Contents

1 2 3 4
Introduction to Flying with Chinese ............................................... 1 Overview of Language and Literacy Development ...................... 17 in Flying with Chinese Principles and Strategies for Kindergarten Learners.................. 30

My Friend Pingping ............................................................................... 76 Lesson Plans

5

Appendices
• • • • • Appendix A: Hand Puppet Templates ................................................................. 154 Appendix B: Classroom Rules .............................................................................. 163 Appendix C: Sample Rubrics ............................................................................... 166 Appendix D: Parent Letter Template ................................................................... 169 Appendix E: Suggested Passwords for Flying with Chinese ...................................... 170

CHAPTER

4

My Friend Pingping

我的朋友平平
A BOUT
THIS BOOK

关于本书

This volume is the second book in a larger theme of “All about Me in my Chinese World” ( 我 和 我 的 中 文 世 界 ) . The sub-theme of this book is “Global Responsibilities” ( 世 界 责 任 ) , and its underlying concept is “My Body Connects Me to My World” ( 我 的 身 体 把 我 与 外 界 联 接 起 来 ) . The story is developed based on four major strands: (1) the parts of my face; (2) the senses related to these body parts; (3) seasons and seasonal changes in the environment; and (4) how my body and my senses respond to these environmental changes. Using the zoo as the context, the story centers on two friends: Pingping ( 平 平 ) the Panda and Wang Dayong ( 王 大 永 ) , a five-year-old boy. As Wang Dayong visits Pingping at the zoo during different seasons, these two friends experience changes in themselves and in the environment. The readers will notice that this book does not take the traditional approach of teaching about different animals in the zoo. Instead, the zoo is only a context in which these two friends interact. Because most children have had the experience of going to a zoo, they can also relate to the experiences of these two friends. By extension, they can transfer these experiences to other friends and contexts using the newly learned vocabulary and expressions. They can also put into practice the Chinese way of seeing the world that they learn from the class.

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本 书 以 动 物 园 为 背 景 , 故 事 环 绕 着 两 个 好 朋 友 : 平 平 ( 动 物 园 里 的 一 只 熊 猫 )和 王大永(一个五岁的小男孩)。王大永在不同的季节里去动物园看平平,两人因 此经由季节和环境的变化而了解自身的成长和变化。本书并没有采用传统方式来 逐一介绍动物园里的动物,而是以动物园做为两个好朋友交流学习的地点。大多 数的小朋友应该都有到过动物园的经验,因此可以与故事里的平平和大永起共 鸣。如果加以延伸,小朋友更可以运用书里的词语和句子,谈自身与其他朋友的 生活经 验。

C ONTENT

OVERVIEW :

M Y F RIEND P INGPING
我的朋友平平

Kindergarten Theme: All about Me in My Chinese World Theme of This Book: My Body Connects Me to My World Enduring Understanding of this volume: Students will understand that their senses tell
them about changes in the outside world.

Essential Question of this volume: Why do changes in the outside world matter to me?
What will I do to respond to changes in the outside world?

幼儿班主题:我和我的中文世界 本书主题:我的身体把我与外界联接起来 本书恒久性的理解:学生将了解他们可以运用感官来发现外界的变化 本书的重点问题: 外 界 的 变 化 为 什 么 对 我 有 影 响 ? 对 于 外 界 的 变 化 , 我 应该 如何反应?

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National Foreign Language Goals Targeted (国家外语教学目标) • Communication (沟通) : Students will learn how to communicate in Chinese by using learned vocabulary and expressions in the interpersonal, interpretive, and presentational modes. • Cultures (文化) : • Connections (贯通) : • Comparisons (比较) : Students will learn how to interact in a culturally appropriate manner with people in their immediate world. Students will learn about body parts, senses, the panda, and the zoo. They will compare their lives with those of pandas. Students will recognize that differences in tones have importance in Chinese. They will also recognize that hanzi are composed of strokes that must be written in certain ways. These strokes are different from English alphabets. Students will share what they learn in class with other children and their families.

