Grade Level: Grade One - GeorgiaStandards.Org - Official Site · 2016-11-30 · Unit 8 My Friends...

Copyright 2014, by the Board of Regents of the University System of Georgia, on behalf of the Confucius Institute at Kennesaw State University.

November 21, 2014 · of 18

Unit 8 My Friends Grade Level: Grade One Unit Description: In this five-day unit, students will be able to identify third-person pronouns in the singular he and she and use them correctly. They will be able to ask and respond to simple questions about the name and number of one’s friends, and use adjectives to describe a friend. By the end of Unit 8, students will be able to introduce their friends in Chinese to the teacher and peers. Essential Question: What vocabulary expressions and cultural information are needed to make introductions in Chinese? Performance outcomes: What will students know?

1. Vocabulary for introducing and describing friends; 2. Pronoun: he, she 3. Language structure: What’s your/his/her name? My/His/Her name is… Do you know…? I know. I do not know.

What will students be able to do? 1. Identify third-person pronouns in the singular he and she, and use them correctly; 2. Ask and respond to simple questions about the name and number of one’s friends; 3. Use adjectives to describe a friend; 4. Introduce friends to others in a clear and understandable way.

Unit schedule: This five-day module of Unit 8 assumes instruction is provided 5 day per week for 30 minutes per day. Teachers who teach on a non-traditional schedule could make the necessary adjustments for their scheduling configuration. Encourage students to teach someone at home the vocabulary and expressions that they are learning at school. Ask students to return Home Speaking Exercise signed by the parents.

Schedule Focus Day 1 My friends are coming! Day 2 Let’s look at the photos! Day 3 Hey, tell me your name! Day 4 Do you know Ben? Day 5 He is handsome. She is pretty.

Home connection* Home Speaking Exercise: My Friends * Please make sure to follow protocol according to your school when communicating with parents who speak other languages.



Vocabulary and Language Structures 他（tā，he/him）她（tā，she/her）名字（míngzi，name）叫（jiào，to be called）认识（rènshi，to meet/know）漂亮（piàoliang，pretty）帅（shuài，handsome） Review: 这是我的……。（zhè shì wǒ de.... This is my ….） Q: 你有几个好朋友？（Nǐ yǒu jǐ gè hǎo péngyou ? How many good friends do you have?） A: 我有……个好朋友。（Wǒ yǒu…gè hǎo péngyou. I have … friends.） New: Q: 你认识……吗？（Nǐ rènshi… ma? Do you know…?） A: 认识。/ 不认识。（Rènshi. I know. / Bú rènshi. I do not know.） Q: 你/他/她叫什么名字？（Nǐ/Tā/Tā jiào shénme míngzi? What’s your/his/her name?） A: 我/他/她叫……。（Wǒ/Tā/Tā jiào…. My/His/Her name is ….） Materials, Resources and Useful Links Flash Cards (with visuals and characters) Character Flash Cards Picture Cards A big picture book about friends A magic box Students’ photos printed out Big posters written with lyrics A CD player or other equipment that can play music Differentiated Instructional Support Instruction is differentiated according to learner needs to help all learners either meet the intent of the specified performance standard(s) or, if the standard is already met, to advance beyond the specified performance standard(s). Different learning needs and different learning styles can be accommodated in group activities. Allow students who are initially hesitant in responding to questions with complete sentences to use word or phrase utterances. Partner hesitant students with students that are a stronger role model. Prepare a non-technological option when designing an activity incorporating technology.



Georgia Performance Standards and Elements for Modern Languages The following list is intended to guide instruction and assist you with your planning of Unit 8, based on the current Georgia Performance Standards and Elements for Modern Languages, Grade One Level. It is important to remember that typical first grade students will exhibit varying levels of proficiency.

