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Lesson Plan 1

This lesson plan teaches Chinese characters and pronunciation to year 7-8 students. It begins with a revision of tones using student names and a discussion of characters from the previous homework. Five new characters are introduced with pinyin and meaning, and students practice writing them. Students then learn the Chinese phonetic alphabet and use it to identify characters. They work in groups to apply the alphabet to new words before concluding on the basic syllable patterns. An exit card evaluates their understanding of what was covered in this and prior lessons.

Uploaded by

Crystal Zhao
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
75 views

Lesson Plan 1

This lesson plan teaches Chinese characters and pronunciation to year 7-8 students. It begins with a revision of tones using student names and a discussion of characters from the previous homework. Five new characters are introduced with pinyin and meaning, and students practice writing them. Students then learn the Chinese phonetic alphabet and use it to identify characters. They work in groups to apply the alphabet to new words before concluding on the basic syllable patterns. An exit card evaluates their understanding of what was covered in this and prior lessons.

Uploaded by

Crystal Zhao
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN

Australian Curriculum Sequence and Year Level: Students’ Prior Knowledge:


Australian Curriculum Sequence：Second Language Learner 1. They understand the greetings: 你好，早上好，下午
Pathway Years 7-10 (Year 7 Entry) Sequence 好 and 晚上好
2. They understand how to introduce themselves using 我
Year Level: 7 - 8 叫.....,and several words 喜欢/不喜欢
3. They understand the four pitches, vowels and initials in
Pinyin

General Capabilities (that may potentially be covered in the lesson)


Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Social Intercultural
creative thinking competence understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
cultures
Content Descriptor(s):
Socialism：
- Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action
Systems of language:
- Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in
interactions, and use Pinyin to support learning the spoken language
- Identify how character structure, position and component sequences relate the form of a character to its particular
sound and meaning

Achievement Standards:
1. They recognise the function of tone-syllables and Pinyin
2. They use gesture and some formulaic expressions to support oral interaction.
3. They apply 不 and 没有 in familiar phrases.
Learning Intentions:
As a result of this lesson, students will be able to:
• Recognise the basic syllabus in pinyin
• Write some common seen characters :人，日，月, 不
As a result of this lesson, students will know:
• The phonetic alphabet
• The use of 不 in the sentences they know
As a result of this lesson, students will understand:
• The patterns to pronounce the words with pinyin

Teacher Preparation and Resourcing:


PowerPoint (a big PowerPoint with several lessons content)
A picture table showing characters from oracle bone script to regular script with english meaning. (those characters are all looks
like a thing)

Matts paper (田字格)


Showing the order to write the characters and they will be ask to write the character five more times

The Chinese phonetic alphabet


Showing all the compounds including vowels and initials

Stephanie Andrews, University of Adelaide, 2018


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Introduction:
Align these with the
3-5 mins Mark roll with Chinese greetings 你好，你好吗？ segment where they will be
introduced.

5 mins Lesson Steps (Key content, structure, strategies, key interactions): White board:
- Writing the Chinese
Have a quick revision to the four pitches using a, name calling or volunteer to see
characters for countries
if everyone is on the same pace
and ask them to
Go through the plans for this lesson with students while writing on the side of the recognise it
board - Plans for the lesson

10 mins Class discussion if they searched some characters from last lesson’s homework. PowerPoint Slides
Presenting some characters that looks like a thing. Eg, 山，水，日 1. A picture table showing
characters from oracle
Introduce the five characters with pinyin on top of each and demonstrate the bone script to regular
writing in the white board. Explain the meaning of each character. We can use script with english
sentences from previous lesson. eg, 我不好，我不喜欢。 meaning. (those
characters are all looks
like a thing)

10 mins Introduce the matt paper and the Chinese phonetic alphabet and ask them to stick A matts paper showing the
the alphabet at the front of their note book. order to write the
Practice the five characters in the given matt paper with pinyin on top characters and they will be
ask to write the character
five more times

10 mins Work in group of 3-4, using the phonetic alphabet to figure out the sound of some The Chinese phonetic
given words using the five characters with pinyin on top. alphabet
Walk around for correction or teacher’s discussion on the alphabet to encourage - Use the one with
them guess the characters shown in the alphabet. pictures for each
component. Eg, i with
picture of clothes
5mins Lesson Closure:
Conclude the basic syllabus pattern after the group activity

Evaluation: (Exit card/success criteria)


Students will be asked to write what they’ve learnt within the three lessons and
hand up to me before they leave

Stephanie Andrews, University of Adelaide, 2018

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