Sing, Play, and Speak Chinese - Cheng & Tsui · 2014-07-01 · Physical Response1 and multiple...

Includes Audio CD

Teacher Book

Sing, Play, and Speak ChineseHazel Young Hasegawa

唱歌游戏说话

表演

All-in-One Teacher Book-FINAL.indd 3 3/9/12 3:14 PM

ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

Program Overview

Language Principles . . . . . . . . . . . . . . . . . . . . . . . . .1

Classroom Management . . . . . . . . . . . . . . . . . . . . .2

Classroom Materials . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson Format . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Sample Lessons

Scope and Sequence Chart . . . . . . . . . . . . . . . . . 16

i+1 Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Student Book Content

Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Teacher Resources

Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Frontmatter-6.indd 3 3/9/12 3:57 PM

v

PrefaceChildren are open—open to new sounds, open to learning new things, and open to new worlds. As teachers of a second language, we have the opportunity to foster this openness and enrich children’s lives. We have the opportunity to enable the acquisition of new sounds meaningfully, to encourage the actual use of a new language, and to provide real-life experiences in a new cultural world.

How did children learn to speak their first language? It was without a textbook. People talked with them, showed them things, pointed to things, played with them, chanted rhymes, sang to them, read stories to them—all the things educators call “language experiencing.”

No one started children off in their native language with a textbook. The textbook appeared when they were already competent speakers and able to realize that the words they say could be written down and read.

The lessons in All-in-One Chinese Fun are based on the premise that play is children’s work. Our work, as educators, is to facilitate that play—with the active use of Total Physical Response1 and multiple intelligences2—through music, kinesthetic games, number reasoning, linguistics, and social engagement. We can use the language through these multiple intelligences to motivate students. We have an opportunity to apply the theory of using students’ interests to plan curricula,3 meaning that we should develop our lessons and then enhance them according to students’ interests. This way, each of us, grounded in common language learning principles, keeps the language alive in different ways dependent upon each student’s unique interests.

Two particular principles in Stephen Krashen and Tracy Turrell’s book The Natural Approach guided the writing of this curriculum.4 One is the principle of i+1, wherein small chunks of new material are added to those skills which can already be performed independently. The second is the principle of the affective filter: the idea that learning is facilitated when emotions are clear and not clouded by fear, doubt, or embarrassment.

Engage Students Through PlayThis curriculum is built around students learning the language through singing, chanting, playing, and speaking Chinese. It provides the model for an approach that engages the student in using the language, not simply learning about the language. How do students use the language? They ask everyday questions, extend courtesies, express

1 Asher, J. (2009). The total physical response (TPR): Review of the evidence. Definition of the Total Physical Response (TPR). http://www.tpr-world.com/review_evidence.pdf

2 Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. 3 Dewey, J. (1938). Experience and education. London & New York: Macmillan Company. 4 Krashen, S. and Tracy D. Terrell. (1983). The Natural Approach: Language Acquisition in the Classroom. Hayward, CA:

Alemany Press.


vi

Preface

All-in-One Chinese Fun

gratitude and apologies, describe things, declare preferences, and give and receive commands. They perform these language functions, however, within the context of play, not as part of prescribed lessons. This distinction is important as it affects the relevance and attitude with which the students regard the language learning process. The rigor in these lessons is derived from fun activities with a purpose and, thus, the lessons are motivating and engaging.

Children need to “play” with a second language first to enjoy and hear the different sounds in a meaningful context through gestures, pictures, and concrete objects. In a sample video available online at www.allinonechinesefun.com you can view a short demonstration of a class experiencing this approach in Chinese for the first time. Those unfamiliar with the pedagogy of this curriculum often observe the first lesson and assume that the students have had many lessons in Chinese; they find it difficult to believe that the lesson is the students’ first encounter with the language.

Make meaning through gestures Meaning is made obvious by actions and gestures. Consequently, the teacher avoids English translations and works directly in the Chinese language. The meaning of unfamiliar vocabulary is imparted through body language, pictures, or realia. For example, 你好 can be accompanied by a handshake and 再见 is said with a wave of the hand. The teacher moves from the known to the unknown when he or she asks, “Ellen 在哪里?” The entire class already knows Ellen, and the teacher’s gestures indicate that Ellen must raise her hand. Once Ellen is identified, the teacher answers with, “Ellen 在这里.” If this process is followed for subsequent students, realization will set in and the third, fourth, or fifth student will usually answer independently. At that point, the teacher gives positive reinforcement with high praise. The lesson is a success without a lengthy explanation!