Interpersonal Mode of Communication (IP) MLE1.IP1

Students exchange simple spoken information in the target language, utilizing cultural references where appropriate. MLE1.IP1C: Make simple requests. MLE1.IP1D: Give simple description. MLE1.IP1F: Provide simple responses using memorized words and phrases on topics such as self, family, school, etc. MLE1.IP1H: Imitate proper pronunciation and intonation.

MLE1.IP2

Students exchange written spoken information in the target language, utilizing cultural references where appropriate. MLE1.IP2A: Copy character and words. MLE1.IP2C: Complete forms for basic information.

Interpretative Mode of Communication (INT) MLE1.INT1

Students demonstrate understanding of simple spoken language through a variety of media in the target language and based on topics such as self, family, school, etc. MLE1.INT1B: Demonstrate proficiency in listening comprehension.

MLE1.INT2

Students interpret written and visual cues to understand simple texts in the target language. MLE1.INT2A: Demonstrate comprehension through reading of age-appropriate materials and resources. MLE1.INT2B: Use pictures and other visual cues to infer meaning.

Presentational Mode of Communication (P) MLE1.P1

Students present brief, rehearsed material orally in the target language. MLE1.P1A: Present age-appropriate songs, poems, simple dialogues etc… MLE1.P1B: Share basic information about self and other.

MLE1.P2

Students demonstrate beginning writing skills in the target language. MLE1.P2A: Generate ideas using graphic organizers and pictures.

Cultural Perspectives, Practices, and Products (CU) MLE1.CU1

Students demonstrate an awareness of perspectives, practices, and products of the cultures where the target language is spoken. MLE1.CU1B: Participate in culturally-authentic simulations, such as greetings and celebrations.

Connections, comparisons, and communities (CCC) MLE1.CCC1

Students make links between the target language and other subjects. MLE1.CCC1B: Connect basic skills learned in other subjects with skills learned in the target language.

MLE1.CCC2

Students begin to understand the significance of culture through comparisons between the cultures studied and their own. MLE1.CCC2B: Demonstrate an awareness of their own culture.

MLE1.CCC3 Students begin to understand basic similarities and differences among language. MLE1.CCC3A: Recognize similarities and differences in sound systems. MLE1.CCC3B: Recognize similarities and differences in writing systems.



Performance Based Assessments

Assessments conducted in the course of instructing this unit provide you with evidence to judge how much students have attained of the learning objectives. Students can also evaluate themselves to see what they have already achieved. Formative Assessment and Scoring Guidelines Standards Assessment Scoring

Guidelines MLE1.CCC2B

Conduct the pre-assessment. Show students three pictures that describe the scenes: My friends Ben and Lilly come to visit my home. So I introduce my friends to my Mom, and introduce my Mom to my friends. Ask several groups of students to act them out. Check if they know how to introduce people/friends to others in their own culture.

See Step 1 on Day 1 See Attachment G1.U8.D1.A

MLE1.P1

Conduct the interpersonal assessment. Put all photos in a magic box. Let all students stand in a circle. Student A picks up a photo from the box and asks student B on his/her right “Tā jiào shénme míngzi ?” (What’s his name?). After answering “Tā jiào ….” (His/Her name is ....), Student B picks up a photo and ask Student C on the right. Repeat the process until everyone has had a turn. Scoring Rubric: 3 Exceeds Expectations (if a student can respond and ask a question correctly) 2 Meets Expectations (if a student can respond and ask a question correctly with little help from teacher) 1 Approaches Expectations (if a student can respond and ask a question correctly with help from teacher) 0 Unsatisfactory (if no attempt was made)

See Step 5 on Day 2 If a student only gives an English answer, encourage him/her to try to say it in Chinese.

