USING AN IPAD AND APPLICATIONS

- A U NIT FOR C ONTENT AND L ANGUAGE

INTEGRATED L EARNING OF C HINESE

J ANE O RTON
X IA C UI

C HINESE T EACHER T RAINING C ENTRE

MGSE, THE U NIVERSITY OF M ELBOURNE
J UNE 2013

C OPYRIGHT C HINESE T EACHER T RAINING C ENTRE, MGSE, 2013

USING IPADS CLIL CHINESE

Introduction
Developing lessons for Content and Language Integrated Learning in Chinese is a
task faced with several challenges. First, there has been very little produced or
researched in this area, which means work in CLIL Chinese has to be done from
scratch. Compared to European languages and even Japanese, Chinese is also further
from English in terms of sounds, grammar, and vocabulary, and this means every new
term is an unfamiliar word (except iPad!). Using characters means adding a whole
extra layer of matter to be learned, and so reading and writing are not easily the means
of consolidating new language met orally.
ICT as the field of learning in CLIL lessons lends itself to being unitised because it is
possible to do only a bit, which can still be stand-alone and integral. As well, the
meaning of ICT activity is supported by the use of hands and eyes, which helps
comprehension and retention. Another reason we chose ICT was that a basic set of
lessons on the use of Learnosity had already been created in Chinese and it seemed
useful to continue to develop the same field.
Another positive factor was that iPad apps for practising Chinese characters exist and
are useful for students to master and use. Several iPad apps are used in the narrative
units created at CTTC, e.g. Black Line Mystery. A further advantage was that teaching
students to use those apps through Chinese offers a language component to existing
work in the Black Line Mystery and so augments the narrative units with language
content.
The Unit developed and presented here therefore had the potential to be the base of an
eventual ICT course, but it could also be taught just as an independent part in a
Chinese language course.
Method of developing the Unit
The following steps were followed to find the language of iPad Instruction:
1. Teaching iPad use from scratch in English (45 minutes) was recorded
2. The recording was transcribed and translated into Chinese
3. The text was reduced to comprise only
the core sequence of instructions leading to use
one common word/ phrase in place of synonymslanguage that was
natural + correct
4. The language selected was divided into 2 sets, iPad processes and classroom
management instructions.
5. Two types of lessons were planned: the first type was for teaching the iPad
processes, which involved language to be acquired orally by students. These

2013 Chinese Teacher Training Centre, MGSE

lessons were designed using the very tightly structured techniques of the Silent
Way approach to present just the language to be learned.
6. A second type of lesson, which would alternate with the first, allowed the
processes learned in the first lesson to be practised, with incidental classroom
management and teacher-student language used naturally throughout. This
was the language students were to learn over time, firstly understanding and
only later mastering expression, as they needed them.
7. A small set of practice activities were designed to assist retention of some key
new language terms. These included both the names of common applications
for iPad and telephones, and some grammatical terms and set phrases of likely
use beyond the topic. The activities provided are not intended to be
exhaustive, but to show how language learned and understood might be met
frequently enough to be acquired.
Teaching in Chinese
The lessons have been designed to be taught using Chinese only. To do this
successfully, the following techniques are necessary:
1. Link meaning to observable actions, objects, features.
2. Allow students to investigate in action = try it themselves.
3. To consolidate meaning perhaps only guessed at initially, apply new terms
as they are introduced: e.g. Close the application > Close the door,
Close the window. Turn on the iPad > Turn on the light, Turn on the
computer, etc.
4. Use gesture and physical movement to assist comprehension and retention.
5. Hand speaking over to students frequently, watch and listen, provide
feedback using voice, facial expressions, hands/indicate another S they
might follow.
6. Provide only targeted repetition of your own earlier action and speech.
***

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Using an iPad and applications LESSONS 1-10

Lesson One: iPad (Qdng iPad)

Learning objective:
- Students will be able to recognize the basic parts of an iPad and perform their
functions
- They will recognize some common applications of an iPad.
- They will be able to name in Chinese Pinyin the basic parts of an iPad.
- They will understand and follow instructions in Chinese on operating the iPad.
- They will be able to give such instructions in Chinese.