Make meaning through songs The teacher begins singing a song in a familiar tune, for example “Frère Jacques.” The teacher does not explain the words in English. The Chinese words in the song are those that students just used in natural conversations (e.g., 在哪里，在这里，你好吗，很好，你好，谢谢你). Before long, the students join in and sing along! If one student still does not understand, another student will inevitably explain it to the classmate. The songs throughout this curriculum convey meaning concretely. In this way, abstract explanations in either Chinese or English are avoided. Music, therefore, is the foundation on which this curriculum is built.

Make meaning through Total Physical Response The teacher continues concretely by counting 一二三 with his or her fingers for all to see and imitate. He or she then ends with a Total Physical Response (TPR) song or activity which requires obvious actions such as clapping, stamping, and nodding. TPR is a technique developed by James Asher to teach through the use of concrete actions and material objects. TPR provides ways to simulate real-life experiences and to associate meaning within the new second language.

Make meaning through demonstrations Without having to explain in English, the teacher demonstrates the meaning of what he or she is saying by pointing, gesturing, or acting. For


viiPreface

example, 拍拍手 is sung or said simultaneously while the teacher claps his or her hands. Similar action words, like 踏脚 and 弯腰 can be used in the game 老师说, a version of “Simon Says.” It is important to reiterate that the children learn by doing; initially, they are not required to repeat after the teacher or independently produce the language.

Encourage Independent PerformanceStudents perform language functions by answering a question, naming numbers, and responding to commands. The curriculum employed in All-in-One Chinese Fun encourages students to respond to the familiar and to learn through concrete gestures and actions. At this point, students display a conceptual understanding; they are not prematurely expected or forced to produce language independently. Throughout ensuing lessons, however, they will begin this process as the teacher recycles the spoken words and provides repetition in different ways. As a result, students progress from receptive to productive skills, moving from intrapersonal communication to interpersonal communication through fun and play. Language acquisition occurs when the learning is experiential, not an academic exercise.

In the Program Overview, this approach to language learning is detailed in three sample lesson plans teachers can adapt for their classrooms. These sample lessons introduce greetings, numbers, and actions, and they incorporate the language introduced in the songs. The materials are designed for students of varying ages, levels, and abilities.

Each lesson is designed to be taught over two sessions, but the material can vary depending upon the length of each session and other objectives planned for that time. Though the lessons concentrate on the songs, written activities, and games, teachers may incorporate crafts, calligraphy, reading, and writing as appropriate, or even plan a classroom presentation of the “Cinderella” musical included in the Student Book. Additional resources, such as sample blackline masters to teach reading and writing, can be found online, at www.allinonechinesefun.com. These three sample lessons are exemplars of how Mandarin can be taught without a textbook. These lessons are not intended to be followed exactly; they are prescriptive mainly in the way the language principles and processes have been made visible. Teachers are encouraged to augment, modify, and enhance the lessons while remaining true to this approach.

Integrate Student SkillsAll-in-One Chinese Fun seeks to integrate students’ receptive and productive skills, which are fundamental to the Common Core State Standards. Students are actively engaged in singing, doing motions, playing games, and dramatizing familiar stories. They also use the language for practical purposes in each instance and perform tasks without conscious attention to “learning a language.” Ultimately, students acquire the language by living it.


All-in-One Chinese Funviii

Preface

Communicative teachers help students to do so in the following ways:

• Communicativeteachers“catch”theessenceofthiscurriculumandintegratetheory and practice into their own language teaching.

• Communicativeteachershelpstudents“catch”theexcitementofamutuallysharedexperience—the experience of acquiring a new language. It is exciting to witness the wonder with which children embrace this new venture.

• Communicativeteachers“catch”andconveyrespectforothercultures,arespectwhich naturally evolves from the familiarization of that culture’s language.

• Communicativeteachers“catch”theconfidencethatchildrendevelopinthelanguage as they speak and use it.

• Communicativeteachers“catch”andconveytheaddeddimensionanotherlanguagegives to the perception of ourselves, other people, and the world around us.

The word “catch” is used here in place of “teach” because languages are “caught,” not “taught.” “Catching” involves a significant amount of right-brain activity. The right-brain activities in this curriculum allow students both to live the language and to function in it.

Ultimately, teachers who use All-In-One Chinese Fun will be inspired to apply their own right brains to enrich and expand this language curriculum to meet their students’ needs. Following this approach enables teachers see themselves as part of a collaborative process to make the curriculum expand and grow dynamically.

