rs ru En ELEMENTARY SCHOOL anna a aa!) Tewu i Wa a wm Ww Ww wow Ww il 3 MUD we Foreword EAD ov ‘Teacher Manual 38-5 Unit One 1 BD Animals > 5 QI IER This is adog> 12 1 Review 1>22 HAT Unit Two 3m MD Persons > 27 SS A She is the younger sister> 34 $12 Review2>44 SS="ATC Unit Three 5 FEM Clothing> 49 OM NTE My shoes > 50 MAB Review 3> 60 S247 Unit Four OTR Bee Numbers > 75 HS WB Count it> 80 M34 Review 4>88 SHAT Unit Five Om ft) Time >95 SBIOH BALD It's two o'clock > 104 MAG Review 5>11% SABI Unit Six ATR APH Body> 117 SQ AT UE Birds have wings > 126 $1216 Roviow 6% 136 SCAB Unit Seven HIS BG Colors > 143 D4 RR SKEL I like red color> 152 MAT Review7> 162 SB/\ 4850 Unit Eight PIB 5K, Family members > 167 SHAG MGS Hove mom > 176 418 Roviow 8> 108iW wi mw Ww www WW Wm i i i eta (BERD bFRAKRH SSO HARES RSA, FRARR AM ARERR NZ, HS-12BWRBPIA. KAA BAHAR, TR 1~ 6B RA, AEM. MS ARE FAB (BEMPS3Ei& ) © —2R SAE ( IMP396 BL). ABUT. UES, ARAOHERA-ANERA, REE Ky CRMCE RARE ARASH “ATONERAIES” 3 SHOU, WME AE, TERS. SOR &, RNAP WARLAARESH, BMF RRA, MORES, aR Dh, RPEABRRE IRENE. ATRARLAR, RARE LA RB fe Sh OS OS ED RK, BRUGKKSA, CSFAKSASS BPEZK, PEAK, WHR FR, KHL, MB. RMR GS CARA ( Communication, Culture, Connection, INTRODUCTION b The Primary School Textbook Series of Experiencing Chinese is researched and developed by the International Language Research and Development Center of Higher Education Press, suitable for either the English speaking primary school students taking Chinese as elective or the Chinese learn. les whose age is between 5~12 years. The textbook series consists of six volumes, servicing grades 1~6. Each volume is designed for the length of one academic school year. Each set of materials includes a copy of Stu: dent Book (attached with an MP3 CD), a copy of Workbook (attached with an MP3 CD), a copy of Teacher's Book, and a set of word cards. In addition, the textbook series is pro: vided with a Pinyin Book, a set of Pinyin cards, as well as other multimedia resources. WRITING RATIONALE b The textbook series takes the “experiencing rationale for foreign language teaching" as the writing principle. Therefore, it centers on students, its topics pre: cede lessons, its structures are coordinated, and both of its class activity and culture activ: ity go through the entire book. The goals are to create a happy learning atmosphere, simplifyComparison and Community) , bX.) 3409 OBAFIHA, LB, WH. BE. R FW. DF. Wok. TBR. KL. HR. KICRGA RBA T ARHSRARR BRAEMAR T FSC, BL PML, SRM: 1 AREA, WRBY, FAdLE ASAE RAUL RITA 2 RSMAS BIR AEH PR ERbS" | PADIS AR BNA: 3 CFU RREE ORKS” UR DUST BE AAR A a; 4. BREURA, RAAB S MA FREAD, RIE ERE 5. MEPAAXH, USK SIEM; 6 MAZES, EN RIBATIRS SALAMI MAR. the learning process, stimulate the interest, ‘and keep stuclents’ desire to learn Chinese. To accomplish these goals, the writers have taken reference of and applied the most up. dated research findings on teaching Chinese as a foreign language, internalized the highlights of the Communicative Approach, Task Oriented Method and other schools of teaching, focused on the principle of localization, followed the five Cs (Communication, Culture, Connection, Comparison and Community), directed at the primary students’ psychology and learning styles, and made meaningful trials and explo: rations in the areas of topies, function, pinyin, Chinese characters, sentence, grammar, pas: sage, culture, games, and formats of exercises. FEATURES > The textbook series reflects the following features in the primary students’ teaching materials: fun, scientific and creative. They are visible mainly in: 1, Content is not only vivid and fun, but also simple and easy to learn, suitable for the children and teenagers’ age characteristics and psychological characteristics, 2. The class activity is rich in both variety and umber. It emphasizes “learning by doing, learning in playing", suitable for the children and teenagers! age characteristics: active and lively. 3, Students! four skills, ie., “listening, speaking, reading and writing” are cultivated and developed gradually and systematically. They are respectively stressed in the textbooks of different profi 4, Application is emphasized. Students’ practical skills are cultivated through their applying what they've learned in class to their real lives. "Learning through using” is emphatically advocated, 5, Integration of the Chinese and the Western cultures promotes the cross culture communication and understanding, 6. Connection between Chinese knowledge and that of other subjects is established through learn ing the content of the series. e| = & Ee € = & & E e E I ! I ! | ! | | |www wo oo sas a ARDS ABSS2, WI 63, SNSEN. EERE MURS ORE > #- SIAR. HE BRAS, SARA ae ( BER) © MMR: VAG, I Gi. FES SM: Oi, RAE, RAARERA. RF. WEMBAHAT. WLS: BM wiREet, ABZ BM > wikest, ABet 9 © Bree > oat SUAS. AS WIE, MM MANESA SE, SARA ME ( TEP HST) 6 RHR: MON, HBL. FLL. RMT SAM Vi RAL, HIATT RP, ABM. WLSHR: BI > wR, AER I7 +, IRB OM — BZ, PABST, BIBT Curriculum > The textbook series teaches @ total of 552 words, 63 supplementary words, and 56 sentence patterns. There are three main stages: STAGE @ > Volumes 1 & 2 Content of Stu inyin, wards, simple sen- tence patterns, and independent words. There Is a short story in every two lessons (Look at the picture and read) Activity Formats: singing, playing games, Grawing, handicraft