()
()

Dnc
qdng
gunb
(chng)n
(qng) n
ydng
dinj
xe
dki

Vocabulary
turn on
turn off
press and hold
press lightly
drag/move
click
write/writer (name of app)
open

nni
qdng nni
zh nni
hu kui

button
on/off button
home button
swipe bar

ynyu
zhopin
xnx
rl
dt

music
photo
message
calendar
map

znme

how

1. Introduce words for iPad parts (On pictures first). (10 mins)
T says nni nni nni, shows different buttons, has Ss repeat nni.
T points and students say nni nni nni
T points to on/off button and says qdng nni. Ss repeat
T points to swipe bar and says hu kui. Ss repeat
T points to main button and says zh nni. Ss repeat
T points and Ss say: qdng nni, zh nni, hu kui
T points and asks half the class one side, half the other side
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Using an iPad and applications LESSONS 1-10

T asks some individual students
2. Introduce actions (On pictures first) (10 mins)
T says chng n qdng nni (demonstrates). Ss say and mime the same.
T says ydng hu kui (demonstrates). Ss say and mime the same.
T mimes chng n qdng nni, ydng hu kui. Ss say and mime the same.
T says dinj xi (T demonstrates) Ss say and mime the same.
T mimes chng n qdng nni, ydng hu kui, dinj xi. Ss mimes and says
the phrases.
T says qng n zh nni, gunb xi (demonstrates). Ss say and mime the same.
T mimes chng n qdng nni, ydng hu kui, dinj xi, qng n zh nni,
gunb xi. Ss mimes and says the phrases.
3. Revise or introduce vocabulary for app names. (5 mins)
ynyu
zhopin
xnx
rl
dt
T points to app on pictures and says the words one by one. Ss repeat.
T points to apps in random order and Ss say the name in Chinese.
4. Practice listening to and following instructions on opening and closing the
apps. (5 mins)
T says dinj (app names in Chinese), Ss follow instructions (on iPad).
T says qng n zh nni, Ss follow instruction (on iPad).
Ss in pairs, one giving instruction on clicking and closing apps, the other doing the
action. Then they swap. To divide students into pairs, T can assign xushng y
(student 1) to half of the class, and xushng r (student 2) to the other half. Then T
can indicate one xushng y and xushng r as a pair.
T can achieve this by using gestures. Working with higher language proficiency
students or in later lessons T can alternatively say: yge xushng y h yge xushng
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Using an iPad and applications LESSONS 1-10

r, yge xioz. xushng y shu, xushng r tng, zu dngzu. rnhu jiohun.
(One student 1 and one student 2 form a pair. Student 1 speaks, student 2 listens to
student 1 and mimes. Then swap.) The language needs to be accompanied by face and
gestures.
5
Teacher asks students say how to turn on an iPad, open an app, go back to
the main screen, and turn off the iPad. (15 mins)

iPad.

chng n qdng nni, ydng hu kui, dinj ( ), qng n zh nni, zi

chng n qdng nni, ydng hu kui, gunb iPad.

5-A: T points to picture on the left, then right, indicates to turn on iPad. T says chng
n qdng nni, ydng hu kui. Ss repeat.

1
iPad
Znme qdng iPad?
(optional)

5-B: T points to picture on the left, then right, indicates to open Writer. T says
dinj xi. Ss repeat.

Znme dki xe?

(optional)

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Using an iPad and applications LESSONS 1-10

5-C: T points to picture on the left, then right, indicates to close Writer. T says qng
n zh nni Ss repeat.

Znme gunb xe?

(optional)

5-D: T points to picture onthe left, then right, indicates to turn off iPad. T says chng
n qdng nni, ydng hu kui. Ss repeat.

Ipad
Znme gunb Ipad?
(optional)

T points to different sets of pictures and elicits from students the sequence in Chinese.
6. Practice giving and following instructions using the iPad. (10 mins)
Ss work in pairs. One gives long sequence of instructions: turn on the iPad, open an
app, close an app, turn off the iPad.
Ss then swap.

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Using an iPad and applications LESSONS 1-10

Lesson Two: Rods
Learning objectives:
- Students will be able to understand a description in Chinese of the positioning
of rods.
- They will be able to follow instruction in Chinese and arrange the rods.
- They will be able to describe the positioning of rods in Chinese.

