This document summarizes Yun Qin's lesson plan for teaching students to read and retell a simple Chinese story called "Yugong Yi Shan". The lesson plan has the following key points: 1. Students will read the story "Yugong Yi Shan" aloud with the teacher and discuss the beginning, middle, and end. 2. Students will then read the story independently and retell the sequence of events to the teacher. 3. The teacher will explain the structure of stories and have students roleplay parts of the story to practice retelling. 4. As an assessment, students will retell the story to partners to check their comprehension and ability to recount what happened.

1. ——一本“大书”的多重运用

2.  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

8. To choose a story

9. 1. This story is short and simple, which is
suitable for young Chinese learners to
understand;
2. It is open and flexible to revisions to meet
the needs of different-level students;
3. It introduces students to some basic
values of Chinese culture, which can help
students in future studies.

10. To revise the text
3 versions of this story. How to revise a same
story to meet the needs of different students

11. • Vocabulary
• Grammatical points
• Chinese characters
• Discourse
• Further discussions

12.  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）

13. Vocabulary

14.  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）

15. Grammatical
points

16.  “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。”

17.  http://www.youtube.com/watch?v=qED_HI
Qymiw

18.  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？

19.  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。

20.  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
……

21.  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
 ……

22. 搬得动  搬不动 

23. Chinese
characters

24. 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

25. Qin’s paper compares the
multi-leveled cognitive
processes of hand-writing Hanzi
and typing Hanzi.
The results show that since
typing Hanzi skips the radical
level, students who do not
receive systematic training in
Hanzi radicals—such training is
usually integrated in practicing
handwriting Hanzi—will
probably have difficulties in
recognizing Hanzi when they
are typing. Therefore, they will
probably have problems in
typing Hanzi successfully.

26. Discourse

27.  What happens in the beginning?
 What happens in the middle?
 What happens in the conclusion?
See Lesson Plan
This story has a very clear developmental
thread, from beginning to end.

28. Further
discussions

29.  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？

30. Read Aloud &
Retell a Story

31. Lesson Plan
by Yun Qin
Student 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

32. 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.

33. 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.

34. 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

35. 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？

36.  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。）

37. 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:
 ……  ……

38.  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?

39. • 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.

40. 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.

41. Reflection

42. Thank You!
谢谢！