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.
Monday, November 18, 2013
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
Tuesday, November 12, 2013
十一月十二日星期二 November 12， Tuesday - A Day
For Chinese Level II & III, first students were asked to copy down 14 words and their pinyin. You may click the link to access the audio sound/pronunciation.
https://drive.google.com/file/d/0BykK4J3trllPa19GSThzTnBzaW8/edit?usp=sharing
冰河時期 = ice age
長毛象 = mammoth
你有沒有....? = Do you have...?
忘記 = forget
什麽？ = what?
東西 = stuff
沒有 = don't have
伙伴 = partner
美味 = tasty
再來一次 = again
好吃 = tasty
奶油花 = dansileylan
不見了 = disappear
背叛 = betray
Students watched a video named 冰河時期 in Chinese. Students watched it in Chinese with English subtitle. They needed to find each word's English meaning and also make a tally by the word each time they hear.
For Chinese Level I students, we first reviewed the old words with an activity and then we acted out the story with TPRStorytelling circling questions and then used small whiteboard activities to practice the words. Last we learned the song 十個美國人 with the rhyme of 10 Little Indians. You may click the link for audio sound/pronunciation.
https://drive.google.com/file/d/0BykK4J3trllPLUQyb2lSaEFfVTA/edit?usp=sharing
The story that we acted out ...
https://drive.google.com/file/d/0BykK4J3trllPa19GSThzTnBzaW8/edit?usp=sharing
冰河時期 = ice age
長毛象 = mammoth
你有沒有....? = Do you have...?
忘記 = forget
什麽？ = what?
東西 = stuff
沒有 = don't have
伙伴 = partner
美味 = tasty
再來一次 = again
好吃 = tasty
奶油花 = dansileylan
不見了 = disappear
背叛 = betray
Students watched a video named 冰河時期 in Chinese. Students watched it in Chinese with English subtitle. They needed to find each word's English meaning and also make a tally by the word each time they hear.
For Chinese Level I students, we first reviewed the old words with an activity and then we acted out the story with TPRStorytelling circling questions and then used small whiteboard activities to practice the words. Last we learned the song 十個美國人 with the rhyme of 10 Little Indians. You may click the link for audio sound/pronunciation.
https://drive.google.com/file/d/0BykK4J3trllPLUQyb2lSaEFfVTA/edit?usp=sharing
跳 = jump,
hop
拍拍 = pat
碰碰 = touch
Supplementary words,
可是 = but
毛 = fur, hair
review words...
中國 = China
人= people
貓 = cat
白 = white
黑 = black
頭 = head
大= big
小 = small
指一指 = point at
拿 = take
抓 = grab
走到….那裏 = walk to
The story that we acted out ...
Kyler是美國人。
他喜歡吃漢堡包。
他有三個漢堡包。
Kyler把三個漢堡包放到桌子上。
Kyler有一只貓。
貓的名字叫Michelle.
Michelle喜歡吃漢堡包。
Michelle跳到桌子上，
抓了一個漢堡包跑了。
Michelle吃了漢堡包。
Kyler很生氣。
Kyler抓剪刀剪Michelle的毛。
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