Dreams and Plans After Graduation

Course Overview: Elementary Chinese II builds on the foundation of Beginning Chinese I, introducing basic Chinese communication skills in all areas of proficiency (listening, speaking, reading, and writing) with emphasis on aural/oral skills.  The ACTFL proficiency goals are Novice Mid-High for speaking and listening, and Novice Low-Mid for Reading and Writing.

Note #1: I created my own curriculum (warmups, powerpoints, quizzes and tests, etc.) in order to best fit the needs/goals of our particular students and University. However, I still use Modern Chinese 1A and B, and Integrated Chinese Level 1 parts 1 and 2 to guide the foundation of the class. This includes the lesson topics I use, audio files for students to repeat and record, new grammar patterns and reading dialogues (related to the lesson topic) in characters. 

Note #2: Since we focus more on aural/oral skills in this beginning level course, I used more pinyin on this powerpoint to aid in quicker comprehension and communication. Students need to read and understand short dialogues in characters for the tests (these are taught in separate lessons), as well as be able to write some simple sentences in characters (again, taught in separate lessons).

• Students are able to use the new vocabulary and phrases appropriately in the context of an authentic dialogue ( #1: about plans after graduation).
• Students are able to use the new vocabulary and phrases appropriately in the context of an authentic dialogue (#2: about dreams for their life).
• Students are able to answer questions about the topics naturally without the aid of prompts (questions about dreams and plans after graduation as well as random questions from previous lessons).

I. Warm-up/Vocabulary

• Instructor reads the new vocabulary and students repeat, practicing correct tones and pronunciation (teachers allows time for any questions).
• Instructor reads the new phrases and students repeat.  (5)

II. Information Gap Exercise/ Dialogues

• Instructor introduces the scenario of the new dialogue (reflecting an authentic, “real-life” situation): two friends/roommates are talking about their dreams and plans after graduation from college.
  
  
  
  Reason: By having students use the new vocabulary and phrases in an authentic context that’s relevant/interesting to them, it is more meaningful and useful and also aids in comprehension of the structures.

• Instructor goes through the breakdown of the new dialogues (with word-for-word English translation under the Chinese to aid in comprehension). Students repeat, focusing on correct tones and pronunciation. (5)
  
  
  
  Reason: Showing the word-for-word translations helps students to better grasp the new patterns/structures. The English word-for-word translations of the Chinese often sound “funny” to language learners, but it also serves to underscore the need to “think in Chinese” (the manner that a native speaker would say the utterance) rather than an exact translation to English (e.g. underscoring the limitations of such translation programs such as Google Translate that students like to use).

• Instructor introduces the information gap exercise #1 (on powerpoint), and models a few examples.
• Instructor calls on students one by one to complete the exercise orally. Students talk about their plans after graduation (filling in a new vocabulary word or phrase) and give a reason why they chose that plan (choosing an appropriate reason).  (5)

• Instructor introduces the information gap exercise #2, and models a few examples.
• Students work in pairs to complete the exercise orally while teacher rotates and listens. Students talk about their dreams (filling in a new vocabulary word or phrase) and give a reason why they chose that plan (choosing an appropriate reason). (5)
• Each pair recites their dialogue aloud in class. (5)
• Teacher reviews any pronunciation errors (5)

III. Image Interaction Exercise

• Teacher introduces the scenario of the new activity: You are the person on the screen (answer as the person on the screen). Your Chinese friend is asking you about your plans/dreams after graduation from college.
• Teacher asks students questions about the image on the screen, and students answer in a complete sentence. (10)
• Teacher asks follow-up questions about the people on the screen, and the students answer in a complete sentence. (5)

Reason: In addition to completing exercises with prompts, students need to have activities that promote natural, spontaneous conversation. This kind of practice reflects real, daily life conversation that would occur with a native speaker.

Assessment Used: This is assessed on the lesson test. Students are required to complete the information gaps (dialogues) as done in class (see included sample test document).

Assessment Used: This is assessed on the quizzes and test. Students listen to the teacher and answer the question in Mandarin in a complete sentence.

I think the lesson went well overall. The students were able to use the new vocabulary and phrases appropriately in context, and also answer questions naturally about this topic and topics from previous lessons. Students need more work on their pronunciation and tones, and this is an ongoing process. One thing I think I can do better is on the “image interaction” part. Originally I told the students that they were supposed to imagine they were the person on the screen and answer as that person, but then I found myself switching the roles.  For example I asked question, “What are your plans after graduation?,” and then I asked a follow-up question, “What is her nationality?” I think it would be better to stick with one role (the student as the person on the screen) in order to avoid confusion and improve the flow of the activity.

Geoffrey Hoffmann: Author