making, ete. Workbook: listening and speaking are designed as top priorities. The exercises are primarily fo- cused on pinyin, characters, word phrases, and simple sentences, Vocabulary and Grammar: Volume 1 + 62 words, 7 sentence patterns Volume 2 + 63 words, 8 sentence patterns STAGE @ > Volumes 3&4 Content of Study: warm up, word and word phrases, simple dialogues, and the common strokes of Chinese characters, There is a short story in every two lessons (Substitutable words provided in the story) Activity Formats: playing games, drawing, handicraft making, skits, etc. Workbook: listening and speaking are designed as top priorities. The content of exercises is prima: rily focused on pinyin, characters, word and word phrases, and simple dialogues. Vocabulary and Grammar: Volume 3+ 79 words, 17 supplementary words, and 8 sentence patterns Volume 4+ 82 words, 5 supplementary words, and 8 sentence patternsBORK BH, AI SONS: MS. wR, RBA, RE BARS E Ew, RA NA ( “ ik ), ARARRASAG. NER: WOR. BER. RR RE Hike So WR, SRM, KASS RE. TF. Bk, ws, RMSE. PCS: PHM — 1984, ahiaiB23t, BB12+ SAM > iaiB1264, aNemBiet, ABIst IRMA EROESRALSS TAB (WSL; SALESHary Gack eeRIaT AB CORRAL (R, ut — HRSA STAGE © } Volumes 5 & 6 Content of Study: warm up, words, compara: tively complicated dialogues, radicals of the common Chinese characters and the structures. Every lesson has a short story ("Let's read”), Students need to answer questions after reading. Activity Formats: play games, make posters, conduct little surveys, and class discussions, ete. Workbook: listening, speaking, reading and writing are all taken into consideration. The content of exercises is primarily focused on words, sentences, grammar, dialogue, reading and writing, Vocabulary and Grammar: Volume 5 138 words, 23 supplementary words, and 12 sentence patterns Volume 6+ 128 words, 18 supplementary words, and 13 sentence patterns Ms, Wang Xiurong from Beijing Education College joined us in compiling this book. Mr. Harry Gao from the United States took upon himself the task of translating this book into English. We extend our heartfelt thanks to both of them. al RSARPL International Language Research and Development Center 20106128 m mmaemmmmimnmm im m3 a 3 3 a 3 a a 3 3 3 3 3 3 = 3 a a a 3 a ABR CBRE) DEFER AE — BNREMMBEB. CRIED BE 16K, PAAMMTMNTET, SHR PART. STATHERNBA: + eRe Ra. . BAA . AVR. LK, IBN + Aaa DANSE): WER. libs SBPERNSSASEN AOFM. E PRED, D7. Pal sik MP3Hft This is the teacher reference book that goes with Experiencing Chinese series for Primary School Students, Student Book, Volume 1. This book has sixteen lessons, eight relatively independent units, Each unit has two lessons. The highlight of each unit includes: > ADay Class: pinyin, pinyin practice, class activity, words, word drill, and daily expres sions > B-Day Class: text, sentence pattern subst: tute, children's song, sentence pattern dil, fun Chinese characters, cultural activity > Mini Review: game, short story The instructional time for reference teaching section for each unit is 4-6 hours. There are total 62 words, seven sentence patterns in the whole book with one MP3 CD attached,OSTHEREA THE KEY FEATURES OF THE BOOK OABRAT SANDS HEH ALAGRERAMER, The book provides all the recording OANAET RI, WBE S, FRA-AQRS, ha— ARAORFSA BE. ‘The teaching steps in the book are ex scripts and keys to the Exercises in the Student Book Vol, 1 Q cx Uses ard coos, I, (ea }—$§ I RELA: 6 & b> on eng | plained clearly, and easy to follow, the content is rich. i's not only a Teacher Manual but also a handy book with reference materials for teaching. () CAME Find, arange the pinyin cards and compat. Fk, ARI, ee "Lit ec dart he ts cnt thyme races RW, ‘oma, ) OAHGRMOS—EARWH AGATE we MUN PRE tae AIF MATERIALS NEEDED a> Make ab RNA, BEES ales eer eames og for the lesson ve t EUR ORB AE ANSE 2AM ELA BAKMAIY NernoD tobe te mecca ne aheneROS, & 8 RMPIE-H, ALEK, recs on poe the Sdn SmueiaeAem rE 9p" ook. Two stadenks in a grcup, Each HR, ‘btinee, peeseamina teres SOUP Feces a Set ofthe cards DE, RSA “The teacher reads aloud randomly. Every lesson in the book has a cer POSUERE, MITER Aye piyin nthe “Execs” secon 28, EMMI?) SEBLYTSEP. on page 7 inthe Student Book. The tain number of supplementary activ Pe a inssonsaie students look for the corresponds ties as well as the Activity Pages. The one wnvnet-—m, ene Nd aM rae them ip acordng ial Genito ise eect Pe TI othe pling nr ofthe sles “The teacher hen announces the right select the teaching content flexibly 4:95. 0. 8. NORI-KIS, MAURIE answers. The group that i correct, BSA. SRBSILIE, > reels one point. The group thats engelt. seeettinan. ariyy O%9 98S 90 point. The group wth MSERET, AMIRTIBG. STUDY apes ole wn heen PELE, IEHAERUBEIEICME pXoqneD ACTIVITY p> Two atu AIMEE AMES. TRIRALEA. dents are in a group. One holds mas, eee Te four cards of 0,6, 8 8 while the oer holds fur cards of, and a, The teacher reads aloud the pinyin and RR students aie up the carro- ws wh he cds, and and arrange classroom instruction based on the students’ Chinese level and the actual teaching situation. sponding cards ter plenty practice, the two SOAPERBRASAM, AATFAE freon] OABAPENR, LINEA oA aiRSicat RHE SURF. Each page in the book has reserved blank The book is bilingual, written in both Chinese space so that the teacher can make notes ‘and English so that the