Big Books in the Chinese Classroom

愚公移山愚公移山 By Yana Yu Special Thanks to Yue Jiang

 

 

 

 

 

 

 

 

 

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。

Thematic Units Using Backward DesignGrade Level ____6_____ Proficiency level __beginners__Unit Theme: Mr. Foolish Moves the MountainEnduring 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 make predictions about the books and stories.

- Retell the story.- Understand the

cultural meaning related to the story.

Performance Assessment tasks:•(Interpersonal) Role play: one student plays Yu Gong and the rest of the class interview Yu Gong.•(Presentational) Students make their own pocket book based on the story and introduce it to others.•(Interpretive) Retell the storyOther Assessment Evidences:Learning tasks; homework; student self-assessment; teacher observation; quizzes.

Language Items:•Vocabulary: 接着；以前；以后；门口；方便；搬（走） Structure: "Ba” structure

Major Learning activities:oThink-Pair-ShareoNumbered Heads TogetheroTPRoKing and soldieroInterview Yu Gong

Teacher may pre-teach some words or structure, and repeatedly use all the new words and structure daily throughout the whole unit.

星期一 星期二 星期三 星期四 星期五

8： 15 – 8：55

中文 历史 音乐 中文 中文

9： 05 – 9：45

数学 政治 美术 中文 英文9： 55 – 10：

35英文 中文 英文 数学 音乐

10： 45 – 11：25

体育 英文 中文 体育 英文1： 15 – 1：

55音乐 数学 数学 英文 数学

2： 05 – 2：45

地理 数学 历史 政治 地理

Agenda

yǐ qián jiē zhe 星期一上午九点以前，我们上中文课，上完中文课接着 yǐ hòu 上数学课。下午两点以后，我们上地理课。

Sample

把你每天什么时候做什么事写下来。

You must use “ ”以前 , “以后” , and “接着” .

这是我们的家。我们站在家门口。

mēn kǒu 门 口

他们在家门口干什么？

放学的时候，学校门口有很多人。

门口

家 学校

Structure： ____在 ____ 门口 _____ 。愚公家的门口有什么？

Sb. Where Do Sth.

我 家 做功课老师 学校 看书小明 教室 唱歌

愚公家的门口有山， fāng biàn

所以很不 方 便。

太高了，真不方便！

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.

搬椅子

搬书

bān 搬 家

桌子放在教室门口真不方便，我们一起把它搬走。

愚公的家门口有一座山，也很不方便，所以他也想把它搬走。

TPRSs respond to teacher’s commands that require physical movement.

T: 把窗打开。把脚抬起来。把椅子搬走。请走到门口，把灯关上。请把书包打开，把作业拿出来，把作业交给老师。

Teacher gives examples by demonstrating how to use the “ba” structure to state an action.（ 1） Teacher puts a book on the desk.老师把书放在桌子上。（ 2） Teacher gives a student a book.老师把书给 Peter 。

Activity:1)Ask each student to "ba” one thing "fang zai” somewhere or "ba" one thing "gei" someone else. This is done in sequence, in other words, every student will be a chance to "ba" something and "do something" with it.  Ex. 把一支笔放在他的书包里。 / 把桌上的纸交给 Peter。

2) Ask them what they notice about the sentence, and write it on the board IN CHINESE. 

3) Give them some items to "ba" and "do something with", and practice aloud with them as a group.

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.

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.)

Teaching: 1. Teacher quickly shows all the pictures. Ask Ss (in Chinese) to make predictions about the story.T ：你觉得这会是一个什么故事？

T explains the title. 《愚公移山 Yú Gōng Yí Shān 》讲的是一个叫愚公的老人搬走一座山的故事。 (The story is about an old man named Yu Gong moving mountains.)

Ss are welcomed to ask any questions about the title of the book.看了这个标题后，你有什么想要问的问题吗？

For example:•这个叫愚公的老人为什么要搬走山呢？ (Why did Yu Gong have to move the mountains? )•他是怎么把山搬走的？ (How did he move the mountains? )•他最后有没有把山搬走？ (Did he finally move the mountains?)  

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: 1.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.

愚公移山（ 2）

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?)

Put these pictures in the right order.

给每张画写 1~2个句子。

Final Project:

Students create their own pocket books including pinyin and illustrations based on the story. They are encouraged to use their own words and expressions to write their version of Yu Gong’s story. Reflection: The reason why I picked Yu Gong’s story is that it is a well-known ancient Chinese fable which taught us that as long as we never give up and all family members work together, we can finally remove obstacles one day.

I want my students to be in Yu Gong’s shoes when they read the story. I’d like to close the distance between Yu Gong and the students so that they won’t think that Yu Gong is just a character appeared in a Chinese fable long long ago.

谢谢！余亚纳（ Yana Yu ）Email: yy745@nyu.edu