The Chinese saying 青出于蓝 expresses the phenomenon that the student will exceed the accomplishments of the teacher. Those who “catch” the approach in this program will indeed apply their own experiences and expertise to reach above and beyond the accomplishments of this beginning curriculum. Go for it! 加油!

Hazel Hasegawa April 2012


All-in-One Chinese Fun16

Sample LessonsThe following pages are a general guide to teaching Lessons 1–3. As individual classes progress at different rates, a firm structure for an entire curriculum is not presented. Instead, teachers are given the tools and resources they need to construct their own lesson plans, using the Scope and Sequence, i+1 Chart, and lesson plans provided here as a guide. There is more than enough to do in each lesson because each lesson represents two half-hour sessions. The second session provides an opportunity to introduce activities that are new to that lesson, to play a game, as well as time to repeat and review past activities and songs.

Scope and Sequence ChartLESSON 1 Activity Vocabulary Language Skills

STEP 1

I can use what I know.

Conversation:

......在哪里？

......在这里。

Where? Here!

Stand, sit, raise your hand.

Responding to roll call

Responding to a question

Responding to classroom commands

STEP 2

I can use newly-learned material in different ways.

Song 1, 在哪里?

Game 1, 在哪里？

How are you?

Fine, thank you.

Locating an object or person

Asking/responding to greetings

Performing basic courtesies

STEP 3

I can always learn something new.

Song 2, 一二三

Song 3, 明天见

Game 2a, 捉人游戏

Numbers

Good-bye.

See you tomorrow, teacher.

Where did we put it?

Counting by rote


Responding to game questions

STEP 4

I can choose my favorite activity.

Songs 1, 2, 3

Game 1, 2a


Sample Lessons 1717

LESSON 2 Activity Vocabulary Language Skills

STEP 1


Roll call and exchanging greetings



STEP 2


Song 1, 在哪里?

Song 2, 一二三

Performing greetings

Asking and responding to questions

Counting objects

Recognizing Chinese characters for numbers

STEP 3


Song 4, 我们今天来拍拍手

Song 5, 伊比呀呀

Game 3, 老师说

Clap your hands.

Nod your head.

Bend your waist.

Stamp your feet.

Responding to commands

Performing TPR

STEP 4


Songs 1, 2, 3, 4, 5

Games 1, 2a, 3

LESSON 3 Activity Vocabulary Language Skills

STEP 1


Roll call and exchanging greetings

Review songs

Review numbers



Counting

STEP 2


Game 4, 老师是谁？ Touch, brush, wash, lower, open, raise,

Sleep, eat, shower

Waist, teeth, face, hair

Responding to commands

STEP 3


Writing the Chinese characters for 1–10

Game 5, 数字宾果

Reading and writing numbers in Chinese characters

STEP 4


Songs 1, 2, 3, 4, 5

Games 1, 2a, 3, 4, 5

Activities 1, 2, 3


Songs 41

Repeat and Extend

Begin by doing the actions yourself, and narrating your motions while the students catch on. Later on, you can introduce 摸 for touch. Reverse the process by touching different parts of your body and motioning students to

give you the command. Incorporate the word in various sentences to illustrate meaning. Use your own hands to touch different items and physically demonstrate meaning.

Game

Pair this song with Game 3, 老师说. As your students’ vocabulary expands, you can vary the commands to include touching their hands, feet, head, and waist so that they can start to internalize these commands.

SONGS-4.indd 41 5/30/12 3:18 PM

Activities 55

Repeat and ExtendThis activity can be played with grids on folder paper for any courtesy and response or question/answer. For example, one partner can show appreciation or apologize, and the other can respond with the appropriate response each time he or she marks the “Tic Tac Toe” grid.

Directions

sFor Activity 4, have students cut out markers from the game pieces page at the back of the student book, or give each student a set of buttons or other game pieces.

This activity is based on “Tic Tac Toe.” When students put their marker on a square, they should read and act out the command on the square. Although they might not yet be able to read the characters, they can decipher the image to say the correct motion. The student who gets 3 markers in a row first wins.

Activity Sheets-1.indd 55 3/9/12 3:59 PM

65

Narrator

Cinderella

Chorus

King’s Messenger

Stepsister 1

Stepmother

Fairy Godmother

Stepsister 2

Prince

Characters

Huīgūniáng

Cinderella

Drama

Drama-1.indd 65 3/9/12 4:00 PM

Student Book Content


Scene SummaryIn Scene 1, the Narrator introduces a lonely and sad Cinderella. The classroom chorus sings about Cinderella’s daily chores, and life for her looks bleak. The Scene 1 cast includes the Narrator, Cinderella, and the Chorus.