MLE1.INT2B MLE1.IP1C MLE1.IP1F

Observe and conduct the interpretive assessment. Let all students stand in a circle. Give each student a photo with a name XX written below. Some are photos of their classmates, while others are photos of strangers. Let each student take turns asking the person on his/her right the following questions. Example: Student A: (turn right and ask) “Nǐ jiào shénme míngzi ?” (What’s your name?) Student B: “Wǒ jiào ….” (My name is ….) Student A: (hold up the photo) “Nǐ rènshi XX ma?” (Do you know XX?) Student B: “Rènshi.”( I know.) or “Bú rènshi.” (I do not know.) Scoring Rubric: 3 Exceeds Expectations (if a student can respond and ask a question correctly) 2 Meets Expectations (if a student can respond and ask a question correctly with little help from teacher) 1 Approaches Expectations (if a student can respond and ask a question correctly with help from teacher) 0 Unsatisfactory (if no attempt was made)

See Step 4 on Day 4

Summative Assessment and Scoring Guidelines Standards Assessment Scoring

Guidelines MLE1.P1 MLE1.IP1D

Conduct the summative assessment. Ask students to present their posters which require them to introduce their friends in Chinese. They should speak out all the sentences on the poster. Ask volunteers to present first so that those who are not ready have chances to learn from their peers during the presentation. Scoring Rubric: 3 Exceeds Expectations (if a student can pronounce correctly) 2 Meets Expectations (if a student can pronounce correctly with little help from teacher) 1 Approaches Expectations (if a student can pronounce correctly with help from teacher) 0 Unsatisfactory (if no attempt was made)

See Step 4 on Day 5 See Attachment G1. U8. D5.H



Unit 8 Lesson Plan Module Day 1: My friends are coming! On the first day, help students understand how to introduce people in both cultures. Review family members in Chinese and the Chinese word for friend. Introduce students two characters 她 (tā, she/her) and他 (tā, he/him). Teach students how to express “His/Her name is….” in Chinese他/她叫……。 (Tā/Tā jiào…. His/Her name is....) Standards Sequence of Activity Time Tips MLE1.CCC2B

1. Conduct the pre-assessment. Show students three pictures that describe the scenes: My friends Ben and Lilly come to visit my home. So I introduce my friends to my mom, and introduce my mom to my friends. Ask several groups of students to act them out. Check if they know how to introduce people/friends to others in their own culture. Then summarize the typical sentences used when introducing people in English “This is….” & “His/Her name is….”

5 minutes See Attachment G1.U8.D1.A

MLE1.IP1H MLE1.CU1B MLE1.CCC1B

2. Write the following sample statements on the board. Act out Scene Ⅰ using Mandarin with 2 volunteer students who act as silent role Mom & Ben. Point to the sentences and ask students to repeat. Then invite another 2 volunteers to act as silent role Mom & Lilly. Act out Scene Ⅱ. Point to the sentences and ask students to repeat. Then ask students to act as both the silent roles and the introducer. Try as many students as possible. Scene I Example: -妈妈，这是我的朋友。他叫 Ben。（Māma, zhè shì wǒ de péngyou. Tā jiào Ben. Mom, this is my friend. His name is Ben.） -Ben，这是我的妈妈。(Ben, zhè shì wǒ de māma. Ben, this is my mom.) Scene II Example: -妈妈，这是我的朋友。她叫 Lilly。（Mā ma, zhè shì wǒ de péngyou. Tā jiào Lilly. Mom, this is my friend. Her name is Lilly.） -Lilly, 这是我的妈妈。(Lilly, zhè shì wǒ de māma. Lilly, this is my mom.)”

7 minutes Encourage the silent role Mom, Ben, & Lilly to say “你好” (nǐ hǎo. Hello) after being introduced to each other. See Attachment G1.U8.D1.A

MLE1.INT2B MLE1.P2A

3. Hold up one flash card with a visual and characters of “māma”. Help students speak out “Zhè shì wǒ de māma. Tā jiào Mary.” Repeat the process with “爸爸” (bàba, Dad), “哥哥” (gēge, elder brother), “弟弟” (dìdi, younger brother), “姐姐” (jiějie, elder sister), “妹妹” (mèimei, younger sister), “朋友” (péngyou, friend). Let students practice together. Then ask students to draw a portrait of his/her family, and take turns introducing their family members in front of the class.