• Communities (社区) :

Objectives (目标) Linguistic objectives (语言目标) — Students will be able to: (1) recognize and use vocabulary and phrases related to the topics of body parts, senses, four seasons, changes in the environment, and their activities and clothing responding to these changes; (2) use basic sentences and simple expressions to talk about these topics. Content related objectives (其他学科目标) — Students will be able to: (1) identify the food, living conditions, likes, and dislikes of the panda (science); (2) describe weather in four seasons and the resulting changes in the outside world (science); (3) show understanding of how their bodies and lifestyles respond to these changes; (4) identify body parts and associate them with their functions and the senses (science, health). Cultural objectives (文化目标) — Students will be able to: (1) identify that the panda is from China and show understanding of a panda’s characteristics; (2) participate in literary traditions such as Tang poems and children’s rhymes and songs; (3) recognize the idea that tones are important for understanding and speaking Chinese; (4) recognize characteristics of friendship in a Chinese and a US context; (5) greet and say farewell to people, and behave in the Chinese language classroom in similar ways to their counterparts in a Chinese speaking country. Literacy objectives (读写目标) — Students will be able to: (1) recognize the form, meaning, and pronunciation of ten Chinese characters that derived from pictographs; (2) know that hanzi is written with strokes that follow a proper order; (3) recognize some hanzi from the text and from signs or labels in the classroom as they develop their sight vocabulary.

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The Use of the Zoo as the Context of the Story (以动物园为背景) As mentioned earlier, the story of this volume revolves around Wang Dayong and Pingping the Panda. When appropriate and feasible, Laoshi can set up a corner of the classroom as a zoo that contains different stuffed animals. Laoshi can label the animals with their Chinese names. For example, tiger, lion, hippopotamus, elephant, monkey, and birds, etc. Laoshi can create parallel stories by involving these animals and the class. In some cases, if children want to know or use certain vocabulary or expressions that have not been introduced, simply supply them. When a context requires students to negotiate meaning, language learning becomes more interesting and purposeful. For example, if the focus is on what a mouth can do, Laoshi may bring some food that animals like to eat and create stories about these animals, their mouths, and food. Students are not required to memorize all the vocabulary or expressions taught, but they will develop a deep understanding that language is used for real communication. In real life, learners pick up words or expressions most naturally on the basis of need. In a standards- and performance-based language classroom for young children, we try to simulate how languages are acquired in real life. In short, our purposes are two fold: (1) use different actors/props to practice the vocabulary, expressions, or sentence structures; and (2) transfer the learned vocabulary and expressions or concepts from Pingping and Wang Dayong to other actors and situations. In the process, the importance of listening to these stories is underscored for young learners.

如前文所述,本书主题环绕一个五岁小男孩王大永和熊猫平平之间发生的故事。如 果可能的话,老师可以将教室的一角布置成小型动物园,里头放置许多不同的动物 玩偶。老师可以将动物的名称(如:老虎、狮子、河马、大象、猴子、鸟、等等) 贴在玩偶身上。老师也可以利用这些动物玩偶,让学生也有机会来运用他们所学的 语言。在讲 故事 的过 程中 ,老 师 也 可 以 让 学 生 参 与 , 以 激 发 他 们 的 兴 趣 。 如果学生想知道或使用一些尚未学过的新词语,老师不妨简单地教给他们。因为学 生想要表达某种意思,那么语言学习才会有趣并且有意义。例如:如果主题是关于 嘴巴的功能,老师可以准备一些动物爱吃的食物,让学生说出这些动物、食物和嘴 巴的关连。尽管老师不需要求学生能记住所有的词语,但可以通过这个活动让学生 理解语言的沟通功能。在日常生活中,学童基于需要而自然地使用学过的词语。在 这种特别为幼儿设计的课堂中,我们尽可能模拟实际生活的语境,以求达成特定的 学习目标和成果。简而言之,我们的目的有两方面:(1)利用不同角色、道具来练 习词语或句子结构;(2)让学生将平平和王大永的对话运用到自己身上与不同的情 境。在此过程中,学童聆听与理解故事的能力不断加强,为将来的语言学习打下基 础。

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Making Connections between Language Learning and Other Content Areas: Because this volume is related to the body, the five senses, and their relationships to seasons and the environment, the creation and use of a Weather Wheel ( see Chapter 3, page 73) is suggested. This wheel will allow students to grasp the abstract concepts about weather, seasonal changes, and their senses of feeling warm, hot, cool, and cold.