teacher whose native while planning the lessons, language is English can also use it. vi nDmommmmmmm mm mmmm# mm mMOKPOASANBS MED WSHSAR (RAE, eee ERIN), BRET REF RE LRA, The book has all the pictures in the From STUDENT BOOK ( Student Book Vol.1 (appearing on the odd pages, in the dotted line framed section) so that the teacher can start teaching as soon as he has the book in hand. xervise 8h a 2 Q 8 Q 8 2 3 é o 2 g 8 a 8 3 é a 2 8 8 o 8 sg é © soniye 6 Find, arrange the pry cds and compte. Ht. OH, awed i oi bi eo w Ww i Ww w OKBAATR, AHETARAIT RABE AM A. The book is not hard bound, which is to i enable the teacher to make copies off the Activity Pages in the back of the book. a iVill FLAS OTE RHR MT BARIOT, aR RPP RBO MBAS, DRAM RON, MSAK PRAHA, 1, FR BARE 2. SUT, RR 3. Bae tak ae ON 4. oe 5 SRE MOTTA 6. BRL, BB. OS. HEE 7. AUP EH apse ta UVP ABDI. BI ATK WARBRR, Wi, MISA BL, ARATE. ANAM SAN ih. NR BH Dat 1 RRB 2. UPRTR, Hor 9, Bee oa) AM 4 ARB RH 5 ARRER, RE, WKS At ERA ih DRAB Sa aL ASR, FLECHUMTLL, TERME ERA BHAT. REM AM TR ORE, 1 RAR 2. eURGGR, Re 3. BOB IE, RA i fet 4. AUTRE RT ALS Fe FS MTR BASIC TEACHING APPROACHES > The major instructional objectives and the basic teaching methods of Student Book, Vol.1 are) ‘A-Day Class > Let's read: this section teaches finals and ii tials as well as simple combinations of initials and finals with exercises and class activities at tached. The frequently used methods for pinyin instruction include: 1. Listen to the recording and repeat. 2. Teacher leads in reading and students follow. 3. Students read in chorus or groups. 4, Color the pinyin. 5, Dictation or listening drill, etc. 6. Read loud the children song, nursery rhyme, tong twister, poem ete. 7, Play games with teaching aids such as pinyin cards, Let's recognize: this section teaches new words. Nouns and personal nouns are illustrat ed in pictures; verbs and nominal words are expressed in phrases, and with English trans: lation. This section is attached with exercises and class activities. The frequently used teach: ing approaches for vocabulary include: 1. Listen to the recording and repeat. Teacher leads in reading and students follow. Students read in chorus or group. Play games with word cards, eseNn Practice with the methods such as bilingual translation, look at the picture and say sen tences, listen to the words and point at the pictures, Let's say: this section teaches the simple daily social language. Students are not required to identity and read characters or write sentencesFR FFP RGMPFITM, RABRES, BRAAAPAPRRES IH. YM BER ANA RA: 1. FR PRE 2. BUTT, REPRE 3. RTE, FEDER 4, ARIE RA ER RS ROY 5. AGREE, SAMAT. IFRS FRM OR bX BBP 1A Mh 9 Th AR RAR B, SE-WRR—-WRMES, BBR HHRARAS, KHPHSWILAR BAVGR, UATRAD. RHR AKA: 1 RS, FM 2. BU SNE, SAE BRN 3. ARE EH RT RAO RED 4, AR TRU SOAK HE as long as they are able to understand by lis tening and respond orally, The frequently used methods for teaching communication skills include: 1. Listen to the recording and repeat. 2. Teacher leads in reading and students follow. 3. Teacher does demo and students perform with diferent roles. 4. Teacher takes advantage of every opportu nity to communicate with students with the sentences learned, either in class or after class. B-Day Class b Lot’s learn: this section teaches sentence pat terns and is provided with substitute exercises. The words for substitution are the ones covered in the A-Day class in the unit. The frequently used teaching methods for sentence patterns include: 1. Listen to the recording and repeat. 2, Teacher leads in reading and students follow. 3. Teacher does the demo and students perform with different roles. 4, Practice sentence pattern drills repeatedly with the teaching aids such as word cards. 5. Practice with the methods such as bilingual translation, look at the picture and say sentences, listen to the sentences and point at the pictures, Let's sing: this section practices the sentence patterns in the lesson through singing, Students complete the task while singing songs. They learn the lesson by heart automatically and unknow: ingly. The nouns in the songs can be substituted with other words of different parts of speech, thus expanding the scope of the exercise, The frequently used methods in teaching songs include 1. Listen to the recording and learn. 2. Teacher leads in singing and students follow. 3. Conduct substitute and expansion exercises wit the word cards and other teaching aids. 4, Organize singing performance and competition. 3 3 3 3 2 3 3 3 3 3 3 3 3 = 3 3 a a a 3 3BRR > ABP S MMM MD F, AMEFLEET MNSWEASH & , PEBHTEA, AEB SRT TRB, RFRER AOA: 1. Es COE RAB SS 2.4L, FERAL AE 3. MUR, ARS Se 4. PSSES 5. BRB bE h> AMSSA THAR. AMT RSTRNT SHE sew a). Mae AOAAO: 1. SUPERMAN, URE ROIT, PPTSRSe DFRTHAMNUAR, BABB SLAB AR 2, BUM AR KARR 8. RUB FARRIS RAE TT RATT A EREREME, seMF LANE 5. SIMBA — MSNA ES a3 OFA: ABPA—VWR, AMET AAT: Hae A. ek RE A RHR, AUTRE, SPR RITE. OCKSS. RADR-TEMEMH, AM EFRIAGTFAHIN, AORELAH DLS Raia, ISA IE, RUEREA tAh SHARMA FAT, RAE A WEARER, 1S, BHR 2, BUS RAE Paes he hia 3. AUTRE SPENCE AR 4, PEARS AB te Interesting characters: this section teaches how to write the two simple independent Chi- nose characters. The goal is to let students understand the basic strokes, order of strokes and master the stroke directions, thus laying a solid foundation