10 minutes

MLE1.CCC3A MLE1.CCC3B

4. Write the following two sample sentences on the board. Ask students to discuss and find similarities & differences between them. Put up a picture of a girl next to the character “她”(tā, she/her) and a picture of a boy next to the character “他”(tā, he/him). Ask them to pronounce “tā”. Compare with “he/him & she/her” in English. Example: 他叫 Ben。 (Tā jiào Ben. His name is Ben.) 她叫 Lilly。 ( Tā jiào Lilly. Her name is Lilly.)

4 minutes Help students gain an awareness of pronunciation & character in Chinese in general.

MLE1.INT2A 5. Close the class by reading the children’s picture book My Friends. 4 minutes



Day 2: Let’s look at the photos! On the second day, help students distinguish characters for她” (tā, she/her) and “他” (tā, he/him). Review how to ask and answer Tā jiào shénme míngzi? Tā jiào …. (What’s his name? His/Her name is ….) when talking about a person.

Standards Sequence of Activity Time Tips MLE1.CCC3A MLE1.CCC3B

1. Hold the character flash cards “她” (tā, she/her) and “他” (tā, he/him) in your hands. Give each student two picture cards with visuals of a boy and a girl. Walk to one student and show him/her one of your character flash cards. Ask him/her to hold up the right picture card and pronounce it. Repeat this process with as many students as possible. Example: Teacher walks to Student A and holds up the character flash card “他” (tā, he/him); Student A holds up the boy picture card while speaking out “tā”.

3 minutes

See Attachment G1.U8.D2.B

MLE1.IP2A MLE1.IP2C MLE1.IP2B

2. Let students fill out a review sheet. After they are done, ask them to read their answers to the class. Show them the right choice of “她” (tā, she/her) & “他” (tā, he/him). Collect their sheets and put in students portfolio.

3 minutes

See Attachment G1.U8.D2.C

MLE1.IP1H MLE1.IP1C MLE1.IP1F

3. Print out photos of all students of your class with characters “她” (tā, she/her) or “他” (tā, he/him) written below. Put them up on the wall to make a photo wall. Point to one boy photo and ask “他叫什么名字？”(Tā jiào shénme míngzi? What’s his name?) Help students say the answer “他叫……。”(Tā jiào …. His name is ….) Point to one girl photo and ask “她叫什么名字？(Tā jiào shénme míngzi? What’s her name?) Help students say “她叫……。(Tā jiào …. Her name is ….) Ask students to repeat the question and the answer. Repeat the process until most know how to say both the question and the answer.

5 minutes

MLE1.IP1C MLE1.IP1F

4. Still use the photo wall. Point to one photo and ask student A “Tā jiào shénme míngzi?” (What’s his/her name?). After Student A answers “Tā jiào ...” ( His/Her name is …), let A pick up student B, point to one photo and asks B the question. After B answers, let B pick up student C, point to one photo and ask C the question. Repeat the process with as many students as possible.

5 minutes

Help and correct if needed.

MLE1.P1

5. Conduct the interpersonal assessment. Put all photos in a magic box. Let all students stand in a circle. Student A picks up a photo from the box and asks Student B on his/her right “Tā jiào shénme míngzi ?” (What’s his/her name?). After B answers “Tā jiào ...” ( His/Her name is ....), B picks up a photo and ask student C on the right. Repeat the process until everyone has had a turn. If a student only gives an English answer, encourage him/her to try to say it in Chinese.

10 minutes

See Scoring Rubric on Page 4 Performance Based Assessments

MLE1.P1A

6. Play and learn the first part of the song 找朋友 (Zhǎo péngyou. Finding Friends). Write lyrics on the poster & put it up on the wall beforehand. Send a note home to parents to bring in photos of their kid’s friend(s) on the next day. Printed paper pictures are fine.

