1. Lesson Plan
Facilitator(s): Donald Tang Programme: Chinese language teaching
Element/Topic Title: Mandarin Chinese Learning Class (16/10/2015)
Day/Time(s): 16/10/2015 No. of Students: 5
General Aims/Context:
 Chinese Pinyin Section: Chinese Pinyin Spelling table learning
 Chinese Characters and Words Section:
11 characters learned in last 2 classes briefly reviewed (multiple practices)
20 new Chinese words in “Chinese” text book Lesson 5 learning (which based on the 11 new characters learned in last 2 classes)
(recognitions and writing and reading）
 Chinese Grammar Section: “One Minute Mandarin” lesson 3 “Long time no see! Háo jiŭ bú jiàn”
 Chinese Conversion Section “Chinese dairy conversion 150 sentences”: (Unit: Asking the Time)
 Chinese Culture Section: Chinese tea
Outcomes:
 Chinese Pinyin Spelling table is demonstrated
 11 new characters learned in last 2 class are explained
 20 new Chinese words in “Chinese” text book Lesson 5 learning (which based on the 11 new characters learned in last 2 classes) are
explained and demonstrated
 How to express meeting again after a long separation in Chinese is explained
 How to “Asking the Time”in Chinese is demonstrated
 The Chinese culture around Chinese tea are explained
 Relevant Chinese Pinyin spelling practices are delivered
 Relevant interactivities of Chinese words’ recognitions and writing and reading are delivered
 Relevant interactivities of how to express meeting again after a long separation in Chinese are delivered
 Relevant interactivities of Chinese dairy conversion upon “Asking the Time”in Chinese are delivered
 Relevant interactivities of Chinese culture of the Chinese Tea are delivered

2. Links to previous lesson: Mandarin Chinese Learning Class 09/10/2015
Links to next lesson: Mandarin Chinese Learning Class 23/10/2015
Time/Stage Lecturer Activity Learner Activity Assessment
of
Learning/L&
N Skills
Resources
INTRODUCTION
(HITPRONS)
Interest: Introduce the important factors of Chinese Pinyin
Spelling, the methods of expressing meeting again after a
long separation in Chinese, the attractions issues in “Asking
the Time” and the Chinese Tea
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Topic: Mandarin Chinese Learning Class (16/10/2015) 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: Chinese Pinyin Spelling table
learning
Chinese Characters and Words Section:
11 characters learned in last 2 classes briefly reviewed
(multiple practices)
20 new Chinese words in “Chinese” text book Lesson 5
learning (which based on the 11 new characters learned in
last 2 classes) (recognitions and writing and reading）
Chinese Grammar Section: “One Minute Mandarin” lesson 3
“Long time no see! Háo jiŭ bú jiàn”
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides

3. Chinese Conversion Section “Chinese dairy conversion 150
sentences”: (Unit: Asking the Time)
Chinese Culture Section: Chinese tea
Outcomes:
 Chinese Pinyin Spelling table is demonstrated
 11 new characters learned in last 2 class are
explained
 20 new Chinese words in “Chinese” text book Lesson
5 learning (which based on the 11 new characters
learned in last 2 classes) are explained and
demonstrated
 How to express meeting again after a long
separation in Chinese is explained
 How to “Asking the Time” is demonstrated
 The Chinese culture around Chinese culture are
explained
 Relevant Chinese Pinyin spelling practices are
delivered
 Relevant interactivities of Chinese words’
recognitions and writing and reading are delivered
 Relevant interactivities of how to express meeting
again after a long separation in Chinese are
delivered
 Relevant interactivities of Chinese dairy conversion
upon “Asking the Time” are delivered
 Relevant interactivities of Chinese culture of the
Chinese Tea 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 Spelling Table.
 Participators can recognize, write and read 11
characters and 20 words in “Chinese” text book
Lesson 5.
 Participators can demonstrate how to express
meeting again after a long separation in Chinese.
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials

4.  Participators can demonstrate the conversations of
“Asking the Time” in Chinese.
 Participators can explain the culture elements of
Chinese Tea.
Subject & student knowledge: Nil Nil
DEVELOPMENT OF
LESSON (EASE)
Explain: (each topic of the lesson)
 Chinese Pinyin Section: Chinese Pinyin Spelling table
learning
 Chinese Characters and Words Section:
11 characters learned in last 2 classes briefly
reviewed (multiple practices)
20 new Chinese words in “Chinese” text book Lesson
5 learning (which based on the 11 new characters
learned in last 2 classes) (recognitions and writing
and reading）
 Chinese Grammar Section: “One Minute Mandarin”
lesson 3 “Long time no see! Háo jiŭ bú jiàn”
 Chinese Conversion Section “Chinese dairy
conversion 150 sentences”: (Unit: Asking the Time)
 Chinese Culture Section: Chinese tea
 Students will
participate to practice
reading the Pinyin
Spelling 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 and words
by individuals.
 Students will
participate to practice
to how to express
meeting again after a
long separation in
Chinese and develop
them in similar
environments in groups.
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/You
tube/printed
materials
handing out to
students/Power
point slides