for writing the characters cor rectly. The frequently used methods in teach ing character writing include: 1. Copy: teacher writes on the board and stu dents follow. Trace: trace over the characters onthe textbooks. Teacher does demo using fingers to write the characters in the ar. 4, Learn to write with brush pens. 5. Organize calligraphy contest. Activity: activity goes through all the topics in each unit. Teacher can guide the students to com: plete the activity based on the directions and the pictures given, The most frequently used methods for activity include: 1, Teacher searches for materials bofore the class, uses slides, PPT or real objects to show the relevant cultural content in the class, and briefly introduces the background information in English at the same time. Teacher plays the relevant video materials. ‘Teacher uses English to conduct simple dis- cussions with the students. = Let students finish handicraft making on their own, ‘Teacher assigns the home learning task re lated with the culture. Review > @ Practice: in this section a little game is played. The purpose is to have students practice the words or the sentence patterns in the unit Students play game according to the require:wi r Mie OAPAWLFERYS FHS ARES Sk, LOAM], RAT RAARER HBR, MAME BAKA BRT Ht SORFHL, BUTT LURES R FUERA RAN, ORMEMTY, RTRAHAF HAR, BR. Ri, RAESSTWSK-H, WH DEERME RAMA, MSE ‘ment of the topic while teacher supervises thom individually, giving encouragement or prizes. @ Story time: this section has a story with a ‘ow pictures. The goal is to have students reviow the sentence patterns covered in the unit. A few new words may appear in the story. Students are not required to master the story as long as they can understand it in a general way or try to read out the sentences, The frequently used teaching methods for this section include: 3 3 Ss 3 3 3 3 | 3 = 3 3 3 3 2 a 3 3 a a 1. Listen to the recording and read the story. ee ey a 2. Teacher tells the story vividly with the text OKLRBARRBBESIS AD. H Book Infhand, R. KASEAGORAGLR, HAA 3, teacher discusses the story with students in HBS, SAW FA, MRA English, PAA, MTR “UEIRIB, fkSR 4. Students give a little performance based on BUR, PRMALDN" BOER the story. ORWHARMAMM: www.chinesexp. com.cn, BBM ha MIRE He a Ri, BNE —TAECRF A. OLA (ARR) hE AMMH HE Ph, WRGA LTA, AMA SRIKR. AWA: primary2010@163.com Friendly Tips > @ The principle of the book does not require the students to master pinyin and the ways of writing the characters. As long as students can recognize and read them, mission is accom. ed. However, the writer provides pinyin and tracing over the characters exercises in both the ‘Student Book and the Workbook in order to meet the different levels of need. Teacher can pick ancl choose flexibly according to the school's expectations and the stucients’ Chinese skill levels. @ Teacher can exaggerate voice, expressions, and body language to a certain extent when doing demo, prompting, or telling stories in order to help students understand what the teacher wants to express and attract thelr attention @ Teacher should try all means to combine language learning with activity, games, and exercises cloveriy, making the latter to serve the former, creating a happy atmosphere for learning, stimulat ing students interest and enthusiasm, thus reaching the goals of “Experience Chinese, Experience Happiness, Experience Success" @ Welcome to visit our website wrww.chinesexp.com.cn which will provide more teaching materials and platforms for exchange for teachers. @ Should you have any questions using Experiencing Chinese series for Primary Schools Students please contact us anytime you wish: primary2010@163,com, xlTUT ty Hie) vee) Hee) Neary Vey heen Maa a aa 4d) Lo) Sitach ity New Words i Language P Dts fae Ketc so) pedal an Ea3H i eh i lian pee EE pede Cir vene el Ne (ool et Te] (2 Eee eta ci eee. a Barta ea Cera oui ea il 3] RIERAroduction OHNE — TRANMERE, Shino i HOME TRAE ILE Pen. war DL Mee peat Stee, eIbHCR. AARNE, “sft Sl” ERIE, eR E— WOE, “ORIEL” RA eek mr La J, MUP SAI — reo, ke SE, USAF! RR, ORF, SET” OE tp Bh, Soma aR ANON eS A” TTLUGSUST, JeACERALOUA HE mL Emm A" 1, DUES LOO, TESLA Na), FL EEE “iE”. emi” ROT © Homie M Lm “A un, wh, a” mE SF, ASCII AEA A Hey. ANNUAL STAND ERT IL, eRI OWE Ee SPAMCER. HOME MU Lim — TBI, CoML — ARF, fa ln" ARAM Je BRE. HAAN, FM — ENTE, I te WG - TAME, LTV EOE iit © SEERA: eA AFLP Bit, ENE I TO. fh A. 8, fT seh, GOUT AEAR Rate — Wah MIN, FBC 4, PRS OtM Reh IE, RAVAN MAI Ie i, RETO. TESULK, HEE aEAa ait, DUS AIR @ Teacher prepares a lovely furry panda toy, a panda headband, or a panda mask beforehand He holds the panda toy over his face or wears the panda headband on his head or the panda mask before he enters the classroom. As soon as he steps in the room he warmly greets the students: “Os{iti#". Next, he comes near the students one by one and says “finl#" in Chinese while shaking hands with them. After he has greeted all the students he starts to lead the students in singing “OSE, IE. UMIHEEY Rk, Ail, 28 acting out with gestures. When singing " teacher can do a handshaking gesture or put his left hand on his right; when singing “fivil##", he can extend his arms and bend down to salute; when singing “2liM", he can pat on his chest gently. Repeat this activity till all have practically mastered the two phrases: “#ski" and “sili”, @ Teacher draws the characters “H, JH, Ill, HH, IH” according to their shapes in sketch on the board, asks students what these things are in English and then write the corresponding characters under the pictures out of order. Have students match the pic~ tures with the characters. After that, the teacher draws a square resembling a field on the board, " and then introduces writes a character in it, e.g,, to the students that this is the Chinese character, which is in a square shape. After that, the teacher starts to do demo. He draws a square first, and then writes a character he likes in it. The character could be chosen from the shape-resembling ones on the board. @ Teacher asks the students to draw a few animals on the board or on their exercise books. He as~ signs the task in English, including “cat, dog, fish, elephant, bird, and panda", When the students are finished with drawing, the teacher points at or raises an animal picture at random, says out its name in English, imitates its cry, and then speaks out its name in Chinese. Have students repeat after him till they have basically learned these animals’ Chinese names. The goal of this activity is to get the con- tent of the lesson introduced,From STUDENT BOOK ONE Person Is oe Py Mets read) ist & % = a = = = = = = = a Animals cin Let's read Te SARE RILL Iie) L7K4-S2 98) Master the pronunciations and tones. hoi, COLLIE RAEN, angity of the following sounds: the single : i vowel a, the compound vowels ai, a0, ieee, and the nasal vowels an and ang,TEACHER BOOK 1 Q iD Find, arrange the pinyin cards, and compete. #—#, BEM, Ik Listen to the tencher, and arrange the pinyin cards with your partners, Of JGiO8, FOUN —HeH-EH. ‘AEP we HUA Mt RE HHO. 6. i, ony ng FR. Bride wo HEE A TU BER hE Re EEA, ABE, SE BASE ATH PHD EE SNE HAE PGA E EER. SAAT ESE HR, TE wIALIN AY, HUAN, 46 SHAHN. TET Rw EE, ae GO, 4. S. AME, BE ESI, OO, ny NGMUSKRH, BOMBe DF TE, SARS. ROMROIDUE. BIE SEZ, ROVE TAH. WELL SHhide, JPET e AERC: VALET) BELVOIR, AUN, SRP, MATERIALS NEEDED mMake enough sets of the pinyin cards with 8, 6, &, & |, 0, n, ng for the lesson according to the students’ number. METHOD ®» Do the game after the directions on page 7 in the Student Book. Two students in a group. Each group receives a set of the cards. The teacher reads aloud randomly the pinyin in the “Exercise” section on page 7 in the Student Book. The students look for the corresponding cards and raise them up according to the spelling order of the syllables. ‘The teacher then announces the right answers. The group that is correct receives one point. The group that is wrong gets no point. The group with the highest point wins in the end EXPANDED ACTIVITY B» Two stu- dents are in a group. One holds four cards of &, 6, & & while the other holds four cards of |, 0, n, and rng, The teacher reads aloud the pinyin and the students raise up the corre~ sponding cards. After plenty practice, the two students switch the cards, and continue the activity. The teacher tallies the points. Both the individual and the group winners get rewarded at the end of the game after the calculations Of their total points earned. mm A m & E E = E = & & & = = € 5 = = = = 5From STUDENT BOOK ONE Pterzon 1: Animals eninese x? 2 GQP_erervise oh © Listen and choose, Wisk, iti. a di ao an ang 4 Gi do an ang a Gi ao an ang a di do an ang J & Activity HMaciial °© © Find, arrange the pinyin cards, and compete, 148, HERI, Het Tisten to the tetcher, and arrange the pit cards with you partners ) % vii, Hoth iTEACHER BOOK 1 @ @ ees 1. Find the related food, animals and pinyin, then match. 45-49). #4 7st NTT ras REHASH ed This section covers the new words in the lesson. Refer to the Teacher Manual for the teaching method SUPPLEMENTARY WORDS [#h364 81] > EI tiger | HF tion | 4 chicken | ® duck | %F cabbit | $8 snake | Wohi a ya ti shé shizi (zi ER. } ow | d 7 nna | i 2. Listen and choose, WFR, #— ie. KEY: Se & Ee E € & iFrom STUDENT BOOK ONE Ptesson I: Naimals Ss ee | ew ww waTEACHER BOOK 1 Draw and color. 4#—d#l, BRI. ‘What animals do you and your partners like? Let your partners color the pinyin, and you color the pictures. sRANIRAUIL EOI A shi? IEA EMA B, neh LINE Frith Wo EMEA: AHO TE PR. AEA RMA, HATE BENZI, BID A SANE A Skier iis Lihizai oD AUBREE, Ysera La BIHAR IA Aha eR EME, Ua hie: Rt WE ER, BAA OR LT mie. Seana IR we LAER Pea RS DARE, FRA CAMA AABN. “AE ASE ESO THRE, YRRSMATH "OUIT SUH AM we aI TEL” BTL Iceni eae, So. EA se)" SEAR” RAE BULA eA, AN) 6" METHOD By Do the game after the directions on page 10 in the Student Book. Let students find a partner on their own, ask each other what their favorite animal is, speak it out in turn, trace out the pinyin for the animal on the other's book and then color the animal on your own book When finished, repeat the game with a new partner tll all the animals have been colored. EXPANDED ACTIVITY Bp Let each student display his/her painted works and speak about what ani- mals he/she or his/her friends like. This lesson teaches the social lan~ guage on how to greet people. Re~ fer to the Teacher Manual for the teaching method in the book. WORDS SUBSTITUTION D> “27H” in the dialogue can be said with the teacher's first or last name added before the teacher, e.g., "HHIN iii tpl" “SE eMmiteg" “YRIEI" can be sub- stituted with the student's name | fom mm Mm Tommie