but they use the time chatting in English with friends, the activity fails the purpose and objectives of learning.
Why don't we play "Da Fengchui" anymore? We played Da Fengchui at Level I to learn colors. After 20 minutes each time we practiced the colors for 80 minutes but unfortunately students only recognize the 2-3 colors and still unfamiliar with the rest of the colors. If a game couldn't reach the goal or objectives, as a teacher I need to decide if the game should be play again and rethink if there's any other way for students to learn the colors better instead of playing games.
Some students' thinking aloud in Englsih in class frustrates me lots because the district and my goal is to reach 90% of time using the target language, not only instruction time but also students learning time. We only meet one another twice or three times a week. On Friday either lots of kids don't show up or ask for FUN FRIDAYS. This year so far I only could speak 40 minutes in class at most. Not because I don't want to but because I have at least 7 students out of the 30 in 2nd period who loves to think aloud, talking in English, and doing the classroom management takes tons of time.
Lots of students think Chinese Level I was fun and once they got to the Level II they found that it is not as much fun as Level I so they started to talk in English, chatted with friends, or think aloud. I tried to let the students understand to have fun they have to follow the classroom rules and they have to speak Chinese. TO HAVE FUN, STUDENTS NEED TO FOLLOW THE CLASSROOM RULES.
One student said there is no way for them not to talk in English. In other class they have a "break" time. If in other classes and other schools the students can do it and make it possible, why can we? Students said they are not 'the students in other schools"; I fully agree; every school culture is different, I can't and shouldn't compare them to other students in other schools. However, in some way, it seems to me as drawing a line or a box around you and not trying to challenge yourself . You are not other students but you can be better than you were, can't you and can you just try?
Learning Chinese is different from learning Spanish or French that you can recognize or guess their English meanings. It's totally zero background knowledge and total different language system. Chinese is fun and can be fun in learning as long as you have desire to learn and follow the rules. You cannot learn Chinese well just by speaking English; you cannot just judge Chinese as difficult while you only put 50%, 60%, 70%, or 80% effort in. Your Chinese speaking abilities show your effort and desire in the language.
My goal is that I want my students to be able to understand Chinese that we learn in class so they may be able to practice and utilize the language in their life in the future. Obviously some students have a different goal from mine.
Please stop talking English in class. Please be sensitive to those who love to learn Chinese and would like to listen Chinese much more than 40 minutes in class. Please follow the classroom rules. Control you tongue and your thought in class. We will have fun activities, I promise, but I cannot till you follow the rules.
Thank you so very much.
Duke Laoshi
Why don't we play "Da Fengchui" anymore? We played Da Fengchui at Level I to learn colors. After 20 minutes each time we practiced the colors for 80 minutes but unfortunately students only recognize the 2-3 colors and still unfamiliar with the rest of the colors. If a game couldn't reach the goal or objectives, as a teacher I need to decide if the game should be play again and rethink if there's any other way for students to learn the colors better instead of playing games.
Some students' thinking aloud in Englsih in class frustrates me lots because the district and my goal is to reach 90% of time using the target language, not only instruction time but also students learning time. We only meet one another twice or three times a week. On Friday either lots of kids don't show up or ask for FUN FRIDAYS. This year so far I only could speak 40 minutes in class at most. Not because I don't want to but because I have at least 7 students out of the 30 in 2nd period who loves to think aloud, talking in English, and doing the classroom management takes tons of time.
Lots of students think Chinese Level I was fun and once they got to the Level II they found that it is not as much fun as Level I so they started to talk in English, chatted with friends, or think aloud. I tried to let the students understand to have fun they have to follow the classroom rules and they have to speak Chinese. TO HAVE FUN, STUDENTS NEED TO FOLLOW THE CLASSROOM RULES.
One student said there is no way for them not to talk in English. In other class they have a "break" time. If in other classes and other schools the students can do it and make it possible, why can we? Students said they are not 'the students in other schools"; I fully agree; every school culture is different, I can't and shouldn't compare them to other students in other schools. However, in some way, it seems to me as drawing a line or a box around you and not trying to challenge yourself . You are not other students but you can be better than you were, can't you and can you just try?
Learning Chinese is different from learning Spanish or French that you can recognize or guess their English meanings. It's totally zero background knowledge and total different language system. Chinese is fun and can be fun in learning as long as you have desire to learn and follow the rules. You cannot learn Chinese well just by speaking English; you cannot just judge Chinese as difficult while you only put 50%, 60%, 70%, or 80% effort in. Your Chinese speaking abilities show your effort and desire in the language.
My goal is that I want my students to be able to understand Chinese that we learn in class so they may be able to practice and utilize the language in their life in the future. Obviously some students have a different goal from mine.
Please stop talking English in class. Please be sensitive to those who love to learn Chinese and would like to listen Chinese much more than 40 minutes in class. Please follow the classroom rules. Control you tongue and your thought in class. We will have fun activities, I promise, but I cannot till you follow the rules.
Thank you so very much.
Duke Laoshi
十一月十三日星期三 November 13, Wednesday - B Day
I have a doctor appointment so I had a sub. Students copied down more than 14 words on the boards. They need to watch the video and find the English meaning to the words and time how many times they hear in the video. You may click the link to access the audio sound/pronunciation. https://drive.google.com/file/d/0BykK4J3trllPUmpaMTJtOWdEbzA/edit?usp=sharing
你走錯方向了。
我起床了。
孩子
救命
奶油花
好噁
別激動
同伴
松果
長毛象
冰河時期
以牙還牙
不見了
背叛
不見了
背叛
Subscribe to:
Posts (Atom)