Drama NotesUse this space to keep track of your own ideas for the production, including thoughts on set design, costumes, props, and casting. As you perform the play each year, these notes can be helpful reminders of what has worked, and what you might consider doing in the future.

Teacher Tip

When you first select the cast, ask for volunteers for each part. Some of the shyer students might not be comfortable being selected to perform in front of the class at the beginning. After the first scene or two, they might be more open to participating. The Chorus provides a chance for many students to participate without being the center of attention.

Drama-1.indd 66 3/9/12 4:00 PM

Teacher Resources

老师说

Teacher Says

This game is based on the childhood favorite, “Simon Says.” It is an active game that has students fully engaged in Total Physical Response.

Word Bank

拍拍手、踏踏脚、点点头、弯弯腰clap your hands, stamp your feet, nod your head, bend your waist

摸手、摸脚、摸头、摸腰touch your hands, touch your feet, touch your heads, touch your waist

刷牙、洗脸、洗手、洗头发brush your teeth, wash your face, wash your hands, wash your hair

低头、睁开眼睛、抬头lower your head, open your eyes, raise your head

睡觉、吃饭、洗澡 sleep, eat, take a shower

Demonstrate that when a command is preceded by “老师说” the students must do the action. When the command is not preceded by “老师说,” the students must not do the action.

If students do the action when you haven’t said “老师说,” have them sit down. Praise students who remain standing with “很好,” “非常好,” etc. The last student standing wins. You may choose to make this student the “老师” for the next round.


Game 3

Game VariationsPlay 老师说 but reverse the instruction. After you say, “老师说,” instead of verbalizing the command, act it out and have students name the action you are doing.

Teacher Tip

As the students’ vocabularies grow with their learning of the songs, expand on the games they have already played. For example, after they have learned Song 8, 蜗牛, you can have them play 老师说 again, and include the names of body parts learned in the song, such as eyes and feet, as part of your commands.

Games-4.indd 84 3/9/12 4:01 PM

step by stepThis colorfully illustrated collection of graded readers is designed for young Chinese-language learners. All of the books in this standards-based series relate to topics integral to K–2 curricula, such as family, school, nutrition, and math. Vocabulary acquisition spirals through each topic, giving students opportunities to encounter words in multiple meaningful contexts.

You Might Also Like . . .

little dragon talesA collection of 12 classic Chinese children’s songs with a modern twist! Produced by the Emmy-winning Dave Liang of The Shanghai Restoration Project, this energetic audio CD features the young talent of Yip’s Children’s Choir Canada. English and Chinese lyrics with pinyin are included with the Audio CD.

Watch them perform at www.littledragontales.com.

songs include:Where Is Spring? (春天在哪里? Chūntiān zài nǎlǐ?)Congratulations (恭喜恭喜 Gōngxǐ gōngxǐ)Feng Yang Flower Drum (凤阳花鼓 Fèng Yáng huāgǔ)Little White Boat (小白船 Xiǎo bái chuán)

setting the stage for chineseThis innovative two-volume compilation of bilingual plays introduces students to Chinese language and culture as they read each story and perform their roles on stage. Topics include China’s favorite stories and fairytales, along with popular Western fables. Plays are in simplified Chinese characters, pinyin, and English.

Visit www.cheng-tsui.com to view samples, place orders, and browse other language-learning materials.

EndMatter-3.indd 102 3/9/12 4:02 PM

The Teacher Book includes:• ProgramOverviewandSampleLessonsthatexplainthemulti-modal

approachanddemonstratehowtocreateastudent-centeredcurriculum

• FacsimilepagesoftheStudentBookwithTeacherTipsandideasforRepeatandExtendactivities

• Additionalteacherresources,suchasclassroomgamesandsuggestionsforteachingrelatedconcepts

• All-in-One Chinese FunAudioCDwithrecordingsofthesongsandchantstaughtintheprogram

9 7 8 0 8 8 7 2 7 7 5 7 3

ISBN 978-0-88727-757-39 0 0 0 0

www.cheng-tsui.com

Cheng & Tsui Chinese Language Series

Teach Chinese through song and play! Use this flexible approach to design your own curriculum.

Languages / Chinese

In Simplified Characters

All-in-One Teacher Book-FINAL.indd 2 3/9/12 3:14 PM

Sing, Play, and Speak Chinese - Cheng & Tsui · 2014-07-01 · Physical Response1 and multiple...

Documents

Transcript of Sing, Play, and Speak Chinese - Cheng & Tsui · 2014-07-01 · Physical Response1 and multiple...