由于这本书是有关身体、五种感官以及它们与外在环境和四季的关系,因此我们建 议老师自 制并 使用 天气 大转 盘 ( W e a t h e r W h e e l ) 。 天 气 大 转 盘 将 有 助 于 学 生 更 有 效 地掌握气 候、 四季 变化 与温 度 变 化 等 抽 象 概 念 。

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M Y F RIEND P INGPING
我的朋友平平

LESSON PLANS
In this section, the objectives, materials, and lesson outlines for all lessons in the accompanying Student Book are provided. The details of such a lesson plan are provided for Lesson One as an example. In subsequent lessons, there may be less detail for the Preview / Review / Teaser and Wrap-up review and other Closing activities. Laoshi are encouraged to design their own activities for these portions of the class, and to adapt all suggestions for their own class situations, based on the models provided.

本 章 包 含 学 生 课 本 中 所 设 定 的 教 学 目 标 、 教 材 和 教 案 大 纲 。 第 一 课 所 提 供 的 详细 内容仅作示范。后面几课只有提供课堂活动和附加一些建议。老师可以根据样本 自行设计开场、卖关子、复习以及声调、认字和收场活动。

Lesson 1: Pingping and I 平平和我
Objectives (教学目标) Linguistic objectives (语言目标) — Students will be able to: • introduce self and others - name, age, and good friends (我是……;……岁; 好朋友) (Standards 1.1, 1.3) • identify a place such as the zoo ( 动 物 园 ) (Standard 1.2) • address teacher as 老师 (Laoshi) (Standards 1.1, 2.1)

Cultural objectives (文化目标) — Students will be able to: • demonstrate appropriate, customary Chinese classroom behavior for this age group (Standard 2.1) Literacy objectives (读写目标) — Students will be able to: • recognize the form, meaning, and pronunciation of 友 (Standard 1.2) • recognize that Chinese language is different from English (Standard 4.1) Materials Needed (教学材料) 1) A picture of Laoshi as a child. 2) Different stuffed animals, including a panda. 3) A big picture/poster of a zoo (see Appendix A). 4) Some pictures showing good friends.
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Lesson Outline (教学流程) Day 1 Preview, review, and “teaser”
卖关子与复习

(8 min) The “Big Event”
课堂活动

(15 min)

a) Classroom routine: Greeting. b) How’s the weather today? (今天的天气怎么样?) c) Classroom rule of the day: Laoshi chooses a classroom rule to introduce. d) Teaser: Laoshi shows a picture of self as a child and introduces self by name and age in the picture. Page 1 a) Using puppets or stuffed animals, Laoshi can role play and introduce the puppets by using the same language pattern “这 是 b) Using TPR, ask each student to act out while Laoshi introduces him/her. The student can use fingers to indicate their age. c) (optional) If a student is comfortable, he/she can imitate the pattern and introduce him/herself to a puppet or to a classmate. d) Refer to KB Workbook page 1 (KB Teacher CD Track 2), guide students to complete the activity by drawing a picture of themselves in the frame provided. 五,third tone (第三声).
我,我叫……,我……岁。”

Tone practice
声调练习

(2 min) Quick wrap-up/ review
总结 / 复习

Laoshi may use the lesson of the day to design a chant, with students acting out or clapping hands, to review. Put the puppet(s) away in the “house” and have the students say “再见” to the puppet(s). End today’s lesson with the 再见歌.

(3 min) Closing routine
收场

(2 min)

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Day 2 Preview, review, and “teaser”
卖关子与复 习

(8 min)

The “Big Event”
课堂活动

(15 min)

a) Classroom routine: Greeting. b) How’s the weather today? (今天的天气怎么样?) c) Classroom rule of the day: Laoshi chooses a classroom rule to introduce. d) Teaser: Using different puppets or stuffed animals, Laoshi introduces the puppets by using the language pattern taught yesterday “这 是 我 , 我 叫 … … , 我 … … 岁 。 ” Page 2 a) Laoshi uses a panda puppet or stuffed animal as Pingping. Introduce Pingping to the class by saying“ 这 是 熊 猫 , 它 叫 平
平,它四岁。”

Tone practice
声调练习

b) Laoshi shows different panda pictures and introduces them to the students. c) Laoshi role plays as Pingping and introduces him to the students. Laoshi can also role play an introduction between Pingping and students. Sometimes, Laoshi can say something funny to trick the students, for example, introduce a student by saying that he/she is a panda, give a wrong name or wrong age. d) Refer to KB Workbook page 2 (KB Teacher CD Track 4), guide students to complete the activity by coloring the picture of the zoo. 它,first tone (第一声).

