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
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）
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.
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.
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？
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.
