TEACHER’S GUIDE
TEACHING POINTER (VOCABULARY)
Recognize Write
TEACHInG PoInTER The Lesson Text can be -cording to the sequence illustrations. Focus on part one in a class session and part two in the next class session.
Break students into pairs or groups to practice reading the Lesson Text out loud. If the text, students can switch roles.
Listen to students’ pronun-ciation and repeat any lines
repeat them after you. Then say them at a normal speed and ask the students to repeat after you again.
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Encourage students to build up their listening skills by of the Lesson Text.
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Assign roles to students and ask them to read the Lesson Text. Correct their pronunciation as to practice reading characters.
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Ask questions in class to prompt students to respond instance, prompt students drinks by asking
TEACHInG PoInTER Encourage students to use
-tences when they speak to other people. For instance, to respond to the question
, students
should say .
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Download the audio mp3 college.betterchinese.com and practice the pronun-ciation of each word. Also, the Modern Chinese com-panion website and use the online Flashcards to
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TEACHInG PoInTER Remind students that they must learn all the words in well, as these will come up in later exercises and texts.
TEACHInG PoInTER Ask students if there are any other dishes that they would like to know the names for.
TEACHInG PoInTER Familiarize students with the names of different foods and drinks in Chinese.
Encourage students to use these words in full sentenc-es when they speak to other people. For example, when they use , it should be in a sentence such as
.
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TEACHInG PoInTER Point out to students that it is not essential to know pronouns such as and
that knowing the difference between and , and when one should use which, is important. Highlight also that one cannot say * .
TEACHInG PoInTER Encourage students to use the most appropriate pro-noun when communicating with Chinese speakers.
Ask students to think about when they ought to use and when they should use
. For instance, which one should they use for a teacher? A friend’s parents?
A fellow student?
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are many instances in which from Chinese sentences.
or written responses, stu-dents should try to answer possible in order to get more practice.
DISCUSSIon
Encourage students to bring in their knowledge from other disciplines when thinking about the
formality? Why do some languages lack them?
similar or different to polite second person pronouns in other
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TEACHInG PoInTER (STRUCTURE noTE 4.1) Emphasize that in this pattern
must be In English, one can say “I
to say * . one must
instead say .
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(STRUCTURE noTE 4.2) Contrast this note with Structure note 3.11. Remind
is only used in the context of can be used more generally students to practice using other for items. For example,
. The other student should then pass
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TEACHInG PoInTER (STRUCTURE noTE 4.2)
Remind students that they should not use
-ents, Christmas pres-ents, etc., they should use .
TEACHInG PoInTER (STRUCTURE noTE 4.3) Point out to students that
. With this pattern, can be followed by a noun, as in . Prompt students to use
respond with full sentences.
For example, show a picture of some dumplings. Students should then say
.
TEACHInG PoInTER (STRUCTURE noTE 4.3) Encourage students to ex-pand their sentences when using . Point out that students are able to modify this sentence in a number of ways, for example
and . Encourage students to also expand their sentences beyond food and learned already. For example
.
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Encourage students to look back at Structure notes 1.13 and 1.14 if they need to be reminded of how . one student should ask and the other should answer accordingly.
TEACHInG PoInTER (STRUCTURE noTE 4.4) Remind students that the way to answer a question of this type depends on what
, but this rule applies to such as . Also, point out to students that when speak-ing colloquially, it is more common to use the form
.
TEACHInG PoInTER (STRUCTURE noTE 4.5) Following the exercise to use (
a situation such as . Students should response using ( ), such
as .
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(STRUCTURE noTE 4.6) Prompt students to use this with some examples of food and drink that they can com-ment upon. For example, show a student a picture of Hot and Sour Soup. The stu-dent can then respond with
or .
TEACHInG PoInTER (STRUCTURE noTE 4.6)
only a limited number of ad-this way, so they cannot use the
the most important thing for students to remember is that
and are the most common ways to express
CHECkPoInT (PRACTICE 4.1)
-logue aloud with a partner.
First, ask them to read the text slowly and pay attention to their pronunciation. If they can pronounce the words with accuracy, ask them to read the text again at a faster, more natural speed.
Encourage students to read with the appropriate emo-tions and intonaemo-tions.
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to work on this exercise. Go around and listen to their their pronunciation or gram-mar as necessary. Encour-age students to talk to each
-can be corrected on their pronunciation errors.
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appropriately sized groups according to the size of the class. Go around and listen
-recting their pronunciation or grammar as necessary. You
-form their restaurant scenes
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You may ask the students
the students take it in turns to ask each other while their classmates listen. Alterna-size, students may carry out talking to those around them or circulating the classroom.
When the exercise is com-plete, choose a student to present the results of the
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-ing these characters either in class or at home. Blank grids can be downloaded from the Modern Chinese website.
Students can also do this exercise in the accompany-handed in the completed worksheets, troubleshoot students’ writing.
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-dent’s work is being shown, recreate an incorrectly written character on the board. As a group, ask the class to dis-this will help students analyze proper writing techniques and rules.
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consisting of sentences using these characters. Students should write down the sen-tences that you read. They can also write in pinyin if they
-acters.
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Students may also use the Writing Pad on the Modern Chinese website to practice character writing online.
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usage. Ask students to make another recording if necessary.
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exercise in class or at home.
the sentences correctly and check their responses for
-them type new sentences if necessary.
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(PRACTICE 4.8, 4.9 &
4.10)
dialogues and the passage aloud on their own or with a partner. First, ask them to read the text slowly and pay attention to their pronuncia-tion. If they can pronounce the words with accuracy, ask them to read the text again at a faster, more natural speed. Encourage students to read with the appropriate emotions and intonations. Students may record the answers to the questions in written form,
responses.
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TEACHInG PoInTER Encourage students to con-sider what regional differ-ences are noticeable in their own culture’s cuisine.
TEACHInG PoInTER If possible, organize a class trip to an authentic Chinese restaurant, or encourage own. Ask students to order
different regional cuisines as possible.
TEACHInG PoInTER If possible, make and eat dumplings in class or in the school kitchen.
TEACHInG PoInTER Ask students if they are fa-miliar with using chopsticks and what kind of foods they associate with Chinese dishes.
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DISCUSSIon
Encourage students to bring in knowledge from other disciplines when considering the following NatioNal StaNdardS
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TEACHInG PoInTER Point out to students that the Text in English is not a word-for-word translation.
Students should be aware of the differences in sentence structures between Chinese
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Ask students to locate the parts of the lesson that cor-respond to the points in the What Can You Do? section.
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TEACHING POINTER through the lesson illustra-tions to get an idea of the gone through the Lesson practice reading the charac-ters directly from the illustra-tions.
TEACHING POINTER (STRUCTURE NOTES)