Module 6 - How Do I Love Thee Assignment

Teaching topic:


Chinese Language Teaching.

Model of teaching topic:

Chinese grammar—the word order in a multiple-modifier attributive

Explanation:

The word order in a multiple-modifier attributive is different in Chinese than it is in English. In Chinese grammar, the central word is the key, any words that are modifying or limiting the central word should be placed in front of the key word, and a structural particle 的 should be employed when the attributive modifier is a pronoun, such as 我的 (my/mine). This idea is inspired by the process of building a construction. “Creative people think dimensionally when they change the scale of things, when they take two-dimensional information (blueprints, etc.) and construct them in three dimensions; or vice-versa, when they plot things that occur in three dimensions into two dimensions. This can be either (or both) a scientific or an artistic aspect of thinking. We call this zooming in and out of a topic or idea”. In this Chinese grammar lesson, the students first are encouraged to look at the phrase by zooming into each of the six different layers of the grammar construct. In this Zoom-in process, they need to understand what each word means and the function of each word in order to have a better rational understanding of the logic of organizing the multiple-modifier attributive phrase.

The second picture demonstrates the extension that is from one central word to numerous different phrases that are made of different words, and this process is a Zoom-out process. In Sparks of Genius, Robert and Root-Bernstein state that “to design and engineer these shapes one must be able to perceive how a flat thing can be transformed into one with body. The ability to relate 2-D blueprints, plans, or maps to 3-D reality is a critical part of the job (p. 213).” For the module of teaching Chinese grammar: the word order in a multiple-modifier attributive, the students first master the knowledge of each word’s meaning and function from the 2-D flat form, the 3-D view can assist them to observe Chinese language as a whole and thus explore more rational understanding from the dimensional thinking. Their transition process from a 2-D flat chart to a 3 dimensional observation can also be beneficial to prevent the students from being “form-blind (p. 218)” in order to guide them to be creative “linguistic” thinkers.

Xin Wang

Module 6 - Zoom In Assignment

A long time ago in a small town in China, big sister, middle sister and little brother were very excited to celebrate Chinese New Year. They knew that on Chinese New Year Eve, they would receive gifts from their mom and dad!

The big sister and middle sister said, “we can’t wait for tomorrow, Chinese New Year Eve!”

The little brother responded “Me too!”

But when Chinese New Year Eve came, their mama and baba needed to sell tofu so that they could buy gifts for their children. That day they got up very early…so early that the sky was still dark.

“My three lovely children, after we have sold all the tofu we will be back to celebrate our New Year Eve!”, Mama and Baba promised.

 The three children waited and waited. Finally, they saw their mom and dad had come back. Their hands were holding three pairs of boots… red boots, and they looked gorgeous!

“Mama, Baba, we missed you so much!” The three children ran up to them and gave each of them a big hug.

 

Then the big sister put the biggest boots on, and said “wow, perfect!” The second sister put the medium size boots on, and said “yes! perfect!” The little brother was also trying to put his boots on, but he was way too little to do it by himself, so he asked: “Mama, help, help!”

On Chinese New Year Eve day, the whole family: Mama, Baba, big sister, middle sister and little brother had a great time! They set off fireworks and put a paper cut 福 picture on their door and windows. In English, 福 means happiness and good fortune. Oh, they also said “过年好！which means---- Happy Chinese New Year! J

Happy Chinese New Year!

The End :)

Module 5 - How do I love thee assignment

        I am applying embodied thinking into teaching Chinese characters. Eastern culture is very different than Western, and Chinese ancient culture can be especially confusing, challenging and difficult to remember for the people who are born and grow up in the West. Thus, asking students to "act out" an ancient Chinese character is an effective way of learning the content and context from Chinese writing. It also helps the students have a deeper understanding of the Chinese characters' construction and root meanings. For example, the character 川 means big river in English. In order to help the students have a better and deeper understanding of the character, each student can be encouraged to act like a small river by using body movements. The three “small rivers” (students) can gather together and be a big river: 川. While the students are encouraged to use body movements to be a river, it will help them to FEEL the flowing texture of the Chinese character as well as the emotions of being a river. Here are some other examples of using embodied thinking tools to learn Chinese characters.

Embodied thinking activity No.1: Chinese character 山- mountain

Embodied thinking activity No.2: Chinese character 人- people/human

Embodied thinking activity No.3: Chinese character 飞- to fly

Embodied thinking activity No.4: Chinese character 木- tree/wood

Embodied thinking activity No.5: Chinese character 大- big/huge

Embodied thinking activity No.6: Chinese characters transition from 木 to 大- tree/wood to big/huge

Thank you and enjoy! Xin Wang :)