Dnc
jm
ytio
ykui

Vocabulary
rod
one (for long rod)
one (for square rod)

hng de
hung de
ln de
l de
zngs de
j hng de
hi de
zs de
bi de

red
yellow
blue
green
brown
orange
black
purple
white

//
//

n
b
fng
hng fng
h
zide
shngmin/ximin/zhngjin/
zubin/yubin

take
put
put horizontally
and
on top of/underneath/in the
middle/on the left/on the
right

The teacher establishes that the rods are called jm and checks students can identify
each by colour and measure words (tio and kui) (For a model of this introduction
and way of working, see 21st Century Teachers of Chinese dvd Using Chinese 1 available on Scootle: The Language Learning Space Lujing Teachers resources.) See
also sample spatial relationships with rods in the photograph on page 6a.
1. Practicing describing the positioning of rods
1- A:
T says hng de jm zi ln de shngmin. (The red rod is on top of the blue rod.)
T inverts rods and asks Ss: ln de zi n
'er? And elicits from Ss ln de jm zi
hng de shngmin.
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T points to the higher rod of another 5 or 6 pairs of rods and elicits from Ss to say
(color) de jm zi (color) de shngmin.
1- B:
'er? (Where is the white
T points to the lower rod and asks Ss: bi de jm zi n
rod?), eliciting from Ss ximin (below)
T offers more samples of ximin and elicits Ss to say (color) de jm zi (color) de
ximin.
T offers more examples mixing the practice of shngmin and ximin.
2. Further practice
T says n ling tio jm, ytio hng de h ytio ln de. B ln de fng zi hng
de shngmin. N ytio hung de jm, fng zi ln de shngmin. Ln de jm
zi n'er? (Take two rods, one red and one blue. Put the blue one on top of the red
one. Take a yellow one and put it on top of the blue one.), elicitng from Ss zi ln de
shngmin, zi hng de shngmin. (on top of the blue one and the red one.)
T let Ss practice with several such sentences. Then with 6 sets of 3 rods lying one on
top of the other, T elicits from Ss e.g. hng de jm zi ln de h l de zhngjin.
Zi ln de shngmin, zi l de ximin. (The red rod is between the blue and green
rods, on top of the blue, underneath the green.)
T turns all the sets of 3 rods upright and elicits from Ss: e.g. hng de jm zi ln de
h l de zhngjin. Zi ln de zubin, zi l de yubin. (The red rod is between
the blue and green rods, to the left of the blue one, and to the right of the green one.)
Ss practice with other sets. Below is an example of the rods structure:

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Using an iPad and applications LESSONS 1-10

3. Building the structures
T asks Ss to: n sntio jm, ytio hi de, ytio hng de, h ykui bi de. B bi
d fng zi hi de h hng de zhngjin, zi hi de zubin, zi hng de yubin.
(Take three rods, one black, one red, one white. Put the white one between the black
and red rods, to the left of the black one, and to the right of the red one. ) Ss follow
instruction and build the structure.
T asks Ss to describe the structure.
Other spatial relations to be worked on in similar fashion.

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Using an iPad and applications LESSONS 1-10

Lesson Three: Locating apps on the iPad
Learning objectives
- Students will be able to move the screen, and locate and move the apps.
- They will be able to describe the positioning of apps in Chinese.
- They will be able to understand and give instructions in Chinese to move the
screen.

Dnc
pngm
zh pngm

Vocabulary
screen
home screen

hu do
y

go back
move

xing
zi
n er

towards
in/at/on
where

d y
d r
d sn
d s

first
second
third
fourth

hng

row

ge
b

(measure word)

1. Quick revision of Lessons 1 and 2 using final segment long statements. (5

mins)
1-A: T mimes and elicits from students the sequence in Chinese
chng n qdng nni, ydng hu kui, dinj (
qdng nni, ydng hu kui, gunb iPad.

), qng n zh nni, zi chng n

1-B: T gives instructions in Chinese and students follow these to act.

n sntio jm, ytio hi de, ytio hng de, h ykui bi de. B bi d fng zi hi
de h hng de zhngjin, zi hi de zubin, zi hng de yubin.

