Our “Big Book” 《愚公移山》 To choose a story To revise the text Unit Plan Vocabulary Grammatical points Chinese characters Discourse (Yun’s Lesson Plan) Further discussions Yun’s Lesson Plan
To choose a story
1. This story is short and simple, which issuitable for young Chinese learners tounderstand;2. It is open and flexible to revisions to meetthe needs of different-level students;3. It introduces students to some basicvalues of Chinese culture, which can helpstudents in future studies.
To revise the text3 versions of this story. How to revise a samestory to meet the needs of different students
• Vocabulary• Grammatical points• Chinese characters• Discourse• Further discussions
1. 《新HSK考试大纲（1级-6级）》 The Outlines of New HSK (Level 1-6)2. 《汉语水平词汇与汉字等级大纲（修订本）》 The Outline of the Graded Vocabulary for HSK（2001）
Qin’s paper compares themulti-leveled cognitiveprocesses of hand-writing Hanziand typing Hanzi. The results show that sincetyping Hanzi skips the radicallevel, students who do notreceive systematic training inHanzi radicals—such training isusually integrated in practicinghandwriting Hanzi—willprobably have difficulties inrecognizing Hanzi when theyare typing. Therefore, they willprobably have problems intyping Hanzi successfully.
What happens in the beginning? What happens in the middle? What happens in the conclusion? See Lesson PlanThis story has a very clear developmentalthread, from beginning to end.
Lesson Plan by Yun QinStudent Population: Students are in Grade 6-8 of elementary schools, among the level of low-intermediate for Chinese learning. They are able to accomplish basic language functions by correctly processing incoming phonetic information and properly applying words and grammatical rules to express their own intentions. They have begun to learn Chinese characters. But their abilities of recognizing characters in order to read texts are still quite limited.Duration: 40 minutes
Previous Lessons: • In last lessons, the teacher has introduced some short and easy Chinese stories by reading/telling these stories to students. • Vocabulary/Chinese character/grammar classes based on this big book.Topic of the Lesson: Read a story and try to retell it.Aim: • How to retell a simple story. • How to know the developmental thread of a story.
Language Objective: Students will come to be able to tell/retell a story based on the information they acquire from reading a text.Language Functions: Students will be able to describe actions and retell/relate events.
Content Objective: Students will be able to know that a story usually has a beginning (background), a development, and a conclusion.Materials: • Big Book: Yugong Yi Shan, by Yun Qin and Yana Yu • Chinese Word/Character Corner on the wall of the classroom
Procedure:• The teacher does “Read Aloud” of Yugong Yi Shan. – The teacher tries to act the story out with actions, gestures, expressions, and/or with some tools to make sure students understanding what the old man is thinking and doing. – The teacher tries to inspire students make predictions about how the story develops. For example, the teacher can ask students: 愚公门口的山很大，你觉得他搬得完吗？
The teacher and students try to read the story together, during which the teacher provides enough support to help students (together) understand the story. For example, the teacher can scaffold questions like: What happens in the beginning? What happens in the middle? What happens in the conclusion?
• The students read the story again by themselves. This time, the teacher can just help when it is necessary.• The teacher explains about the beginning, the development, and the conclusion of a story.• The teacher helps students to tell the beginning, the development, and the conclusion of Yugong Yi Shan.• The teacher organizes a mini role-play. -Student A: narrator of background; -Student B: Yugong; -Student C: Zhisou; -Student D: Shenxian.
Closure: Volunteer students retell the story.Homework: • Retell this story or tell another story to your pair partner or a team member.Assessment: • The teacher assesses students’ performance during the whole class. When it is necessary, the teacher provides more help including modeling and scaffolding to assist students to retell the story. • The teacher also assesses students’ retelling abilities in following lessons by asking students to retell this story and future stories.Follow up Lesson: Continue to read easy stories to help students have stronger abilities to acquire information by reading Chinese texts and to retell stories.