Education Resources

Home

Class 2

Classes

Class 1: Action Vocabulary

Read More

In Class 1, students learn and practice action vocabulary in Chinese. Close
Class 2: Time Phrases

Read More

In Class 2, students learn time phrases in Chinese, as well as review vocabulary. Close
Class 3: Time and Location

Read More

In Class 3, students learn a complete sentence structure that contains both time and location phrases. Close

Class 2 Overview: Vaccination Posters

China’s Hygiene Education for Children during 1950s is a middle school lesson plan that uses two Chinese public health posters from 1950s as primary sources. Students view the healthy daily activities depicted on the posters online and acquire new vocabulary and grammar in Chinese. In Class 1, students compare the daily activities among Chinese youth in the 1950s and their own. In Class 2, students learn time phrases and sentence structures in Chinese, as well as review vocabulary. In Class 3, students learn a complete sentence structure that contains both time and location phrases.

Vocabulary

All class vocabulary lists provide both traditional and simplified Chinese characters used in this lesson plan.

Materials

Handouts

[Note: Most handouts include both traditional and simplified Chinese characters. Teachers are to review and determine whether to use one or both characters based on the established practices of their respective school systems.]

Class 1: Vocabulary: Action (PDF) (MSWord)
Class 1: Vocabulary Homework (PDF) (MSWord); Teacher’s Class 1: Homework Assignment (PDF)
Class 2: Vocabulary: Time (PDF) (MSWord)
Class 2: Time Phrases (PDF) (MSWord)
Class 2—Sentence Structures Summary (PDF) (MSWord)
Class 2—Sentence Structure Homework (PDF) (MSWord) & Teacher's Class 2: Sentence Structure Homework (PDF)
Class 2—Teacher's Circling Question Samples (PDF)

Other materials and set-ups:

a class display set–up (e.g., overhead projector and screen, smart– or promethium–board, or large printouts) for the following posters:
- Poster 1: "I wash face, brush teeth, wash hands before meals, and rinse mouth after meals," ca. 1950
- Poster 2: "I often play outside in fresh air," ca. 1950 (Source: Chinese Public Health Posters)
a cumulative vocabulary chart for the class
large index cards in four different colors and markers

Procedures

Have students use their completed Class 1—Vocabulary Homework and review answers as a class. Collect the homework from students for evaluation.
Using Class 2—Time Phrases, review vocabulary and demonstrate Chinese sentence and time phrase structures through multi-sensory activities, such as read aloud, Total Physical Response (TPR), visual references to the text and/or poster illustrations, etc.
Handout copies of Class 2—Sentence Structures Summary and Class 2—Vocabulary: Time and review the sentence structures and the new words on the vocabulary list by reading them aloud as a class.
Conduct circling question activity—see sample questions on Teacher’s Circling Question Samples—by randomly selecting students to answer these questions one by one.

Have students call out numbers from 1 to 3, and ask each student to make a vocabulary card with a Chinese word corresponding to her or his assigned number as follows:
- (#1) a person’s name or a pronoun;
- (#2) an action verb on Class 1—Vocabulary: Action;
- (#3) a time indicator from Time Vocabulary, a time phrase from Class 2—Sentence Structure Summary, or anything learned before.
[Optional: To ensure legibility, the vocabulary cards may be prepared ahead on large index cards and distributed randomly.]
Ask students to leave their seats and find two other people to form a complete and meaningful sentence. They must line up in a grammatically correct sequence within the time you set (about 20 seconds).
Have each group read their sentence and tell the meaning in English to the class.
Write one sentence that has been studied during Class 2 on the board, and handout index cards for students to translate it in English.
Ask students to compare the sentence structures of the Chinese sentence and translated English sentence. Discuss as a class its similarities and differences.
Tell students that they are to practice using correct Chinese sentence structures and translating them to English in their homework. Handout copies of Class 2—Sentence Structure Homework.
Class 2 Evaluation: The class participation and completed homework provide assessment of the progress students are making in their language acquisition.