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1. Students will be able to introduce themselves in this Chinese sentence pattern: “我是...”
2. Students will be able to understand some classroom instructions in Chinese, like: 听(listen);
   上课(class begins); 起立(stand up); 请坐(sit down).

1. How smart you are?
2. Self-introduction.
3. What is a Chinese class like?

T: (come to the classroom) 你好!你们好!
S: 你好!
T: 我是时老师。(point to the name tag)   I am                时老师

  (Use English to help students understand “I am” in Chinese, without speaking English.)
  I’m your Chinese teacher this year.
  Before I get to know your names, please tell me how smart you are. Can anyone tell me
  something you know in Chinese or something you know about China.

S: …
(According students’ answers to give positive respond.)
T: What else can you do in Chinese? Can you sing a song? Say a rhyme?...
S: …

(Encourage students to practice what they’ve learnt before.)
T: Your Chinese is so good. Do you want to be better?
   That’s OK. Do you want to learn some Chinese?
S: Yes.
T: Thank you. That’s why I am here!

   OK, ready to do some exercise?
S: Yes.
T: In China, students often do some exercise before they start a lesson. You are smart students. I’m
   going to speak Chinese, please try to understand it.

   (Using the body language help students understand the routine of Chinese class. And repeat
   until all of them understand the meaning of the directions.)
T: Who can try?
   (Encourage the students to give directions.)
T: Actually, when 时老师 here, 我说: 上课, 请你们说(body language to show 起立),请坐。
   (Practice until most of them could follow the routine.)
T: (Pretend as coming to start a lesson) 上课!
S: 起立。
T: 同学们好!
S: …
T: 时老师好!
S: 时老师好!

T: 请坐。
(Practice until they are getting familiar with.)
T: 我是时老师。
(Repeat several times. Teach them: 听)
T: Can you introduce yourself like this?
Students try to use 我是…… to introduce themselves.
Teacher greets with them after their introductions.

1. Use 我是……to introduce yourself to your parents.

This is my very first Chinese lesson. I was very nervous about it. Because I have no idea
about the students, their reactions, what if they don’t like me or they don’t have any
interested in learning Chinese. I have no answers in my mind before I started teaching.
The aim of designing my first Chinese lesson like this, is to get to know them and their
Chinese levels. So “How smart you are?” helped me to have a general idea about what
they’ve already known. The 4th graders remembered family members, the 3rd graders can
say the family members too, but confused about the meaning. They could also remember the
organ like: nose, ears, but the tones are the problem. They knew some knowledge about
China, like: China is bigger that the United States, which is very good. Kindergarten kids
had little knowledge about Chinese language and China. So far I have no good idea to deal
with them, sometimes I couldn’t understand them. But some kindergarten kids are so good,
they know Chinese dragon, they know China has a long history, Chinese people use
chopsticks and some of them tried Chinese food and liked it! Isn’t that amazing? Though
they could not sit still for 45mins, so I tried to ask them to sit in a circle and then back to
their seats, it’s getting better I think. I need to cater for their attention span and give them
different activities during the 45mins.The 2nd grade is quite good, they even could remember
more vocabulary. This is a good way to help them build up their confidence to learn Chinese.
I need to keep in mind that practice makes perfect!