4 minutes

See Attachment G1.U8.D2.D



Day 3: Hey, tell me your name! On the third day, review the pattern of question and response: 你有几个好朋友？我有……个好朋友。” (Nǐ yǒu jǐ gè hǎo péngyou? Wǒ yǒu… gè hǎo péngyou. How many good friends do you have? I have… friends.) to help students enrich the dialogue. Introduce a new pattern of question and response: 你叫什么名字？我叫……。(Nǐ jiào shénme míngzi? Wǒ jiào .... What’s your name? My name is ….) Standards Sequence of Activity Time Tips

MLE1.P1A

1. Review the first part of the song “Finding Friends”. Sing together, compete in teams, and pick up volunteers.

4 minutes

MLE1.IP1F MLE1.IP1C

2. Use gestures to help students review “你” (nǐ, you) & “我” (wǒ, I/me). Let students hold photos of their friends. Ask Student A how many friends he/she has, and what one of his/her friends’ name is by pointing to the photo. Help A understand the question and speak out the answer. After A is done, ask all students to repeat after you the question and the answer. Repeat this process with every student. Example: Teacher: “你有几个好朋友？” (Nǐ yǒu jǐ gè hǎo péngyou? How many good friends do you have?) Student A: “我有……个好朋友。” (Wǒ yǒu….gè hǎo péngyou. I have… friends.) Teacher: (Point to one photo of A’s friends) “Tā jiào shénme míngzi? (What’s his name?) Student A: “Tā jiào ....” ( His/Her name is ...)”

10 minutes

Help if they have difficulties in saying complete sentences.

MLE1.IP1H MLE1.IP1C MLE1.IP1F

3. Write the following sample dialogue on the board. Point to the question and ask one student. Let all students guess the meaning and help them produce the answer. Let all students repeat after you the question and answer until most can say by themselves. Ask some more students. Then invite some volunteer students to be the questioner and pick up the person he/she wants to question. Sample Dialogue: Q: “你叫什么名字？”(Nǐ jiào shénme míngzi? What’s your name?) A: “我叫…。” (Wǒ jiào .... My name is ….)

5 minutes

MLE1.P1A MLE1.P1B

4. Divide students into groups of three. Give each group three cards, one blank, one with a question, one with an answer. Face down the cards. Each player in the group picks up one card. Whoever gets the question card reads the question first. Whoever gets the answer card reads and fills out the answer card. Whoever gets the blank card listens. Let them try as many rounds as possible. (4 minutes) Ask students to perform in front. Three students in one group take turns asking and answering each other. (4 minutes) Example: Student A: (Ask Student B)

Nǐ jiào shénme míngzi? (What’s your name?) Student B: Wǒ jiào ... (My name is ….) (Then ask Student C)

Nǐ jiào shénme míngzi? (What’s your name?) Student C: Wǒ jiào ... (My name is ….) (Then ask Student A)

Nǐ jiào shénme míngzi? (What’s your name?) Student A: Wǒ jiào ... (My name is ….)

8 minutes

See Attachment G1.U8.D3.E

MLE1.P1A MLE1.INT2A

5. Close the class by reviewing the first part of the song “Finding Friends”, and reading the children’s picture book My Friends.

3 minutes



Day 4: Do you know Ben? On the fourth day, review the patterns of questions and responses students have learned asking about names and numbers of friends. Introduce students two new phrases认识 (rènshi, to know) and 不认识 (bú rènshi, do not know.) Teach them how to ask “Do you know…?” in Chinese你认识…… 吗？”(Nǐ rènshi… ma? Do you know…?) Simply introduce two adjectives 帅 (shuài, handsome) and 漂亮 (piàoliang, pretty) when teaching students a song. Standards Sequence of Activity Time Tips

MLE1.P1A

1. The teacher writes the following sample dialogue on the board before students come. Greet a student and have the following dialogue with him/her. Try as many students as possible.