5.  Students will
participate to practice
“Asking the Time” in
Chinese with groups.
 Students will
participate to practice
to make Chinese Tea.
Discussion upon culture
issues and customs
within Chinese Tea are
arranged in the class
further.
Actively: Involve students to do questioning /answering
relevant topics, reading the Pinyin Spelling Table by
individuals, recognizing, writing, speaking and reading of
Chinese characters and words, speaking Chinese dairy
conversions and discussing on the topic about Chinese
Tea.
 Questioning /answering
by individuals
 Recognizing, writing,
speaking and reading
of Chinese characters
and words by
individuals
 Speaking and listening
conversations by
groups
 Practicing how to
express meeting again
after a long separation
in Chinese in groups
 Discussing in groups
upon the topic about
Chinese Tea
Questioni
ng/Presen
tation/An
alysis/
Discussio
n
Lector’s
speeches &
Word/Adobe
Reader/Headi
ng
project/You
tube/printed
materials
handing out
to students
materials/
Power point
Summarise:
 To identify key factors and easily leading to
confusing issues in Pinyin Spelling Table.
 To identify key factors and easily leading to
confusing issues regarding the new characters and
words in “Chinese” text book Lesson 5
 Questioning /answering
Reading
Questioning Lector’s
speeches &
Word/Adobe
Reader/Heading
project/You
tube/printed

6.  To identify key factors and easily leading to
confusing issues in how to express meeting again
after a long separation in Chinese.
 To identify key factors and easily leading to
confusing issues when “Asking the Time” in Chinese.
 To identify the customs changes along the history
regarding Chinese Tea.
materials
handing out to
students
materials/Power
point
Evaluate:
 To identify key factors and easily leading to
confusing issues in Pinyin Table. Attract students to
practice and the teacher will give recommendations
 To review and solid the 11 characters and 20 new
words in “Chinese” text book Lesson 5 by picking
them randomly to let students to recognize and
read.
 To review and solid how to express meeting again
after a long separation in Chinese by groups.
 To review and solid how to “Asking the Time” by
groups
 To attract students to discuss on the topic upon the
Chinese Tea.
 Questioning /answering
reading by individuals
 Recognizing, writing,
speaking and reading
of Chinese characters
and words by
individuals
 Speaking and listening
how to express
meeting again after a
long separation in
Chinese by groups
 Practice how to
“Asking the Time” in
Chinese in groups
 Discussing in groups
upon the topic about
Chinese Tea
Questioni
ng/Presen
tation/An
alysis/
Discussio
n
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials/Power
point
CONSOLIDATION
/CONCLUSION
(CONS)
Clarify:
Review if the learners have understood the following issues
in the class:
 Chinese Pinyin Section: Chinese Pinyin Spelling table
learning
Chinese Characters and Words Section:
11 characters learned in last 2 classes briefly
reviewed (multiple practices)
20 new Chinese words in “Chinese” text book Lesson
5 learning (which based on the 11 new characters
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students

7. learned in last 2 classes) (recognitions and writing
and reading）
 Chinese Grammar Section: “One Minute Mandarin”
lesson 3 “Long time no see! Háo jiŭ bú jiàn”
 Chinese Conversion Section “Chinese dairy
conversion 150 sentences”: (Unit: Asking the Time)
 Chinese Culture Section: Chinese tea
materials/Power
point
Review outcomes:
 To identify key factors and easily leading to
confusing issues in Pinyin Table. Attract students to
practice and they will receive recommendations
 To review and solid the 11 characters and 20 new
words in “Chinese” text book Lesson 5 by picking
them randomly to let students to recognize and
read.
 To review and solid how to express meeting again
after a long separation in Chinese by groups
 To review and solid how to “Asking the Time” by
groups
 To attract students to discuss on the topic upon the
Chinese Tea.
 Questioning /answering
reading by individuals
 Recognizing, writing,
speaking and reading
of Chinese characters
and words by
individuals
 Speaking and listening
how to express
meeting again after a
long separation in
Chinese by groups
 Practice how to
“Asking the Time” in
Chinese in groups
 Discussing in groups
upon the topic about
the Chinese Tea
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials /Power
point
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
3.
 To encourage students
to review the Chinese
Pinyin Spelling Table
according to the
Imitation
s/Analysi
s/Writing
/Reading
printed materials
handing out to
students
materials

8. relevant Chinese Pinyin
videos and songs.
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)
 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 Time” in Chinese with groups in the class
 Discussions in groups upon the topic about the Chinese Tea 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:
 In the Chinese Characters and Words Section, we review the new characters that we learned in last 2 classes, solid the previous learning
outcomes.
 In the Chinese Conversion Section, Pinyin syllables were printed out and handed out to the students, instead of both Pinyin and Chinese
characters. The students expressed that they are happy that they can concentrate on speaking and listening now.
 In the culture session, interactivities around how to cooking Chinese Tea are delivered in the class. Besides watched the video and
discussions, students can performance to do Chinese Tea presentation themselves. It is fun and effective learning achievements are
achieved.
 In the Chinese grammar session, the class contents were embedded into Power point slides, so the students can concentrate on the
teachers’ speech instead of struggling on reading the printed out material (those paper materials still handed out to the students for review
purposes after the class)
The following issues need to be improved:
 In the Chinese grammar session, the Power point materials handed out to the students were with too tiny fonts to be read clearly. It is
recommended that the Power point contents will be copy to word documents with enlargement fonts to be given to the students in next
class.
 Too much learning contents were arranged in the time duration. It is recommended that each unit will be limited contents and strengthening
key points in next class.