mm om m 5From STUDENT BOOK ONE Ptesson 1: AnimalsTEACHER BOOK 10 vy yrpepeleratstaleetp mettle meee y) 1.Animal puzzle pictures yi} HEE me WT), BE, WE. AE ABH (MATTEL) Tithe Wo AE BR ENT OL, AS FRAG SE ATIF, ONY SEEDER > SRE fa BS PA rape Bir, URE JPRIESFMTER ACL, ab —Be HORM Aa, BARBER th. HRSA aint EBS, EGG ERR TRIE. 2 ‘ollect the cards #85 Hr eet we WT], MEME. Tab CHL WHLI.2afN1.2b ) Tiik we HEEB EDT MEA, ROBART. ik PANES AIT, 4 RTERIY FREER bo iE 12a OFA AMAT A WERE F TEAR. TRE Pa PP SOKA. MRT fa RAR ath TE Se JOLLA AE, BERD iT AA BURG CEE FAs RAAT SE ee FER. FESR Be TBR SAYER, MATERIALS NEEDED ®» scissors, color pens, glue sticks, white paper ‘and Activity Page (See attachment 1.1) METHOD B> Make enough enlarged coples of the Activity Page accord- ing to the students’ number. Then cut cout the pictures of the animals along the dotted lines. Keep the pictures away for use later. Give each student a set of the animal picture cards. Let the students piece them up and paste them onto the white paper, and then, have them speak out what animals they have got. Compete to see who finishes the activity first. Finally, have them color the animals and compete to see who paints the best MATERIALS NEEDED scissors, glue stick, and Activity Page (See attachment 1.2a and 1.2b) METHOD Bp Make enough copies of the Activity Page according to the students’ number in the class, Two students are in a group. Each group receives a copy of the Activity Page. Let the students cut out the Activity Page 1.2b along the dotted line, Put the cards face down on the desk. Then cut out the dice of the Acti- vity Page 1.2a along the solid line, Fold the cutting along the dotted line into the shape of a dice, The two students each pick an animal in turn to represent each other, and then one throws the dice first. If = = = = =the animal representing him turns face up, then he takes a card from the stack and says out what's on the card. If he is correct, he keeps the card. If the animal representing his fellow student turns face up, then his fellow student takes a card from the stack and reads it aloud. The two take turns in throwing the dice. The one who collects the more cards wins when fin ished. Beat the drum and pass the flower iliif#7E HEE HB BEI TA CRMEGEL.2b ) Tik wm iT HMR AAI SERIE FRBCERT b. URE Ha ee (asl) seen, TARR RE HEE BMG CAN, tt HEL BOE, teeth Ik RIF Pe, eM MUSmTeR As, AAW Ht eM. MATERIALS NEEDED Bpa furry toy and Activity Page (See attachment 1.2b) METHOD Cut out the Activity Page. Put the set of the cards on desk face down. When the game starts, a student (or the teacher) sits in the front, with his back to the class, As he starts to hit the board or the desk to make a big noise, the other students begin to pass around the furry toy. When the drum stops, whoever happens to have the toy takes a card from the stack and reads it out aloud. If he is correct, then he goes to the front to replace the drummer. Otherwise, the game resumes as before. i12 This is a dog i219 CQ cams ORE LY Fy, Bera Boa: “Eel eT AAR ARTA. "kr vit, SRL” BARA. LN Aube TLR GR" ABA, BU Rab seg HY); “AB” i, Ae amt OSA vat, HOMETLL He NEEL Cai, SaaS J) Hitec i ALF, 0H Si —AUL, ATBLIGE Fe MEE 283i: SESE ) BH, i, CPARLALM SRILA ) AL SP: WRT. S60: (FARRAH ) BES “PH: BOM Ae CPi HANSEL) ete AES SP A SRST BT FP A, SEAT, BUTERMERE IPE SEAT, HL BPA aA, HEMI LHI MAF Ak @ The lesson is on the sentence structure containing “fi”. Its basic sentence structure is “subject+ J noun”. The subject in the lesson is played by the demonstrative pro~ ouns “SUB, €.g., "LAE, “WBE”, The key and difficult points are to en able the students to understand that “3 refers to the things close by while "8" refers to the things far away. @ Before introducing this sentence pattern, the teacher may place some of the props prepared (such as toys, or pictures of the cats, dogs) in the proper positions in the classroom, some closer or in the teacher's hand; some a little farther away. The game can be played ac- cording to the following steps: Teacher: (Holding the toy dog) ix Jet. Student: ik 2 Teacher: (Pointing to the toy cat far away) II. Student: ABJEs% Teacher: (Holding a picture of a panda) i fB-----? Student: ix Jaf. Teacher: (Pointing to the picture of a bird far away) MB"? Student: 652% The students can read and answer in chorus or solo alternatively, and the teacher pays attention to their pronunciations. The teacher leads num wMPemomaemr meme meee mo Omif Wow wow ww From STUDENT BOOK ONE P-tesson 2: This ir. a dog wud wd a © BLT A a A A HR AN EE ANGKOR IE, “CHB cH SAR aR”, BAR By” MILL NE Fini ETE) Ei: FR ASC ) RE Bi. (FRSA) RAE CE BE) A, RA. the students in using this sentence pattern to conduct enough practice till all the students can speak out these sentences fluently, accurately and effortlessly. @The teacher can supplement the negative form of this sentence pattern according to the students’ progress situation, “iX/Ib AN JE-~-" For example, “iX4/iéi", “lh4J2". The method below can be followed to conduct the instruction, Teacher: (Holding a toy dog) i&Jéi. (Holding a toy cat) it i, eRe. TEXT TRANSLATION [ #R3CHX ] B> 324%, This is adog. ABA, That is a cat. (stressed) PATTERN’S SUBSTITUTE [ *18/¢#8 ] 3» BEAR. MAR. BAG, MEG, y & esTEACHER BOOK 1 14 KOEN AES MAN wy Tei we EAE MT, BOAT SETH. GUNMA SNK — I aE RAST SA Ey, MY Wi, Ret. a, RR" IE, APHUTEA, “Oi” CULE, SEARS