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Class 3

Classes

Class 1: Action Vocabulary

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

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

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

Class 3 Overview: Communication Techniques in Chinese Public Health 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

The class vocabulary list provides both traditional and simplified Chinese characters used in this lesson plan.

Class 3—Vocabulary: Place

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 2—Sentence Structure Homework (PDF) (MSWord) & Teacher's Class 2: Sentence Structure Homework (PDF)
Class 3—Time and Place (PDF) (MSWord)
Cumulative Vocabulary (PDF) (MSWord)

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

[Preparation: Prepare four zone signs using four different color papers/index cards with “People,” “Time,” “Place,” or “Action” written on each. Also make several vocabulary cards on papers/index cards, matching the zone colors, with people, time, place, or action words. See class activity on step 10.]

Write on the board the five sentences to be unscrambled from Class 2—Sentence Structure Homework.
Call on five students and assign each to write her/his answer next to one of the five sentences. Have another five students to write their English translations for them.
Read each sentence both in Chinese and English and correct them as needed as a class. See Teacher’s Class 2—Sentence Structure Homework. Have students correct their own work and answer the questions they have.
Use the sentences students wrote on the board to introduce time phrase with both general and specific time references by adding the new word into the time phrase. For example: 我早飯前洗臉 (I wash my face before breakfast) -> 我每天早飯前洗臉。 (I wash my face every day before breakfast.)

Using (A) from Class 3—Time and Place, have students review sentence and time phrase structures—i.e., subject/person + time phrase + action” and “general time + specific time, respectively.
Distribute copies of Class 3—Vocabulary: Place and read aloud each word on the list.
Display examples under (B) on Class 3—Time and Place and introduce place indicator—i.e., zài 在 and zài 在... wài 外 miàn 面.
Introduce the sentence structure with both time and place phrases in Chinese with the examples provided under (C) on Class 3—Time and Place. Read them aloud and have students repeat and/or act out the meaning of the verbs.
Display Class 3—Time and Place and read aloud various examples as a class. Also point to the cumulative vocabulary chart for students to refer to for the next activity.
Place the four zone signs at four corners of the classroom and distribute the vocabulary cards (four different colors matching the four zones) among students who then move to their assigned zones.
Call on a student from each zone, and have the selected students walk to the center and form a complete and meaningful sentence. Read aloud the formed sentence and adjust or correct as needed.
Call on just one student to walk to the center then ask other students to make a meaningful and correct sentence. Repeat as the time allows.
Collect the vocabulary cards and ask students to close their eyes and visualize the four corners and the colors in sequence.
Shuffle the vocabulary cards and pass them to students again. Have students use the word on their card and write a complete sentence with subject, time, place, and action. This is their exit card and their assessment.
Class 3 Evaluation: The class participation, completed homework, and exit card provide assessment of the progress students are making in their language acquisition.

Evaluations & Extension Activities

Evaluations:

In addition to observing and assessing students during class discussions, teachers can evaluate student progress by reviewing completed worksheets collected during all three classes.

Extension Activities:

Have students work in small groups to create a poster featuring healthy daily activities for young people using their Chinese language knowledge. In addition, each group member writes a short paragraph with 5 sentences that describe the activities illustrated in their poster.