Sample Dialogue: Teacher: “你叫什么名字？”(Nǐ jiào shénme míngzi? What’s your name?) Student A: “我叫……。”(Wǒ jiào.…. My name is….) Teacher: “你有几个好朋友？”(Nǐ yǒu jǐ gè hǎo péngyou? How many good friends do you have?) Student A: “我有……个好朋友。”(Wǒ yǒu…gè hǎo péngyou. I have… friends.)

2 minutes

MLE1.IP1C MLE1.INT1B MLE1.IP2C

2. Give each student a survey sheet. Ask them to circulate and survey five people by asking each interviewee two questions “Nǐ jiào shénme míngzi?” (What’s your name?) & “Nǐ yǒu jǐ gè hǎo péngyou?” (How many good friends do you have?) The interviewee should answer in complete sentences “Wǒ jiào ….” (My name is ….) & “Wǒ yǒu…gè hǎo péngyou.” (I have … friends.) Ask students to write down all interviewees’ information on the sheet. Collect the survey sheets and put in students portfolio.

5 minutes

See Attachment G1.U8. D4.F

MLE1.INT2B MLE1.IP1H

3. Write the following sample dialogue on the board. Hold up one student’s photo and ask student A “Nǐ rènshi … ma?” (Do you know…?) Tell students the meaning of this question. If Student A says “yes”, teach students to say “Rènshi.” (I know.) Hold up a stranger’s photo and ask the question again. If student A says “no”, teach students to say “Bú rènshi.” (I do not know.) Ask students to repeat the question, positive answer and negative answer. Use more photos to practice. Let volunteer students try to be a questioner. Sample Dialogue: Q: 你认识… 吗？” (Nǐ rènshi… ma? Do you know…?) A: “认识。” (Rènshi. I know.) or “不认识。” (Bú rènshi. I do not know.) Pair students and give each pair 10 photos, 5 classmates, 5 strangers, with their English names written below the pictures. Two students take turns questioning each other.

10 minutes

MLE1.INT2B MLE1.IP1C MLE1.IP1F

4. Observe and conduct the interpretive assessment. Let all students stand in a circle. Give each student a photo with a name XX written below. Some are photos of their friends, while others are photos of strangers. Let each student take turns asking the person on his/her right the following questions. Example: Student A: (turn right and ask Student B) Nǐ jiào shénme míngzi ? (What’s your name?). Student B: Wǒ jiào …. (My name is ….) Student A: (hold up the photo in his/her hand) Nǐ rènshi XX ma? (Do you know XX?) Student B: Rènshi. ( I know.) or Bú rènshi. (I do not know.)

8 minutes

See Scoring Rubric on Page 4 Performance Based Assessments

MLE1.P1A MLE1.IP1H

5. Learn the second part of the song “Finding Friends”. Write down the lyrics on the poster and put it up on the wall beforehand. Simply introduce two new words “帅” (shuài, handsome) & “漂亮” (piàoliang, pretty) by telling students their pronunciation & English meaning.

5 minutes

See Attachment G1.U8.D4.G Learning the song is the focus.



Day 5: He is handsome. She is pretty. On the fifth day, teach students how to describe a friend by using adjectives. Review all the patterns of question and response students learned in this unit when talking about friends. Encourage students to use them in daily life.

Standards Sequence of Activity Time Tips MLE1.IP1F MLE1.INT2B

1. Hold up all photo cards (students’ and strangers’) in your hands. Use all the photos one by one to repeat questioning the whole class if they know the person on the photo. Do it faster and faster to make it fun, and encourage students to answer it fast and clearly. Then invite volunteer students to be the questioner instead of you. Let them practice both the answer and the question. Example: Questioner: “你认识…… 吗？” (Nǐ rènshi… ma? Do you know…?) The Whole Class: “认识。”(Rènshi. I know.) or “不认识。”(Bú rènshi. I do not know.)