SMI Jai, BOB SEN — ERB, LEAD PULA AMEE; CONTA FPA, FE — RL eal at WR wo (1) Pui — aA LIaN EE, ULF AY aN ae aA “Bf SLE NY, AARC. (2) APSE Se ALA Bonita He, SCA HE fe te — ite WEMK. (3) BOMAR3 ~4EAE BNC J, BOTA ULE, TE SUWAE, FER aE CB TLSiavniahte, ae SKIN ALARA ) , HE Cee Bear tem, MLN EH OBIT MCh EAI. (a) aE Aisle AMM FPL TB, AEE SIRE, — LE SUSAR, ARH TY FA Ti, BES) RGR ALI EEL 5 EGE SAAC, ARSEASER, AAR DET AT EAE ATE BA. FAB oO Bienen Refer to the Teacher Manual for the teaching method for the song in the book. METHOD p> The teacher organizes the class activity after students have learned the song. The teacher can lead in singing the song while point- ing at the corresponding animals in the textbook in his hand. For exam~ ple, when singing “iX/b#i, sxe). $009, ILI", the teacher keeps pointing at the picture of the "si". After students understand the rules, the teacher either sings a song at will and has the students find imme- diately and point at the correspond~ ing animal picture or he points at an animal picture and has the students sing out the corresponding song. EXPANDED ACTIVITY By(1) the teacher imitates an animal using an exaggerated mouth shape to prompt the students in low voice “iX/é: to direct the students to sing out the corresponding song together. (2) A student comes to the front to imitate an animal while the teacher leads other students in singing in chorus. (3) The teacher chooses 3-4 students and asks them to come to the front and stand facing the board, ‘The teacher stands facing the class. He raises a card of an animal at ran~ dom (He can also imitate an animal or uses the exaggerated voice to whisper out the words). The whole class sings together at the teacher's Prompt. The students in the front react with the corresponding moves & & E E = € & = 5 5 = EFrom STUDENT BOOK ONE Pteson his is a dog SingtananaTORY EM, ie — se Thé shi géu. \ Zhe shi gu ~ 9 Gougdu gdugiu | ey) Zh8 shi gBu. Q i 4 Na shi ma. Na shi mas. Mao mao mo méo. NG shi mao, Ind shi v6 hé shi yé. Yaya yo yi The shi yi NG shi nid&o. NG shi niéo. N No rig ito nition Na shi ni. accordingly. (4) Each student makes an animal headband, wears it on the head, and then stands in a circle. A student enters into the circle and picks up two students. He sings out what is on the headbands of these two stu- dents practicing “isb----" and "Iivié-----" After that, he switches his role with the second student he chose. The game continues till all the students get a chance to practice, Pa CS we He), RK, TINT, AT, MT, AR, A TH, WES. BOA, DO, fifth th, YOR. IS, IER, 5, MES SONG SCRIPT B+ This is a dog, this is a dog, dog dog dog dog, this is a dog. ‘That is a cat, that is a cat, cat cat cat cat, that is a cat. This is a fish, this Is a fish, fish fish fish fish, this is a fish, That is a bird, that is a bird, bird bird bird bird, that is a bird. 15 | 43 a a 3 3 — — a s 3 — | - 3 = | 3 a — | a aTEACHER BOOK 1 e 16 Choose and write. kt, 5-5 RMSE). Bey SHG Ae I SBN i p76 HH) HY, ELBE Ae BY ie a a ie hy HE ARN IT. RETA, AR” IB" sentOF. HYRULE: BEE RFS WER, FEAR i, aE PS HE HR. This section is on the reading aloud the sentence patterns and sub- stitute practice. The teacher can lead the students in reading aloud the sentence patterns in the box repeatedly till they can read out the sentences in the box fluently, Have the students look at the pic- ture using "3" or “ii” to finish the sentence. The teacher can also ask the students to write out the an~ swers in pinyin or characters, and then have everyone speak out the answers so that the teacher can as~ sess how much the students have learned this knowledge point. Zh@ shi ido. Na shi nido, Zhé shi mao. Na shi mao, FERENCE “bh” ALE” | TEER RAPER. LF WEFT IAB “ATRIA” This lesson teaches the characters “P" and “E". The students are re- quired to master the correct way of writing these two characters. Refer to the Teacher Manual for the teach~ ing method in the book. ooo em mom mom mm =dog From STUDENT BOOK ONE Ptesson 2: This is 2TEACHER BOOK 1 | Aci a araial Let’s make a panda mask. 2-87.58) HePPR me EHH 25H HT. WY Th. ei CRETE ) Tri wo ee ah Fa MTEL, Hh Hei LUO. RTA SO WT LE ae SA, Bea AER Pe SH TL ET A FA by My HR A HO A PA, ipa, SAFER mo FRA, LM “KARA Fe ARTY SHH Ste A I FL Bh 8 WA ER — 2 RP ah A 92”. SEAHAM, ARATE AMEN, ARMCMNTES TE, RS WF. AAEM OTYT MEANT AOR, TELIA ZR, ARORA EON, ATF Ak Hain ESE ECD, READ WANE ALD, MATERIALS NEEDED» The color ed page 125 in the Student Book, scissors and long ropes (or used shoe strings) METHOD» Let the students make the panda masks and compete to see who finishes the task first and best. If time permits, the teacher can ask the students to bring the color pens and thick construction paper, and then encourage them to use their imagination to make masks representing other animals. ‘The teacher can use these masks to do singing practice or other activi~ ties. SUPPLEMENTARY MATERIALS B> Panda, also called the giant panda, is one of the rarest mammals in the bear family. It is also the animal that enjoys the first class protection by the Chinese government. It’s the “national treasure’, living primarily in the forests in the region with warm climate. ‘The pandas are afraid of heat but not cold. They are not only good tree climbers but also swimmers. Their senses of hearing and smelling are very sharp but their