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 五味调和百味香 by Yun Qin

五味调和百味香 by Yun Qin






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     五味调和百味香 by Yun Qin 五味调和百味香 by Yun Qin Presentation Transcript

    • ——一本“大书”的多重运用
    •  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)
    • Vocabulary
    •  对照《新HSK考试大纲(1级-6级)》,全文中3 级以上的词有10个,其中: 4级6个:座,笑话,笨,继续,孙子,感动 5级2个:总(meaning eventually),智(慧) 6级2个:神仙,愚(蠢)
    • Grammaticalpoints
    •  “所以他想把山搬走。” ——see Yana’s lesson plan “我搬不完还有我的儿子继续搬;我的儿子 搬不完还有我的孙子继续搬。”
    •  http://www.youtube.com/watch?v=qED_HI Qymiw
    •  他有五十个箱子,搬不完。 我只有两个箱子,搬得完。 老师有三百本书,今天搬不完。 我家只有三十本书,今天搬得完。 愚公门口的山很大,你觉得他搬得完吗?
    •  从“听到”和“看到”说起 - 能听到我说话吗? - 听得到我说话吗? - 能! - 听得到! - 能看到她吗? - 看得到她吗? - 不能啊。 - 看不到。
    •  搬完:搬 + 完 - 我有很多书。今天能搬完吗? -今天搬得完吗? - 没问题,今天能搬完。 -搬得完! - 不好意思,很难。 -搬不完。 吃完 吃得完/吃不完 做完 做得完/做不完 看完 看得完/看不完 ……
    •  搬完:搬 + 完 - 我有很多书。今天搬得完吗? - 没问题,搬得完! - 不好意思,搬不完。 搬走 搬得走/搬不走 搬动 搬得动/搬不动 ……
    • 搬得动  搬不动 
    • Chinesecharacters
    • 故事中出现的 在“其他”当中: • “邻”和“居”都属于丁级字,但 汉字总数:82 是“邻居”属于乙级词; • “继”和“续”都属于丁级字,但 是“继续”属于甲级词; • “神仙”属于丁级词;乙级字 其他12 • “始”属于丁级字,但是“开始” 7 属于甲级词; • “孙子”、“愚蠢”和“智慧”都属 于丙级词; • “总”意为“最终”时为丙级字, 甲级字 但“总是”里的“总”为甲级字; 63 • “叟”在HSK大纲中未出现
    • 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.
    • Discourse
    •  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.
    • Furtherdiscussions
    •  你觉得愚公笨吗?聪明吗?为什么? 你觉得智叟笨吗?聪明吗?为什么? 神仙应该帮愚公吗? 如果神仙不帮愚公,你觉得愚公搬得完那 两座山吗? 如果愚公真的把两座山搬走了,你猜智叟 会说什么? 有人觉得愚公应该搬家而不是搬山,你觉 得呢? 一直努力就一定能做好事情吗?
    • Read Aloud &Retell a Story
    • 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?
    •  搬得完  搬不完(写下你的名字,如果你觉 (写下你的名字,如果你觉得愚公搬得完那两座山。) 得愚公搬不完那两座山。)
    • 如果你觉得愚公搬得完, 如果你觉得愚公搬不完,为什么? 为什么? Reason 1:  Reason 1: Reason 2:  Reason 2: ……  ……
    •  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.
    • Reflection
    • Thank You! 谢谢!