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Using an iPad and applications LESSONS 1-10

2. Introduce new vocabulary and the sequence words (using photos) (20 mins)
2-A:
T points to the screen, says pngm. Ss repeat.
T moves the screen, says ydng pngm. Ss repeat.
T points to the next screen and says pngm. Ss repeat.
T moves the screen and elicits from Ss ydng pngm.
T points to screen and elicits pngm.
T moves the screen and elicits from Ss ydng pngm.
T moves back to the main screen and says zh pngm. Ss repeat.
2-B:
T points to the first row and says, d y hng. Ss repeat.
T continues with the 2nd row.
T elicits from Ss saying the 3rd, 4th row in Chinese.

T points to the first app on the first row, and says: d y ge. Ss repeat.
T elicits from Ss the 2nd, 3rd, 4th app in Chinese.
T points to rl and says: d sn hng d s ge.
T points to other apps and elicit from Ss the position of these in Chinese.
T asks: rl zi n er? Ss respond
T asks (app names) zi n er? Ss respond
T asks where the apps are on different screens and introduce: ydng pngm hu
do zh pngm
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T points to rl, indicates it is between ynyu and z, and elicits Ss to say rl zi

ynyu h z de zhngjin.
Practice above/below with other apps.
3. Move apps on the screen (15 mins)
Using the photos, T demonstrates pressing and holding the app writer, dragging it to
the bottom of the screen, dragging music down, and then dragging writer above,
dragging music above, pressing the main button. At the same time T says:
(chng) n xe,
b xe y do pngm ximin
b ynyu y do ximin
b xe y do shngmin
b ynyu y do shngmin
qng n zh nni.
T demonstrates with other apps and elicits from Ss description of the action in
Chinese.
Using iPad, T gives instructions and Ss follow to move the apps.

4. Practice (15 mins)

In pairs, Ss are given photos and asked to instruct their partners to move the apps on
the screen so that the apps are positioned the same as on the photo.
They then swap roles.

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Using an iPad and applications LESSONS 1-10

Lesson Four: Bingo game
Learning objectives:
- Students will be able to recognize the app names in Chinese when hearing
them.
- Students will understand the gist of teacher instruction in Chinese on
organizing the game assisted by facial e xpressions and gestures.

()

Dnc
dji ho
w
wde
wmen
n
nde
nmen
jntin
(wn) yux
mngz
jio
mige
tngxe
miyu
zh
du
tbio
(b) yyng de
y
d
tng
rgu
zi
hu
qun er
le
d shng
hn
yng
xinzi
xin
xux
xn de
zi
kish

Vocabulary
hello everyone
today
me/I
my/mine
us/we
you
your/yours
you (plural)
(play) games
name
is named
every
student
(does/do not) have
paper
all
icon
(same) different
also
read
listen
if
at/on
draw
circle
(indicate completed action)
loudly
yell/speak loudly
win
now
first
learn
new
again
start
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Using an iPad and applications LESSONS 1-10

/
/

zher
hn ho
chngxn
sh / sh de
b/bsh

here
very good
startover
yes/is
no/not

1. Teacher Instruction for playing the game. (10 mins)

Dji ho, jntin wmen wn yge yux. Yux de mngz jio Bingo.
Bingo znme wn? (Hello everyone! Today we will play Bingo. How do we play it?)
W gi dji f zh. (Deliberately give less paper so that students need to say: W
miyu (zh) (I will give you a piece of paper). See an example of worksheet on the
next page.
Mi ge tngxu yuy zhng zh. Dji du yu zh ma? (Everyone has a piece of
paper. Have you all got a piece of paper?)
Zhshng yu 16 ge tbio. Mi ge tngxu de tbio sh b yyng de. (There are 16
icons on the sheet. Yours are different from those on the othr sheets).
W y yu y zhng zh. Zhshng yu 16 ge tbio. (I also have a sheet of paper. It
has 16 icons on it.)
W d yge tbio d mngz, nmen tng, rgu n de zhshng yu zhge tbio. Zi
t shngmin hu ge qun er. Rgu n de 16 ge tbio h w de sh yyng de, n yo
d shng hn: Bingo. N ji yngle zhge yux. (I will read the name of an app. You
listen, and if you have the icon of this app. you draw a circle around the icon. Once
you hav circled all your 16 icons, you call out Bingo and you win.)
Bingo.
Bingo
(Deliberately give out fewer worksheets so that students need to say:

16
16

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Using an iPad and applications LESSONS 1-10

16 bingo. . (See
below for an example of the Bingo worksheet)