2 minutes

MLE1.INT2B MLE1.IP1D

2. Write the following sample sentences on the board. Review their English meaning by reminding students of the second part of the song “Finding Friends”. Use a boy picture card to teach students that “帅” (shuài, handsome) describes boys/males and stick it beside the character. Use a girl picture to teach students that “漂亮” (piàoliang, pretty) describes girls/females and stick it beside the character. Example: 他很帅。(Tā hěn shuài. He is handsome.) 她很漂亮。(Tā hěn piàoliang. She is pretty.) Walk to and gently pat one student on the shoulder. Ask students to say “Tā hěn shuài.” (He is handsome.) if a boy is patted. Ask students to say “Tā hěn piàoliang.” (She is pretty.) if a girl is patted. Do this faster and encourage students to focus, speak out the sentence faster and faster, and have fun.

3 minutes

MLE1.INT2B MLE1.P1A

3. Pair work. Give each pair six photos of their classmates. Two students in the pair take turns questioning each other like the following sample. (4 minutes) Example: Student A: “你认识… 吗？”(Nǐ rènshi… ma? Do you know…?) Student B: “认识。他很帅。/她很漂亮。”(Rènshi. I know. Tā hěn shuài. He is handsome. / Tā hěn piàoliang. She is pretty.) Let each pair demonstrate in front. Each in the pair takes turns questioning the other only once. (5 minutes)

9 minutes Circulate to help students that have difficulties speaking out the sentences.

MLE1.P1 MLE1.IP1D

4. Conduct the summative assessment. Give each student a poster. Ask students to glue photos of their friends on the poster. Read the poster together with students, and ask them to fill out the poster. (2 minutes) Ask students to present their posters which require them to introduce their friends in Chinese. They should speak out all the sentences on the poster. Ask volunteers to present first so that those who are not ready have chances to learn from their peers during the presentation. (10 minutes) See Scoring Rubric on Pagev4 Performance Based Assessments.

12 minutes

Prepare a poster for each student beforehand. Prepare photos of their friends beforehand. See Attachment G1.U8.D5.H

MLE1.P1A

5. Review the first and second parts of the song “Finding Friends”. Distribute copies of the Home Speaking Exercise sheet for students to bring home with their poster. Ask students to use the posters to give a presentation and introduce friends to their family members in Chinese.

4 minutes See Attachment G1.U8. D5.I



Attachment G1.U8.D1.A: Pre-Assessment Role Play: Welcome to My Home

My friends Ben and Lilly come to visit my home. So I introduce my friends to my mom, and introduce my mom to my friends

妈妈和我

Scene I：这是我的朋友，Ben。

Scene II：这是我的朋友， Lily。



Attachment G1.U8.D2.B Picture Cards Copies for Each Student

Please make copies for every student, and cut out the boy and the girl to make two picture cards for every student.



Attachment G1.U8.D2.C Review她 (tā, she/her) and他 (tā, he/him)

Please ask students to choose the correct Chinese character of third-person pronoun in singular for the boy and the girl in the picture, copy the correct character in the first blank of each sentence, and write down the name of his/her friend in the second blank of each sentence.

这是我的朋友。

zhè shì wǒ de péngyou.

她他 tā tā ______________ 叫______________。 jiào

她他 tā tā ______________ 叫______________。 jiào



Attachment G1.U8.D2.D

Song Part One: 找朋友 (Zhǎo péngyou. Finding Friends)

找找找朋友， Zhǎo zhǎo zhǎo péngyou,

你有几个好朋友？

Nǐ yǒu jǐ gè hǎo péngyou?

数一数，数一数 Shǔ yì shǔ， shǔ yì shǔ

你有几个好朋友？

Nǐ yǒu jǐ gè hǎo péngyou?

