1. Big Books
in the Chinese Classroom
愚公移山
By Yana Yu
Special Thanks to Yue Jiang
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7. Simplified version for young kids
• 1. 很久很久以前,有一个老人叫愚公,他已经九十
多岁了。
• 2. 他家门口有两座大山,出门很不方便。
• 3. 所以他想把山搬走。他开始一点一点地搬这两座
山。
• 4. 他有一个邻居叫智叟。智叟对他说:“你真笨
啊,这么大的山,什么时候才能把它搬走呢?”
• 5. 愚公笑笑说:“我搬不走还有我的儿子接着搬;
我的儿子搬不走还有我的孙子接着搬。总有一天会
把山搬走的。”
• 6. 天上的神仙听到愚公的话以后很感动,就帮他把
这两座山搬走了。
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9. Thematic Units Using Backward Design
Grade Level ____6_____ Proficiency level __beginners__
Unit Theme: Mr. Foolish Moves the Mountain
Enduring Understanding: After learning this unit, students will be able to
understand that as long as we pursue something with determination and make
unremitting efforts, we will be able to overcome difficulties and succeed.
Learning Objectives Assessment Instructional Strategies
- Use pictures to Performance Assessment Language Items:
make predictions tasks: •Vocabulary: 接着;以前;
about the books and •(Interpersonal) Role play: one 以后;门口;方便;搬(走
stories. student plays Yu Gong and the ) Structure: "Ba” structure
- Retell the story. rest of the class interview Yu
- Understand the Gong. Major Learning activities:
cultural meaning •(Presentational) Students oThink-Pair-Share
related to the story. make their own pocket book oNumbered Heads Together
based on the story and oTPR
introduce it to others. oKing and soldier
•(Interpretive) Retell the story oInterview Yu Gong
Other Assessment Evidences:
Learning tasks; homework;
student self-assessment;
teacher observation; quizzes.
18. 方便 不方便 不方便 方便
方便 方便 不方便 方便
不方便 方便 方便 不方便
方便 不方便 不方便 不方便
Rule:
•Ss are divided into two groups and contest (PK).
•First, group A choose a box and make a sentence with that
word.
•If the sentence makes sense, teacher draws an “o”. If the
sentence doesn’t make sense, teacher draws an “x”.
•Then, it’s group B’s turn.
•The group with the most “O-X-O” wins.
23. 4) Put them in pairs.
( 1 ) Student One has a picture of a classroom with
classroom items in certain places (paper on desk, textbook on
bookshelf, chalk on blackboard, etc.)
( 2 ) Student two has a picture of a classroom and cut-outs
of the classroom items.
( 3 ) Student one instructs student two where to place the
items, using the "Ba" structure.
5) Game: King and soldier
(1) Each students writes down three orders. They must use
"Ba" structure at least once.
(2) Students draw lots to decide who is the king and who is
the soldier.
(3) The soldier should follow the king’s orders.
24. 愚公移山( 1 )
Objective: SWBAT use pictures to make predictions about the books and
stories.
Do Now:
[Teacher shows a mountain picture.]
Think-Pair-Share
Think: 想一想,如果你家门口有座山,挡住了去路,你会怎么办?
(If there was a mountain in front of your house, which blocked your way,
what would you do?)
Pair: 把你的答案告诉你的朋友。
(Turn to your friend and share your answer with him or her.)
Share: 几分钟后老师要请你说说你朋友的答案。
(Tell teacher your friend's answer.)
26. 愚公移山( 2 )
Objective: SWBAT to get the picture of the beginning, middle, and end of
the story.
Do Now: Find your seat and sit in groups.
Teaching:
5.Teacher reads and explains the story.
Activity: Numbered Heads Together
(1) Students number off within each group.
(2) Teacher asks questions:
a. 愚公觉得什么不方便?
b. 愚公想怎么办?
c. 愚公有没有把山搬走,他怎么把山搬走的?
(3) Students in each group “put their heads together” to decide on an
answer and write it down. All students are responsible for knowing the
answer.
(4) Teacher chooses a number at random. Students with that number raise
their hands and answer questions.
27. 愚公移山( 3 )
Objective: SWBAT know details of the story.
Do Now: Read Aloud the story
Activity: Interview Yu Gong
T: 现在我想请一个小朋友做愚公,其他小朋友可以问他问题。
(Ask one student to be Yu Gong, and the rest of Ss will interview him and
ask him whatever you want.)
比如说,“你是谁?” “你住在哪里?”
(For example, “Who are you?” “Where do you live?”
Ss can use: how, why, when, where, etc.)
Teaching:
T: 在这个故事中,有一个人也有问题要问愚公。
(In the story, a man also had a question to ask Yu Gong.)
他是谁?他问了什么问题?
(Who was he? And what did he ask?)
愚公怎么回答他?
(How did Yu Gong answer his question?)