2. Introducing the vocabulary of new icons. (10 mins)

T says: xinzi, wmen xin xux yxi xn de tbio d mngz.
T introduces the vocabulary below in the same way as in Lesson one.
pnggu shngdin: Apple store
shzh: Settings
yux: Game
zdin: Dictionary
yujin: Mail
xnx: Messages
linx rn: Contacts
jsh bn: Notes

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Using an iPad and applications LESSONS 1-10

3. Playing the game. (10 mins)
T says: ho de, xinzi kish wn yux.
Teachers incidental language use in this lesson may include:
Tng qngchule ma? (Did you hear me?)
N w zi d yc. (I will read it again.)
Ho, xi yge. (Okay. Next one)
(App) zi n'er? (Where is app name?)
Zi zh'er (Its here.)
S yngle. (S won.)
Tngxu mn hi yu jhu. (You still have chance.)
Wmen chngxn kish yux.

(Well start again.)

Wmen zi wn zuhu yc. (We will play it one last time.)

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Using an iPad and applications LESSONS 1-10

Lesson Five: Chinese Chinese
Learning objectives:
- Students will be able to use the Chinese Chinese app to practicing writing
Chinese characters in their stroke order.
- They will be able to understand and follow teacher instructions in Chinese for
using the app.
- They will be able to give instructions in Chinese for using the app

Dnc
hnz
bhu
shnx
shz
shng y ge
xa y (ge/k)
jintu
xingp
gzi

Vocabulary
(Chinese) characters
stroke
sequence
number
previous
next (one/lesson)
arrow
eraser
square

zho
rng

according to
let

cu
xiosh (le)
chxin

wrong
disappear
show

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Using an iPad and applications LESSONS 1-10

1.

Introduce vocabulary for objects and actions (on photos)

(10 mins)

T demonstrates and says dinj Chinese Chinese

Elicit from Ss: dinj kish, dinj Lesson 1
T demonstrates and says: zi hnz shng xi bhu, nzho y, r de shnx
T demonstrates the wrong order, and indicates its not right. Then T says: nzho y,
r de shnx
T points to eraser, says xingp. Ss repeat
T points to square, says gzi. Ss repeat
T points to arrow, says jintu. Ss repeat.
T points to arrow on the left, elicits zubin de jintu.
T points to arrow on the right, elicits yubin de jintu.
T points to objects in random order and elicits Ss to say the words.

2. To explore the functions of the app (on photos) (20 mins)

2-A:
T demonstrates clicking on eraser, elicits from Ss dinj xingp.
T indicates to the next picture and says dinj xingp, bhu ne? (using gestures
indicating: where are the strokes?)
T says: bhu xiosh le
T demonstrates clicking on square, elicits from Ss dinj gzi
T indicates to the next picture and says dinj gzi, hnz ne?
T elicits from Ss: hnz xiosh le.
T indicates to the previous picture and says dinj gzi, hnz chxin le.
T repeats the above.
T demonstrates and says: dinj xingp. T elicits from Ss t bhu xiosh le.
T demonstrates and says: dinj gzi. T elicits from Ss hnz xiosh le.
T demonstrates and says: dinj gzi. T elicits from Ss hnz chxin le.
T demonstrates clicking on arrows on the right, elicits from Ss dinj yubin de
jintu.
T indicates the next picture and says dinj yubin de jintu, xa yge hnz
chxin le.
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Using an iPad and applications LESSONS 1-10

T demonstrates clicking on arrows on the left, elicits from Ss dinj zubin de
jintu.
T indicates the previous picture and says dinj zubin de jintu, shng yge
hnz chxin le.
2-B:
T repeats and elicits Ss to say by demonstration.
T asks students:
Znme rng bhu xiosh?
Znme rng hnz xiosh?
Znme rng hnz chxin?
And elicit from students:
dinj xingp.
dinj gzi.
zi dinj gzi.
3. Ss practice giving and following instructions in pairs (on photos) (10 mins)

4. Ss practice giving and following instructions in pairs (on iPad) (15 mins)

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Using an iPad and applications LESSONS 1-10

LESSON SIX: Further practice with Chinese Chinese
Learning objectives:
- Students will expand their knowledge of Chinese characters and stroke
sequence.
- Students will understand the gist of teacher instruction in Chinese on
organizing the activities accompanied by face and gestures.