(English) Finding, finding, finding friends

How many good friends do you have?

Counting, counting,

How many good friends do you have?



Attachment G1.U8.D3.E Card Game Copies for Each Group

Please make copies for each group, and cut out the boxes to make three game cards for each group.

你叫什么名字？ Nǐ jiào shénme míngzi?

我叫…。 Wǒ jiào ...



Attachment G1.U8.D4.F A Survey of My Friends

Interview five people. The interviewer asks what their names are and how many friends they have. The interviewee should respond in full sentences. The interviewer writes down all the information.

1. 你叫什么名字？我叫_______。 Nǐ jiào shénme míngzi? Wǒ jiào

2. 你有几个好朋友？我有 ______个好朋友。

Nǐ yǒu jǐ gè hǎo péngyou? Wǒ yǒu gè hǎo péngyou. 1. 你叫什么名字？我叫_______。

Nǐ jiào shénme míngzi? Wǒ jiào


Nǐ yǒu jǐ gè hǎo péngyou? Wǒ yǒu gè hǎo péngyou.












Attachment G1.U8.D4.G Song Part Two: 找朋友 (Zhǎo péngyou. Finding Friends)

找找找朋友， Zhǎo zhǎo zhǎo péngyou,

我有两个好朋友。 Wǒ yǒu liǎnggè hǎo péngyou.

她很漂亮，他很帅。

Tā hěn piàoliang, tā hěn shuài.

我有两个好朋友。 Wǒ yǒu liǎnggè hǎo péngyou.

(English) Finding, finding, finding friends

I have two good friends.

She is pretty. He is handsome.

I have two good friends.



Attachment G1.U8.D5.H: Summative Assessment My Friends

On the poster, please glue the photos of your friends in the right place according to the right description below, and fill in the blanks with the teacher’s instruction.

我的朋友 wǒ de péngyou

我有 _______个好朋友。 Wǒ yǒu gè hǎo péngyou.

他叫_________。她叫_________。 Tā jiào…. Tā jiào… 他很帅。她很漂亮。 Tā hěn shuài. Tā hěn piàoliang.

他叫_________。她叫_________。 Tā jiào…. Tā jiào… 他很帅。她很漂亮。 Tā hěn shuài. Tā hěn piàoliang.

贴照片 (tiē zhàopian, glue the photo here)






Attachment G1.U8.D5.I: Home Speaking Exercise My Friends

Student’s Name: Date:

Extensions: Encourage your child to sing the song “Finding Friends” in Chinese and show what they learned in class. Epstein, J.L., Salinas, K.C., & Van Voorhis, F.E. (2000, revised). Teachers Involve Parents in Schoolwork (TIPS) Interactive Homework for the Elementary Grades. Baltimore: Center on School, Family, and Community Partnerships, Johns Hopkins University.

Dear Parent or Family Partner: In Chinese Language class, we have been learning about ____________________. I hope you enjoy this activity with me. This assignment is due ____________________. Sincerely, __________________________ Student’s signature

I. LOOK THIS OVER AND PRACTICE:

II. HOME-TO-SCHOOL COMMUNICATION:

Dear Parent or Family Partner: Please give me your reactions to your child’s work on this activity by checking one of the following: _____ 1. O.K. My child seems to understand this skill. _____ 2. PLEASE CHECK. My child needs help on this, but seems to understand this skill. _____ 3. PLEASE HELP. My child still needs instruction on this skill. _____ 4. PLEASE NOTE. (Other comments) ____________________________________________

_________________________ Parent’s signature

Please ask your kid(s) to present his/her/their posters and introduce his/her/their friends to the family in Chinese.

Grade Level: Grade One - GeorgiaStandards.Org - Official Site · 2016-11-30 · Unit 8 My Friends...

Documents

Transcript of Grade Level: Grade One - GeorgiaStandards.Org - Official Site · 2016-11-30 · Unit 8 My Friends...