eye sight is poor. They are born near sighted. Bam~ boo is their staple food although they eat meat or other plants occasi ally. Mo YAY RYAN Ee Ee e € E E Ee € E = & = = &From STUDENT BOOK ONE Ptesson 2: This is a dog ENkee PD They live in China, EME. They eat bamboo Wid oe a a aeTEACHER BOOK 1 HEAL me Hiab TL ( HNATL2.1) Fike we AEE BMS TT. WPM, RRMA. OF AaB i esi A AE PBR" AE BE BOT BEES, PAETERLUS, HARI use “SX/ABe~ MATERIALS NEEDED pp Activity Page (See attachment 2.1) METHOD ®» Make enough copies of the Activity Page according to the students’ number in the class. Two students are in a group. Each group receives a copy of the Activity Page. Have the students try to find the animals learned in the pictures and sentence pattern to speak. The teacher walks around in the room helping out. After all are done, the teacher leads everyone to practice speaking. 2. Make the finger puppets ‘it EE(Hl, ETE wo aT (UUNTTIZ2) WF Ti, Fe, Sea Be Beil ARICA EIN ITI, AS JEL PAB DN — 4 A SKA OTSA, iC ie Re AC Ba J “RIB” BEB Gar MR wo WHS AT HARA ALL FR, SYREN A, PBS PHE LE, ibdRAPIE TAC, BNA ie EL Co OTHE Za, URIRIG, EA TER ANTRIBE “RORIR” . MUR BERBER, ARTA CHUTE “UBL”. un, AL SUAS ER Ik. MATERIALS NEEDED mp Activity Page (See attachment 2.2), scissors, color pens and construction paper METHOD pp The teacher demon- strates the way to make a finger puppet, and then have every stu- dent make at least one finger pup= pet of his favorite animal. After the production, show their finger pup= pets using “iX/Ibii---" to speak about them. EXPANDED ACTIVITY» Collect all the finger puppets. Mix them up. Then give each student a puppet. Have everyone stand in a circle. Then have them put the puppets around their fingers. Everyone has the puppet face to himself, ie., not let others see what finger puppet he has. At the start of the game, Student A points at Student B’s finger Puppet and says, “2c fRiii". If he is correct, then Student B turns. pup- pet around. If not, Student B then points at Student C's puppet and says, “Wibs44". Continue the game this way till all the finger puppets have been turned around.{unning into the po Re PR we TANT, CHLATIZ.3) SH FtaRBEAR Trike wR HE SRT Bia IY RABIBAH RT. Penh bmi OTR, ES ETIETLLI— AA, SE Jr “he” POceest TaN VTE AHA AA, ETHER, RIT SL 46 (GOHITE) Sk. BOMBA e in “Gk FEREH” . ABZAT “AK” AL “HRI” Spits ed EA HO SAF. HSLDA HITE “HL” A ALLS PAP UES IS DULG, KASEI HARE FRAT AR we HUA BEAT WL ak PRGA Ah. Tit: RE” AL “8” RH, Web ILS Ont ab Et, HRULIC ETO MET BA. Ti BS RBA WA, AE RARE, Riis) ‘a cards and continue the game. MATERIALS NEEDED pm» Activity Page (See attachment 2.3), paper clip or tape METHOD ®» Make enough enlarged copies of the Activity Page accord~ ing to the students’ number in the class. Cut them out and get bigger cards. Draw three bigger circles on the floor, each circle is big enough for one person to stand in. Put the card "J" In the circle in the middle. Eight students are in a group, and each student receives one card. Have the students pin (or stick) the card on themselves. The teacher says out the sentence such as “ie fits". Then the students who have the cards of "ik" and “fli” should run into the circles and stand there repeating the sentence. The stu- dent who makes a mistake should stand in the position of “f2" waiting for the next student who makes a mistake to replace him. After a few rounds, the students exchange the EXPANDED ACTIVITY B» The number of the students in each group can be flexible according to the students’ number in the class. Method 1: keep “xt” and “JB” cards, take out a few animal cards. After a few rounds of game, substitute the other words for practice. Method 2: divide the stu- dents into bigger groups. Each card has duplicates. Compete to see who reacts first and runs into the circle before everyone else.22 [Everyone draw a stroke and let's see wh PEAT, BAR ROME A. HATE wo HEHE Teak we FEMA NSH HUBER Ue SRO), WRIA, MARE i, WEIL TE, Bi. BURT BRE am aL Ayah), MiseLUeiié— Bem RATA. eae a9 HERBIE “HON MEA we LWA TT SHE. Repke HMM. WNIT Te FRANZ?” TTB: “WBETWL. ” SAVOUR GRE, INE HBR PR" Uy ASLAM HE OHIAE SAIRLACTIS, PISO IE OK, BE ORMUAEL ” HDCT. 1 JOP ANA, AURIS te ie “ORKEL OCH ERIE 9 AR, NMS TE PEAR TAO 48, BRRLIUBT 4 Hebe MATERIALS NEEDED p> pencils of all colors METHOD ®» Do the practice after the directions on page 18 in the Stu- dent Book. Have one student find a fellow student. They draw in turn. It can also be done with a few students who take turns in drawing. Teacher may ask the students to try to draw the animals learned in the lesson. After drawing, have the students talk about what they have drawn. Refer to the Teacher Manual for the teaching method in the book. STORY TEXT ® Mingming and his good friend Dingding were standing in front of the window, counting the stars in the night sky. Suddenly, a round shiny object was over. Mingming asked Dingding: “Aft 2" Dingding answered: “M/E Hl. " The shiny object was flying closer and closer, and Mingming said: “HJ CU UFO? Really? The shiny object landed before them. An ET got off the UFO, came to them and said “fisfiJWF! " Mingming was very excited. He reached his hand to shake the ET's hand, and said: “fil! " Did Mingming really see the ET? No, he was dreaming at the moment because he had read a book on the ET before he went to bed TmnnnrTnrnmrnmnrenroenmnanme wo Mm mH