()

Dnc
yngyng runjin
jx
yng
linx
zho (do)
ygng
jude
hn
jindn
rnhu
du
bdu
kn
kn yxi
wn
gng
nn
ydin er

Vocabulary
application
continue
use
practice
look for (find)
total
consider
very
easy
then
correct
not correct
look
have a look
complete
more
difficult
a bit

1. Teacher Instruction:
Jntin wmen jx yng Chinese Chinese zhge yngyng runjin linx xi hnz
bhu. (Today we will continue using Chinese Chinese to practice writing Chinese
characters in their correct stroke order)
Qng dji qdng iPad. (Start the iPad please.)
Zi pngm shng zhodo Chinese Chinese. (Find the app on the screen.)
Dinj dki t.(Click on to open the app.)
Dinj kish. (Click on start)
Zh'er ygng yu 9 k. Mi y k yu 32 ge hnz. There are 9 lessons. Each lesson
has 32 characters.
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Using an iPad and applications LESSONS 1-10

Xinzi, dinj lesson 1, kish linx. (Now, click on lesson one. Start the practice.)
2. Teachers incidental language:
Rgu n jude hn jindn, ky dinj gzi, hnz xioshle. Rnhu zi pngm
shng xi bhu. Rnhu zi dinj gzi, hnz chxinle, kn yxi, n xi de du
bdu.
Xi wn yge hnz zhhu, dinj ximin yubin de jintu, kish linx xi yge
hnz.
Xinzi kish xi y k. Zh y k de hnz gng nn ydin er.
N xile j ge hnz?
N jude nn ma?
Zh ge hnz sh shnme ysi?
N xi de hn ho.
Zi xi yc.

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LESSON SEVEN: Writer
Learning objectives:
- Students will be able to use the Writer app to practice writing Chinese
characters in their stroke order.
- They will be able to understand and follow teacher instructions in Chinese on
using the app.
- They will be able to give instructions in Chinese to use the app

Dnc
(tio) hng zhu
zntng

Vocabulary
bar
pause

kui
mn
ydin er

fast
slow
a little bit

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1. Introduce the app (on photos) (10 mins)
T says dinj xi (T demonstrates) Ss say and mime the same.
T points to the 1st bar and says hng zhu. Ss repeat.
T points to the 2nd bar and says hng zhu. Ss repeat
T points to the 1st bar and says d y tio hng zhu. Ss repeat.
T points to the 2nd bar and says d r tio hng zhu. Ss repeat.
T points to the swipe bar and elicits hu kui.
T points to and elicits from students ju.
T points to pause and says zntng. Ss repeat.
T points to the items in random order and elicits Ss to say the above words.
1. Explore the functions of the app. (15 mins)
T drags the first swipe bar and says: ydng hu kui. Ss mime and repeat.
T demonstrates and says: ydng hu kui do zubin, mn ydin er. Ss mime
and repeat.
T demonstrates and says: ydng hu kui do yubin, kui ydin er. Ss mime
and repeat.
T drags the second swipe bar and says: ydng hu kui. Ss mime and repeat.
T demonstrates and says: ydng hu kui do zubin, jindin de hnz. Ss mime
and repeat.
T demonstrates and says: ydng hu kui do yubin, nn de hnz. Ss mime and
repeat.
T repeats, mimes and elicits from Ss the phrases.
2. Play the game (using photos) (15 mins)
T mimes dinj xi, Ss say and mime the same.
On the first bar, T mimes and says: ydng hu kui do zubin. Ss say and mime
the same.
On the second bar, T mimes and says: ydng hu kui do zubin. Ss say and
mime the same.
T says dinj play now, Ss say and mime the same.
T mimes dinj ju , Ss say the phrase and act.
T mimes zi ju shng xi bhu, Ss say the phrase and act.
T mimes dinj zntng, Ss say the phrase and act.
T mimes dinj finish game, Ss say the phrase and act.
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Using an iPad and applications LESSONS 1-10

T repeats and elicits the phrases from students.

Ss practice giving and following instructions in pairs.
3. Play the game (using iPad) (15 mins)
Ss practice in pairs using the iPad.

