你好吗?

Nǐ     hǎo    ma?

分类。

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

Nǐ     hǎo    ma?

👍🏼我很好。

 Wǒ hěn hǎo.

👎🏽我不好。

Wǒ bù hǎo.

你好吗?

我知道了!

Wǒ zhīdàole!

Can you do this at your proficiency target?

< < < 只供教师 > > >

Prep

  • Download and print 4 sets of the “I HAVE IT” document
  • Download and print “How are you/Emotions” handout for each person
  • Optional: Props to help with comprehensibility (textbooks from different classes)

Printing tip: Since all programs and printers vary, you may need to SCALE down or FIT TO PAGE the PDF before printing.

Introduce the Daily Objective

By the end of the class students should be able to respond to the question: How are you? at their proficiency target.

Novice Low Example: “Good”

Novice Mid Example: “I’m good”

Novice High Example: “I’m excited. And how are you?”

I

How are you? Song

Introduce the phrase “How are you?”

Show the video and have students listen for the question “How are you?” Suggest that they close their eyes and raise their hand when they hear it.

You do not need to watch the WHOLE video for this task.

NOTE: Looking for more videos. Share one below if you find one.

TECH TIP: Set up to start near the question. STOP the video after the response.

Answering “How are you?” – Sort

Give them the note sheet with “I am good” and I am not good” on it. They will sort the other “emotions/feelings” into one of those two categories. They will use this as a reference for the upcoming activities.

Option 1: Give them the emotions vocab sheet and they cut/paste the phrases under the category.

Option 2: Have them list (so they have to write the phrases) under the category.

Briefly go over some of their answers.

Example (but put in the target language):

“Sad… Which one? I am good (point to the green) or I am bad? (point to the red)… Yes! I am not good. Sad is not good.”

Extension / Language Comparison

Ask them to analyze these phrases. What do they notice? Do some of them have anything in common? (end with le/n) Keep all explanations very simple.

Remember, they do NOT need to know all of these by the end of the lesson. The point of this is to say “good” and “not good” a lot of times.

How are you? – Situations

Show each of the situations (photos) and have students tell how they would be feeling in each situation. Try to keep this in the target language as much as possible. It doesn’t matter if they have a different interpretation of what the picture is. For classes, use the names of teachers at your school to help make it comprehensible.

Option: Have them write their answer (New Novices: “good/not good,”
Returning Novices: “I am…”) on a white board and hold it up at the same time. You can then read the reactions aloud so they get to hear the pronunciation.

Ask the class: What was the most common reaction? Count how many students picked it (model how to count in Chinese and on your hand).

Continue to the next situation.

  1. At home, in bed, at 6am. How are you?
  2. At 8am, at school. How are you?
  3. In science class. How are you?
  4. In art class. How are you?
  5. At lunch. How are you?
  6. In math class. How are you?
  7. Taking a math/complicated test. How are you?
  8. End of school. At 2pm. How are you?
  9. On bus. It’s hot. How are you?
  10. Playing (basketball) with friends. How are you?

Writing Practice

Give this sheet. They will draw an emoji in the circle that represents how they feel about that “situation” represented by the image. It doesn’t matter how they interpret the image. Then they will write out their answer in Chinese. 

For example: The microscope could mean science. Since I like it, I’d put “I am good.”

Extension for Novice High Students: “I HAVE IT” Game

Play this game to practice the 8 feelings/emotions now that students have had a chance to use them a little. It’s fun, fast-paced, and students love it.

Prep: Download + print 4 sets of the “I HAVE IT” document above

Here’s how to play:

  1. Divide the class into 4 teams.
  2. Each team gets a set of the 8 emoji pictures (cut on the lines).
  3. Divide the emoji pictures among the team. (They might have 1 or 2 each).
  4. The teacher is the caller and calls out an emotion… “I’m sick”
  5. The one person on each team with the sick face emoji should lift it up and shout out “I HAVE IT.”
  6. The fastest team (to hold up the correct picture) gets a point! First team to 5 (or 10… you can decide) wins.
  7. The twist is … after every 3 or so calls, students have to switch their emoji with someone else on the team. This mixes it up and keeps them on their toes!

Check for learning

Have students show you they can answer the question “How are you?” and mark their objective sheet with a stamp as they prove it.

Extension Ideas

Word Recognition: Give them a text that has “good” in it multiple times. Let them highlight the word/character.

There’s a video at the end that has a dialog and adds how to say “And you?” if they are ready for more.

Share your resources and ideas with the community below!

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