How To Use Music To Do Shared Reading

Music can let children experience foreign language in a pleasurable and natural way. Young children are naturally “wired” for sound and rhythm.  At Chinese with Meggie, music is an indispensable part in the classroom. Besides singing songs with the CD player, we sing catchy tunes while doing shared reading. Below are two examples:

1. 八只猴子(Eight Silly Monkeys)

The recreated lyrics:

五只猴子跳跳跳。    (Five little monkeys jumping on the bed.)
一只猴子掉下来,     (One falls down on the ground.)
妈妈给医生打电话,    (Mother calls the doctor.)
不可以在床上跳跳跳。 (The doctor says, no more monkeys jumping on the bed.)…..

We borrowed the tune from Five Little Monkeys written by A.J. Jenkins.  Children have no difficulty picking up the following vocabularies and phrases when learning the song:
猴子(monkey), 跳 (jump), 医生 (doctor),  床 (bed), 打电话(make phone call),
掉下来 (fall down), 不可以 (not allowed to). And they will also learn to count numbers from 1 to 8.

2. 晚安,大猩猩(Good night, Gorilla)

The recreated lyrics:

猩猩偷走了钥匙,钥匙, 钥匙,猩猩偷走了钥匙,管理员不知道。
(Gorilla stole the key, key, key. Gorilla stole the key. The zookeeper doesn’t know)
猩猩放走了大象,大象,大象,猩猩放走了大象,管理员不知道。
(Gorilla let go the elephant, elephant, elephant. Gorilla let go the elephant. The zookeeper doesn’t know.)…..

The original song is the famous The Wheels On The Bus. The tune repeats the animal vocabularies a lot which makes it easy for children to memorize.

 

Click the following links and right click “save link as” to download the songs:

八只猴子 Eight Silly Monkeys

晚安大猩猩 Goodnight Gorilla

 

Review Chinese Characters with a Short Play

— Picture Book Series: Eat All Your Peas

Children in our elementary program get flashcards of Chinese characters each class. How to help them digest and practice these characters in class? One method we use is to make short plays with Chinese characters.

The following is an example of how we use the picture book 《吃掉你的豌豆》(Eat All Your Peas) to make short plays.

In this cute story, the girl does not like eating peas. The mom bribes her with chocolate factories, ice creams, rockets, zoos, pets etc. The mom in the book says: “如果你吃掉豌豆,我可以给你买冰淇凌/ 巧克力工厂/ 火箭…… (If you finish all your peas, I can buy you the ice cream/ the chocolate factory/ the rocket…” And the girl replies: “我不要冰淇凌/ 巧克力工厂/ 火箭! 我不爱吃豌豆! (I do not want to have ice cream/ chocolate factory/ rocket. I do not like eating peas!)” Children learn the sentence pattern: “我不要……!我不爱吃豌豆!” (I do not want…! I do not love peas!) They also learn different objects appear in the book.

Afterwards, they make a short play with their flashcards. The teacher plays the role of the mom, and the children play the role of the daughter. The teacher first says: “如果你吃掉豌豆,我可以给你买冰淇凌。 (If you finish your peas, I can buy you the ice cream.) ” The students then use their flashcards to make the sentence and say: “我不要冰淇凌! 我不爱吃豌豆! (I do not want to have ice cream. I do not like eating peas!)” The teacher then says: “如果你吃掉豌豆,我可以给你买巧克力工厂。(If you finish your peas, I can buy you the chocolate factory.” The children response both orally and with flashcards: “我不要巧克力工厂! 我不爱吃豌豆! (I do not want to have ice cream. I do not like eating peas!)” The short play covers all the pages in the picture book.

There are several benefits of using the short play to practice the language. First, it is a very vivid learning method combining both Chinese character reading and Chinese speaking. Second, the short play simulates a real situation for children to use the language. Instead of reading out the flashcard to the teacher, they get the chance of interacting with each other during the short play.

– Chinese with Meggie Language School, Austin, Texas

The New Program at Chinese with Meggie: Advance Immersion (III)

A Classroom Snapshot

In our previous two blogs, we have introduced briefly about the new program at Chinese with Meggie: the Advance Immersion. How does a Chinese class of this program look like? This blog is a snapshot about one of our classes on Butterfly. We have prepared 2 sessions for this theme. Each session lasts for 2 hours.

The first session is focused on the body parts of butterflies. Children first finish a butterfly puzzle. Then they are given flashcards of “触角(antenna),” “复眼 (compound eye),” “足 (foot)” etc. They put the flashcards on the corresponding parts of their butterfly puzzle. Through this process, they listen to these new words and also see new Chinese charaters. Then they make a butterfly collage. During the craft-making, they review the vocabulary again.

The second session is focused on the life cycle of butterflies. Children read one fiction and one non-fiction book on the topic. Through reading, they learn “蛹(egg),” “毛毛虫(caterpillar),” “茧(pupa),” “蝴蝶(butterfly).” To help them remember the four stages, there is a nursery rhyme with the four key words. Then it is the craft time. They make an egg on a leaf, a caterpillar, a pupa with paper. They stick the three items onto a paper plate along with the butterfly they made last class. Then they either copy, or stick the Chinese flashcards provided by the teacher onto the plate.

 

 

The New Program at Chinese with Meggie: Advance Immersion (I) — A Brief Introduction

The New Program at Chinese with Meggie: Advance Immersion (II) — Why and Who?

– Chinese with Meggie Language School, Austin, Texas

The New Program at Chinese with Meggie: Advance Immersion (II)

Why and Who?

We develop the Advance Immersion program for several reasons. First, we have several 4 to 5 years olds who have been in our Regular Immersion Program during the past several years. Through our Regular Immersion Program, they have are already capable of understanding classroom instructions, and can interact with teachers as regard to simple daily conversations. They need something new in class to boost their Chinese to the next level.

Second, even though those 4 or 5 years old are ready for a boost in their Chinese, they are not ready for our elementary program which is designed for older children. Instead of learning through flashcard recognition, we think these 4 to 5 years olds need to learn through play. However, we need to provide more structured and complicated “play” than what we currently have in our regular immersion classes.

Third, since those children have already developed their Chinese skills in our Regular Immersion Program. They are capable of being in a 100% Chinese classroom.

Because of the above three reason, we think it is a good time to start the new program.

Who are eligible for the Advance Immersion Program? At the end of each semester, we select children from our regular immersion classes. When selecting, we mainly consider a child’s maturity and Chinese skill. The child should be ready to learn something new and challenging in Chinese. The child should also be willing to commit some time outside of the classroom for their Chinese learning.

The New Program at Chinese with Meggie: Advance Immersion (I): An Introduction

– Chinese with Meggie Language School, Austin, Texas