TEACH CHINESE BODY PARTS FOR YOUNG LEARNERS

Ages: 7-8 years old

Objectives:

- Identify name of body parts in Chinese

- Use adjective words to describe body parts

- Recognize some of Chinese characters related to body parts

-Write correct stroke order for some of Chinese characters

Learning Activities:

1. Assess student’s prior knowledge: teacher shows the picture of body and asks the students to stand up. Students will need to listen to teacher’s words and then touch their body parts. From here teacher will assess very quick student’s understanding and design for next lessons.      

2. Students will learn new vocabulary by touching their own body parts while repeating the words after the teacher. (Facial parts): 头(tóu),  头(tóu)发(fà), 眉(méi) 毛(mao), 眼(yǎn) 睛(jīng), 鼻(bí) 子(zi), 嘴(zuǐ) 巴(bā), 牙(yá) 齿(chǐ), 耳(ěr) 朵(duo), 脸(liǎn), 脖(bó) 子(zi).

3. Pair game: they will face to face with partner, listen to the teacher and touch each other body parts

4. Labeling activity: teacher distributes a layout of body and students will add the missing parts and then label them use pinyin.

5. Sing “头(tóu) 发(fà), 肩(jiān) 膀(bǎng), 膝(xī) 盖(gài), 脚(jiǎo)” to review previous vocabulary and introduce new ones. 

6. Learn Chinese characters of: 口, 目, 手, 头, 牙by showing the visualization to help students memorize the meanings. While at the same time they also learn stroke order in writing those characters.

7. Teacher shows pictures of body parts with different sizes and asks the students to examine them and tell what make those pictures different even though they are same body parts. This discussion will lead to adjective words.

8. Use the same pictures, teacher shows the sentence pattern: 我(wǒ)的(de) 眼(yǎn)睛(jīng) 大(dà) 大(dà) 的.(de 姐jiě 姐jiě 的de 头tóu 发fà 长cháng 长cháng 的de。Then, students will directly use new words to describe their classmates/family.

9. Peer activity: This activity needs a bit preparation. Teacher provides some cards and clues on it (remember this activity is for young learnersJ). One person takes some cards first and then another one will listen and draw the pictures. By the end of this activity, they will compare the pictures with the cards.

她(tā) 的(de) 头(tóu) 发(fà)   (长(cháng)长(cháng)/短(duǎn)短(duǎn)) 的(de) 她(tā) 的(de) 眼(yǎn) 睛(jīng) ( 大(dà)大(dà)/小(xiǎo)小(xiǎo)) 的(de) 她(tā) 的(de) 鼻(bí) 子(zi) (大(dà)大(dà)/小(xiǎo)小(xiǎo))的(de) 她(tā) 的(de) 嘴(zuǐ) 巴(bā)  (大(dà)大(dà)/小(xiǎo)小(xiǎo)) 的(de)

10. For the final assessment, students will create a picture of me and write sentences to describe their physical appearance.

CRITERIA	Strongly Evident	Slightly Evident	Not Evident
1. Grammar Student used adjective words on the right context and wrote complete sentences about the topic.
2. Hanyu pinyin Student wrote correct hanyu pinyin.
3. Legibility of Handwriting Student wrote sentences neatly and clearly.
4. Time Management Student used the allotted time to finish project.