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Using an iPad and applications LESSONS 1-10

LESSON EIGHT: Further practice with the Writer app.
Learning objectives:
- Students will expand their knowledge of Chinese characters and stroke
sequence.
- Students will understand the gist of teacher instruction in Chinese on
organizing the activities accompanied by face and gestures.

Dnc
lng yge
sd
hnz bo
jint
fnt
xunz
xilu
bin
d
shuzh
bx
do
d dun
zi. . . zhqin
zhngqu de
dfn

Vocabulary
another
speed
character pack
simplified
traditional
choose
fall
change/become
big
finger
must
to
bottom
before
correct
score

wishme
ynwi
yu de
jish
suyu de
zh cidn
xun xing
ti
zhng
qng
knng
ynggi
yu
do
sho
shjin

why
because
some
finish
all
main menu
options
too
heavy
light
possibly
should
more
more
less
time

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Using an iPad and applications LESSONS 1-10

1. Teacher instruction
Qdng iPad, zi pngm shng, zhodo 'xi', zhodole ma? Zi n'er?
Du, zi (yushng jio).
Wmen yngxi jx linx xi hnz bhu
Dinj tbio dki xi, zi pngm shng wmen ky kn do yu ling tio hng
zhu. Yg sh start speed, kish sd, lng yg sh character pack, hnz bo. Zi
zh ling tio hng zhu de ximin, wmen ky kn do simplified Chinese'jint
zhngwn'.
Wmen xin ydng d y tio hng zhu shng de hu kui, xunz kish sd.
Zubin mn ydin er, yubin kui ydin er. Rnhu ydng d r tio hng zhu
shng de hu kui, zubin sh jindn de hnz, yubin sh nn de hnz.
Rnhu wmen dinj'jint zhngwn', zi zh'er xunz yng jint hish fnt zu
linx.

2. Teachers incidental language use

Dinj start game, wmen hu kn do yge hnz zi xilu. Qng j zhge hnz, t
hu bin d. Wmen yng shuzh zi hnz shng xi bhu.
Wmen bx zi zhge hnz lu dod dun zhqin xi zhngqu de bhu shnx.
Rgu bhu zhngqu, ji ky dfn. Rnhu wmen kn do xi yg hnz.
Wishme mi ge hnz yu b yyng de dfn. --- Ynwi yu de hnz gng nn
ydin er.
Wmen zhqin xunz de sh zu mn de sd h zu rngy de hnz bo.
Xinzi wmen dinj zntng, zi d dun, jish yux. Rnhu wmen ky kn do
suyu de hnz.
Xinzi wmen kish xn de yux. Zi yux ymin de d dun, wmen ky kn
do'hu do zh cidn'zhge xunxing. Du, jish ng.
Rgu n xing yo gng kui ydin er, xi gng nn de hnz. Hu do zh cidn.
Chngxn xunz kish sd h hnz bo. Wmen ky b hng zhu shng de hu
kui y do zhngjin.

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Using an iPad and applications LESSONS 1-10

N knng dinj de ti zhngle, n xyo dinj de gng qng din er.
N wn de hn ho. N ynggi xunz gng nn de hnz.
N miyu shjinle. N xi de yu mn, dfn yu sho. Xi de yu kui, dfn yu
du.

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Using an iPad and applications LESSONS 1-10

LESSON NINE: QR Code Reader
Learning objectives:
- Students will be able to use the app to decode information.
- They will be able to understand and follow teacher instructions in Chinese on
using the app.
- They will be able to give instructions in Chinese to use the app

()

Dnc
tiom
somio q
somio
shxingtu
qjng kung
(yg) jzi.

Vocabulary
code
code reader/scanner
read/scan
camera
frame
(a) sentence

()

du zhn
(n) wn
dng yixi.
d q
zchng

align/aim
hold steady
wait
read
put together

zhdo

until

qinmin de

in front

qjng kung

tiom

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Using an iPad and applications LESSONS 1-10

