1. Lesson Plan
Facilitator(s): Donald Tang Programme: Chinese language teaching
Element/Topic Title: Mandarin Chinese Learning Class (09/10/2015)
Day/Time(s): 09/10/2015 No. of Students: 5
General Aims/Context:
 To teach students Mandarin Chinese listening, reading, writing and speaking abilities.
 Chinese Pinyin Section: Pinyin (Chinese Phonetic Alphabet Table) review, including 23 initials, 24 finals and 16 overall recognition syllables
reading practices.
 Chinese Characters and Words Section: 5 new characters in “Chinese” text book Lesson 5 learning (recognitions and writing and reading)
 Chinese Grammar Section: “One Minute Mandarin” lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to China)
 Chinese Conversion Section: “Chinese dairy conversion 150 sentences” (Unit: Asking the Directions）
 Chinese Culture Section: “Traditional Chinese Weddings “
Outcomes:
 The Chinese Pinyin Phonetic Alphabet Table is demonstrated
 5 new characters in “Chinese” text book Lesson 5 learning are explained
 How to express welcome and thanks in Chinese is explained
 Unit of “Asking the Directions” in “Chinese dairy conversion 150 sentences” is demonstrated
 The Chinese culture of “Traditional Chinese Weddings” are explained
 Relevant Chinese Pinyin pronunciation practices are delivered
 Relevant interactivities of Chinese characters’ recognitions and writing and reading are delivered
 Relevant interactivities of Chinese welcome manners are delivered
 Relevant interactivities of Chinese dairy conversion upon “Asking the Directions” are delivered
 Relevant interactivities of Chinese culture of the “Traditional Chinese Weddings” are delivered
Links to previous lesson: Mandarin Chinese Learning Class 02/10/2015
Links to next lesson: Mandarin Chinese Learning Class 16/10/2015

2. Time/Stage Lecturer Activity Learner Activity Assessment
of
Learning/L&
N Skills
Resources
INTRODUCTION
(HITPRONS)
Interest: Introduce the important factors of Chinese Pinyin
utilizations, the welcome expressions’ methods in Chinese,
the attractions of “Asking the Directions”and the
Traditional Chinese Weddings
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Topic: Mandarin Chinese Learning Class (09/10/2015) Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Process: Lector’s speeches with Power point slides
demonstrations
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Range:
 Chinese Pinyin Section: Pinyin (Chinese Phonetic
Alphabet Table) review, including 23 initials, 24
finals and 16 overall recognition syllables reading
practices.
 Chinese Characters and Words Section: 5 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
 Chinese Grammar Section: “One Minute Mandarin”
lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to
China)
 Chinese Conversion Section: “Chinese dairy
conversion 150 sentences” (Unit: Asking the
Directions）
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides

3.  Chinese Culture Section: Traditional Chinese
Weddings
Outcomes:
 The Pinyin Chinese Phonetic Alphabet Table is
demonstrated
 5 new characters in “Chinese” text book Lesson 5
learning are explained
 How to express welcome in Chinese is explained
 Unit of “Asking the Directions” in “Chinese dairy
conversion 150 sentences” are demonstrated
 The Chinese culture of the “Traditional Chinese
Weddings” are explained
 Relevant Chinese Pinyin pronunciation practices are
delivered
 Relevant interactivities of Chinese characters’
recognitions and writing and reading are delivered
 Relevant interactivities of expressing welcome in
Chinese are delivered
 Relevant interactivities of “Asking the Directions” in
Chinese are delivered
 Relevant interactivities of “Traditional Chinese
Weddings “are delivered
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Need (the usefulness of the lesson):
 Participators can demonstrate the understanding
and reading of Chinese Pinyin Phonetic Alphabet
Table.
 Participators can recognize, write and read 6 new
characters in “Chinese” text book Lesson 5.
 Participators can demonstrate how to express
welcome in Chinese.
 Participators can demonstrate the conversations of
“Asking the Directions” in Chinese.
 Participators can explain the culture elements of
Traditional Chinese Weddings.
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials

4. Subject & student knowledge: Nil Nil
DEVELOPMENT OF
LESSON (EASE)
Explain: (each topic of the lesson)
 Chinese Pinyin Section: Pinyin (Chinese Phonetic
Alphabet Table) review, including 23 initials, 24
finals and 16 overall recognition syllables reading
practices.
 Chinese Characters and Words Section: 5 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
 Chinese Grammar Section: “One Minute Mandarin”
lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to
China)
 Chinese Conversion Section: “Chinese dairy
conversion 150 sentences” (Unit: Asking the
Directions）
 Chinese Culture Section: Traditional Chinese
Weddings
 Students will
participate to practice
reading the Pinyin
table by individuals.
After that, they will
follow the relevant
video and songs to tell
the difference with
their pronunciations
from the original songs
to amend their
pronunciations.
 Students will
participate to practice
in recognizing, writing
and reading of Chinese
characters by
individuals.
 Students will
participate to practice
to express welcome in
Chinese and develop
them in similar
environments in groups.
 Students will
participate to practice
“Asking the
Directions”in Chinese
with groups.
 Students will
participate to practice
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students

5. in discussion of culture
issues and customs
whin the Traditional
Chinese Weddings
Actively: Involve students to do questioning /answering
relevant topics, reading the Pinyin table by individuals,
recognizing, writing, speaking and reading of Chinese
characters, speaking Chinese dairy conversions and
discussing on the topic about Traditional Chinese
Weddings.
 Questioning /answering
Reading by individuals
 Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
 Speaking and listening
Chinese welcome
sentences by groups
 Practicing expressing
welcome in Chinese in
groups
 Discussing in groups
upon the topic about
Traditional Chinese
Weddings
Questioni
ng/Presen
tation/An
alysis/
Discussio
n
Lector’s
speeches &
Word/Adobe
Reader/Headi
ng
project/Yout
ube/printed
materials
handing out
to students
materials
Summarise:
 To identify key factors and easily leading to
confusing issues in Pinyin Chinese Phonetic Alphabet
Table.
 To identify key factors and easily leading to
confusing issues in the 5 new characters in “Chinese”
text book Lesson 5
 To identify key factors and easily leading to
confusing issues in welcome expressions in Chinese.
 To identify key factors and easily leading to
confusing issues when “Asking the Directions” in
Chinese.
 Questioning /answering
Reading
Questioning Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials

6.  To identify the customs changes in Traditional
Chinese Weddings.
Evaluate:
 To identify key factors and easily leading to
confusing issues in Pinyin Chinese Phonetic Alphabet
Table and attract students to practice and the
teacher evaluate them and give advices
 To review and solid the 5 new characters in
“Chinese” text book Lesson 5 by picking them in
randomly to let students to recognize and read.
 To review and solid welcome expressions in Chinese
by groups
 To review and solid the knowledge the unit of
“Asking the Directions” by groups
 To attract students to discuss on the topic upon the
Traditional Chinese Weddings.
 Questioning /answering
Reading by individuals
 Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
 Speaking and listening
Chinese welcome
expressions by groups
 Practice how to
“Asking the Directions”
in Chinese in groups
 Discussing in groups
upon the topic about
the Traditional Chinese
Weddings
Questioni
ng/Presen
tation/An
alysis/
Discussio
n
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
CONSOLIDATION
/CONCLUSION
(CONS)
Clarify:
Review if the learners have understood the following issues
in the class:
 Chinese Pinyin Section: Pinyin (Chinese Phonetic
Alphabet Table) review, including 23 initials, 24
finals and 16 overall recognition syllables reading
practices.
 Chinese Characters and Words Section: 5 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
 Chinese Grammar Section: “One Minute Mandarin”
lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to
China)
 Chinese Conversion Section: “Chinese dairy
conversion 150 sentences” (Unit: Asking the
Directions）
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials

7.  Chinese Culture Section: Traditional Chinese
Weddings
Review outcomes:
 To identify key factors and easily leading to
confusing issues in Pinyin Chinese Phonetic Alphabet
Table and attract students to practice and the
teacher evaluate them and give advices
 To review and solid the 5 new characters in
“Chinese” text book Lesson 5 by picking them in
randomly to let students to recognize and read.
 To review and solid Chinese welcome expressions by
groups
 To review and solid Chinese how to “Asking the
Directions” in Chinese
 To attract students to discuss on the topic upon
Traditional Chinese Weddings
 Questioning /answering
by individuals
 Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
 Speaking and listening
Chinese welcome by
groups
 Speaking and listening
the unit of “Asking the
Directions” in Chinese
in groups
 Discussing in groups
upon the topic about
“Traditional Chinese
Weddings “
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
Special points:
 Home works
 Pinyin review (multiple ways to practice)
 The topics of next class are briefly introduced in
the end of the class.
 To attract the
students to try the
home works of
“Chinese“ lesson 5 part
2.
 To encourage students
to review the Chinese
Pinyin Tables according
to the relevant Chinese
Pinyin videos and songs.
Imitation
s/Analysi
s/Writing
/Reading
printed materials
handing out to
students
materials
Modelled Strategies:
 Class contents taught by Power point slides/Word/Pdf presentation (teaching by resources and technology)
 Printed materials will give to students to practice Chinese writing, reading, speaking (students centred and participation)
 Questioning/Discussion are arranged in the class and student attend in groups to review and solid the learning processing (interactive
learning’ team based learning)

8.  Presentations by individuals and in groups are arranged in the class (giving and receiving feedbacks to reveal the learning and teaching
outcomes)
 Home works are delivered to students to verify the learning outcomes.
Independent Learning Activities:
 Questioning /answering by individuals in the class
 Recognizing, writing, speaking and reading of Chinese characters by individuals in the class
 Speaking and listening Chinese welcome expressions by groups
 Speaking and listening how to “Asking the Directions” in Chinese with groups in the class
 Discussions in groups upon the topic about the “Traditional Chinese Weddings “are arranged in the class
 Independent home works are delivered after the class
(Continued to next page)

9. (Reflection on own teaching & evaluation of lesson)
Compared to last class, the following factors have been achieved and updated:
 To encourage students to review Chinese Pinyin Tables according to the relevant Chinese Pinyin videos and songs in the class and after class. This
multiple ways not only give students stands to follow, also it supply students more chance to practice Chinese Pinyin according to their time
schedules. Obviously, it improve the learning efficiencies and increase the learning productivities.
 The time frames of each session spending 20 minutes were in good management.
 The topics of next class are briefly introduced in the end of the class in order to the students can understand the logical sequences of the class
contents.
 Use Power point slides to introduce the topics of the class leaded to clear understanding of the class materials than the printed out papers stick
on the whiteboard.
 Specify the contents of Chinese Conversations session. Edited the class contents as a unit form of “Asking the Directions”, so as to it strengthen
key contents in the class so as to avoid confusion to students. The enlarged fonts in the materials also help the elder students can see the
materials easily.
The following issues need to be improved:
 The students gave feedbacks that the new learned characters are easy to forget. May need take a brief review in the beginning of next class.
 Usually, the materials of Chinese dairy conversations session be taught in the forms of marking Pinyin and tones on the top of the Chinese
characters, this form normally lead to the scare of learning conversations as the students mostly be scared of the Chinese characters writing.
Presently they mainly are focusing on speaking. So it is recommended that only Pinyin contents on the materials instead of both characters plus
Pinyin. This method will help students to focusing on spelling and speaking elements.
 The culture session would be introduced more interactive activities in, instead of merely reading relevant material and taking discussions. That
will attract interests of the learning Chinese culture in the future.
 Presently the Chinese grammar session be taught by using the printed out materials in the class, the teacher merely demonstrates the relevant
word document on the project screen. That issue leads to too much contents are displayed on the screen when students looking the projector
screen. Power point slides which dividing the contents intounits are recommended to be used in the class.