(2 min) Quick wrap-up/ review
总结 / 复习

Have students tell Pingping: “Pingping, I’m XX. Goodbye. (平平,我是 XX。再见。)”

(3 min) Closing routine
收场

Put the puppet(s) away in the “house” and have the students say “再见” to the puppet(s). End today’s lesson with the 再见歌.

(2 min)

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Day 3 Preview, review, and “teaser”
卖关子与复习

(8 min)

The “Big Event”
课堂活动

a) Classroom routine: Greeting. b) How’s the weather today? (今天的天气怎么样?) c) Classroom rule of the day: Laoshi chooses a classroom rule to introduce. d) Review: Laoshi uses Pingping puppet and introduces self. Call on a couple of students to introduce themselves. e) Teaser: Show a picture of a zoo, and show pictures or stuffed animals. Introduce these animals and say that they live in the zoo. Page 3 a) Show farm animals and say that they do not live in the zoo ( 它 们
不住在动物园里).

(15 min)

b) Laoshi plays “dumb,” and repeats, for example, “ 老 师 住 在 动 物 园 里 吗 ?” Children may say“ 不 ” . Laoshi repeats the whole sentence“ 对 了 !老 师 不 住 在 动 物 园 里 。 ” c) After playing with the language about living and not living in the zoo, lead the students to say“ 老 虎住 在 动 物 园 里 , 狮 子住 在 动 物 园 里 ,” e t c . This often works well as a silly game. Children repeat the sentence if it is true, don’t repeat it if it is not true. Laoshi can simply supply the vocabulary for different animals. The key is to know how to say“ 住 在 ” and“ 动 物园 。 ” For example: • Laoshi: 老 虎 。 • Class: 老 虎住 在 动 物 园 里 。 • Laoshi: 鸡 。 • Class: (silent) • Laoshi: 对 了 ,鸡 不 住 在 动 物 园 里 。 • Laoshi: 大 象 。 • Class: 大 象住 在 动 物 园 里 。 And so on. d) Students can act out any animal and tell that they live in the zoo. For example,“ 我 住 在 动 物 园 。 ” Other students respond with clapping hands for a correct statement or silent for an incorrect statement, as appropriate. e) Laoshi asks a few volunteers to show their colored pictures of the zoo (KB Workbook page 2) and tell what it is.

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Tone practice
声调练习

平,second tone (第二声).

(2 min) Quick wrap-up/ review
总结 / 复习

(3 min) Closing routine
收场

Have students say a chant while Laoshi or class puts animals or other props away: “Pingping / Tiger / any animal lives in the zoo. We don’t live in the zoo. Pingping / Tiger, goodbye. (平平 / 老虎住在动物园,我 们不住在动物园。平平 / 老虎再见。)” Put the puppet(s) away in the “house” and have the students say “再见” to the puppet(s). End today’s lesson with the 再见歌.

(2 min) Day 4 Preview, review, and “teaser”
卖关子与复习

(8 min)

a) Classroom routine: Greeting. b) How’s the weather today? (今天的天气怎么样?) c) Classroom rule of the day: Laoshi chooses a classroom rule to introduce. d) Review: Show a picture of a zoo, and show pictures or stuffed animals who live or do not live in a zoo. Ask students to say if a selected animal lives in the zoo. e) Teaser: Laoshi shows a picture of a good friend, and says“ 我 们
是 好 朋 友 。”

The “Big Event”
课堂活动

(15 min)