1. Introduce the words for using the app (on photos) (10 mins)
T points to a code (photo) and says: tiom. Ss say the same.
T finds other codes in the room and points to these one at a time and says: tiom. Ss
say the same. (E.g. bar code of the book; product code of Muesli bar)
T points to the camera and says: shxingtu. Ss say the same.
T points to the app and says: QR tiom somio q. Ss say the same.
T points to the frame (photo) and says: qjng kung. Ss say the same.
T points to the message next to the code and says: xnx. Ss say the same.
T points to items in random order and elicits from Ss the words.
2. Using QR code reader. (10 mins) (on photos)
T mimes and says: dinj QR tiom somio q. Ss say and mime the same.
T mimes and says: b qjng kung du zhn tiom. Ss say and mime the same.
T mimes and says: n wn, dng yixi. Ss say the same.
T points to the message and says: pngm shng chxin xnx. Ss say and mime the
same.
T repeats.
T asks Ss: znme somio tiom? And elicits the sequence.
T asks Ss to give instruction and follows them.
3. Using QR code reader. (using the iPad) (15 mins)
Ss practice giving and following instructions using QR code reader (in pairs)
4. Further practice using the reader: (20 mins)
In pairs, Ss decode and follow the message instructions.
4-A: Teacher instruction:
Zh'er yu sh ge tiom. Ling ge tngxu y z, somio zhxi tiom. Zhodo
tiom de xnx. Zchng yge jzi. (Here are ten codes. In pairs, scan the code and
decode the message in Pinyin. Put them together as a sentence)
Teachers incidental language use:
Yo n wn. Byo dng.
Kn do xnx le ma?
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Using an iPad and applications LESSONS 1-10

Ho de. Somio xi yge.
Somio wn le ma?
Hi yu j ge?
Mngbi zh j hu ma?

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Using an iPad and applications LESSONS 1-10

4-B: Teacher Instruction.
Xinzi qng dji gnj zh j hu zu dngzu.
The sentence made up of the 10 coded words should be:
Dki iPad, zhng n qdng nni, xing yu ydng hu kui, dinj zhopin.
iPad,

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Using an iPad and applications LESSONS 1-10

LESSON TEN: Sample Elaboration - how high frequency language met in this
Unit might be further developed
Learning objectives:
- Students will be able to understand and use the phrases theyve learned in the
previous lesson in different contexts: n wn, du
zh
n, s
omi
o, and d
q
.

Dnc
(h) shu
bizi
ch
yzi
mm

Vocabulary
(drink) water
glass
vehicle
chair
password

zu
zho (zhopin)
zhn

sit
take photos
stand

For each of the following dialogues,

1. T says and mimes the phrase first. Ss repeat.
2. T models the dialogue with a Chinese speaker. Ss in pairs repeat.
3. Ss practice in pairs using props.
4. Ss jointly contextualise the dialogues.

1.Hold steady
A:
B:
A:
A: H din er shu ba.
B: Xixie.
A: B bizi n wn!
A:
B:
A:
A: W xing yo zho zhopin.
B: Zu zi zh'er.
A: iya, zi ch shng b rngy n wn xingj.

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Using an iPad and applications LESSONS 1-10

A:
B:
A:
A: W xyo b sh fng zi n'er, zi shngmian.
B: Zhn zi yzi shng.
A: Hi, b yzi n wn!
2. aim at
A:
B:
A:
A: W xingyo zi zh'er gi n zho zhng zhopin.
B: Ho de, n w zhn zi zh'er.
A: W du zhnle, n bi dng.
A:
B:
A:
A: Aya, zhge hnz znme miyu bin d?
B: N miyu du zhnle t dinj. Zish y c.
A: , zhc bin dle.
A:
B:
A:
B:
A: W zi n'er xi bhu?
B: Zi pngm shng de hnz shng.
A: Y, znme xi b shngq?
B: N yo du zhnle zhge hnz de bhu xi.
3
scan
A:
B:
A:
A: W xing yo zh zhng tpin.
B: W znyng f gi n?
A: N ky b tpin somio, rnhu yng yujin f gi w.
A: . .
B:
A:
A: Zhge wnjin kn de b qngchu.
B: B hoysi, w gngci somio miyu du zhn.
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Using an iPad and applications LESSONS 1-10

A: N kb ky chngxn somio?
A:
B: 18
A: Qngwn zh bn sh dusho qin?
B: W li somio yxi tiom. . 18 Kui.
4. read
A: CD
B: CD
A: Zhge CD wishme bnng tng ne?
B: ,CD huile, dinno bnng d q t.
A: .
B:
A:
A: W bnng du q zhge dinno shng de wnjin.
B: Wishme ne?
A: W b zhdo mm.

32 2013 Chinese Teacher Training Centre, MGSE