Page 4 a) Laoshi displays other pictures showing friends, or two stuffed animals (same kind) who hug, or otherwise indicate that they are good friends ( 好 朋 友 ) . Repeat with other variations. Perhaps show a cat and a mouse and ask“ 他 们 是 好 朋 友 吗 ?” Provide students with answers“ 是 , 他 们 是 好 朋 友 ,” or “ 不 是 , 他 们 不 是 好 朋 友 ,” always modeling the whole sentence. b) Bring two students in front of the class and ask them“ 你 们 是 好 朋 友 吗 ?” Prompt them to say“ 我 们 是 好 朋 友 。” Then ask students to turn to a neighbor and take turns saying“ 我 们 是 好 朋 友 。” Make sure students shake hands when they say this. c) Pair students with a stuffed animal or a classmate, and introduce each other to the class. Finish the presentation with the sentence that “我 们 是 好 朋 友 。 ” d) Refer to KB Workbook page 1 (KB Teacher CD Track 7), guide students to complete the activity by say the sentences“ 我 是 … … ,” and“ 我 的 好 朋 友 叫… … 。 ”
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Tone practice
声调练习

是,fourth tone (第四声).

(2 min) Quick wrap-up/ review
总结 / 复习

(3 min) Closing routine
收场

Have students pair up and quickly say to each other: A: “I am XX. (我是......)” B: “I am XX. (我是......)” Together: “We are good friends. Goodbye. (我们是好朋友。再见。)” Put the puppet(s) away in the “house” and have the students say “再见” to the puppet(s). End today’s lesson with the 再见歌.

(2 min) Day 5 Preview, review, and “teaser”
卖关子与复习

(8 min)

a) b) c) d)

Classroom routine: Greeting. How’s the weather today? (今天的天气怎么样?) Review all the classroom rules. Review: Show the picture of a zoo, and stuffed animals. Laoshi models or reviews the lesson by saying“ 这 是 我 。 我 是 … … 。 我 … …岁 。 我 住 在 动 物 园 。” Prompt the students to repeat with Laoshi and introduce another stuffed animal. Then these two stuffed animals can shake hands and say together“ 我 们 是 好
朋 友 。”

The “Big Event”
课堂活动

(15 min)

Page 5 Laoshi needs to incorporate the I Can Statements and design this review lesson. Make sure all students have an opportunity to demonstrate what they can do. For example, a) Laoshi (using TPR to act out while saying) :“ 我 是 … … , 我 … …
岁 。”

Puppet (using TPR to act out while saying) :“ 我 是 … … , 我 … …
岁 。”

Then Laoshi shake hands with puppets and says“ 我 们 是 好 朋
友 。”

b) After having listened to Laoshi and puppet’s conversation, students can repeat with Laoshi and introduce themselves to another student by saying“ 我 是 … … , 我 … … 岁 。 我 们 是好 朋 友 。” Repeat this a couple of times, always with teacher prompting, as needed. c) Ask for volunteers to come up and act out the sequence.
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Literacy activity
读写练习

(3 min)

Quick wrap-up / review
总结 / 复习

a) In order to help students learn and practice hanzi recognition, Laoshi may use the following games for all lessons: • Go Get the Kite (拉风筝 ) – Write the hanzi of the lesson on a kite, increasing the number of kites as students proceed. Students will pull the kites with the correct hanzi when they hear Laoshi names the hanzi. • Let’s Go Fishing (钓鱼 ) – Students pair up with a partner. One gives command on which hanzi to fish, while the other has to fish for the correct hanzi. • Let’s Pick Apples (采苹果 ) – Laoshi prepares 10 hanzi flashcards in the shape of apples, about the size of 4 x 4 construction paper. Write the 10 hanzi of this book on the cards (see KB Workbook page 35 for example). Laoshi may draw a big tree on a poster, and stick these hanzi apples on the tree. As students hear the hanzi being called out, they pick it from the tree. b) Show students the big flash card with hanzi 友 and show how two hands become 友 . Have students find the hanzi 友 in the classroom. Lead students to write 友 in the air. Emphasize the proper strokes and stroke order. c) Use visuals, props, and gestures to recognize and practice tracing, coloring, or writing 友 . d) Laoshi may refer to KB Workbook page 3 and guide students to trace the hanzi 友 on the book. Laoshi uses hanzi flashcards to play with hanzi identification game. Students are asked to either identify the pronunciation or the meaning of the hanzi they see. Laoshi reads the text of the entire lesson to the class. Then, students are to repeat after Laoshi. Use the I Can Statements in KB Workbook, page 3 (KB Teacher CD, Track 9) as assessment. If puppets are used for the day, put them away in the house and have the students say 再见 to the puppets. End today’s lesson with the 再见歌 .

(2 min) Closing routine
收场

(2 min)

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