1 Unit 11: Taking Care of my Body and my Health Lesson 4: Chinese Medicine vs. Western Medicine Recommendation: Read the supporting document, “How to Use These Lessons,” for suggestions to help achieve successful implementation of this curriculum. It’s listed in the Instructional Resources in this lesson. Standards California World Language Standards - Stage I Content 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 1.1 Students address discrete elements of daily life, including: n. Parts of the body, illness Communication 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers. Functions 1.4 List, name, identify, enumerate. 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Cultures 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences within the target cultures and among students’ own cultures. 1.3 Identify cultural borrowings. Structures 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know. Settings 1.0 Students use language in highly predictable common daily settings. 1.1 Recognize age appropriate cultural or language use opportunities outside the classroom. Objective Students compare and contrast basic attributes and characteristics of Western medicine and Chinese medicine. Students can explain their opinion about several comparable treatments from the two approaches to medicine. 学生将会比较中西医之属性及特点的异同。学生将阐述他们对多种中西医治疗方式的看法。 Xuéshēng jiāng huì bǐjiào zhōng xī yī zhī shǔxìng jí tèdiǎn de yìtóng. Xuéshēng jiāng chǎnshù tāmen duì duō zhǒng zhōng xī yī zhìliáo fāngshì de kànfǎ.
Transcript
1
Unit 11: Taking Care of my Body and my Health Lesson 4: Chinese Medicine vs. Western Medicine
Recommendation: Read the supporting document, “How to Use These Lessons,” for suggestions to help achieve successful implementation of this curriculum. It’s listed in the Instructional Resources in this lesson. Standards
California World Language Standards - Stage I
Content 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other
disciplines. 1.1 Students address discrete elements of daily life, including:
n. Parts of the body, illness
Communication 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers.
Functions 1.4 List, name, identify, enumerate. 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Cultures 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences within the target cultures and among students’ own cultures. 1.3 Identify cultural borrowings. Structures 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in
context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the
students know. Settings 1.0 Students use language in highly predictable common daily settings. 1.1 Recognize age appropriate cultural or language use opportunities outside the classroom. Objective Students compare and contrast basic attributes and characteristics of Western medicine and Chinese medicine. Students can explain their opinion about several comparable treatments from the two approaches to medicine. 学生将会比较中西医之属性及特点的异同。学生将阐述他们对多种中西医治疗方式的看法。 Xuéshēng jiāng huì bǐjiào zhōng xī yī zhī shǔxìng jí tèdiǎn de yìtóng. Xuéshēng jiāng chǎnshù tāmen duì duō zhǒng zhōng xī yī zhìliáo fāngshì de kànfǎ.
2
Student Work
Interpersonal Presentational Interpretive Students listen and speak to others to communicate knowledge, feelings, and opinions, or to negotiate meaning.
Students speak and write language to express information or opinions to an audience.
Students individually listen to, read, and view content without interpersonal interaction.
Domains of Language Listening Speaking Reading Writing Students as a whole class listen to teacher give a contextualized mini-lecture. Students listen to the teacher say a sequence of Mandarin words, holding up a “tone card” to identify which tone they hear. Students also demonstrate listening comprehension by pointing at pictures or realia or otherwise indicating their understanding. Students listen to each other in pairs and during teamwork and to group presentations to the class.
Students speak to each other in pairs and teams using key vocabulary words and phrases. Students speak to the teacher and frequently present to the class with partners or teams.
Students read four to six new Chinese characters in simplified Chinese. Students read short class-generated stories written in pinyin based on the unit theme and/or lesson.
Students write pinyin phrases to describe storyboards created with teacher or team or partner collaboration. Students write four to six Chinese characters in simplified Chinese.
Evidence of Learning – Assessment
Informal or Formal
Informal assessments include teacher visual observations as students identify which tone they hear in newly learned words by using hand gestures. Teacher asks students to express their understanding of the meaning of a new word by saying its translation in English. During this check for understanding the teacher allows students time for metacognition and reflection if there is disagreement and provides immediate feedback on the correct tone. The teacher checks student listening comprehension by having students make gestures to indicate their understanding (using agreed-upon signals to represent the words). A variation is having students close their eyes and respond with such hand gestures to the words they hear, so the teacher can see which ones have and have not acquired the target vocabulary. Assessment of students interacting in pairs or teams during interpersonal communication includes “kidwatching,” as described by Yetta Goodman (Notes from A Kidwatcher: Selected Writings of Yetta M. Goodman, edited by Sandra Wilde and published by Heinemann, Portsmouth, NH, 1996). The teacher moves about the classroom and listens in on student conversations. The teacher records observations of student practice, notes misunderstandings or errors to emphasize in future mini-lessons, and guides students who need assistance or encouragement. The teacher assesses student reading comprehension by asking students to verbally read pinyin and Chinese characters projected on a screen or written on poster-sized charts, and when reading their storyboards. The teacher
3
gives immediate feedback by asking the student to read again, asking another student, or giving the correction. In the beginning stages of second language acquisition in Chinese, students are expected to recognize Chinese characters by associating them with English translations. Student written production of pinyin is informally assessed by peers and the teacher reading their storyboard descriptions and giving oral feedback. When students are presenting their knowledge either orally or in writing, it is based upon a teacher- and class-generated rubric. Refer to the “Strategies Matrix: Instruction for World Language Classrooms.” Formal assessments will be conducted at the end of each unit of study to ascertain internalization of key vocabulary words and phrases. Background on Teaching Tones with Color-coding and Kinesthetics to Aid Long-term Memory
Color-coding Scheme for Mandarin Tones
(Teacher demonstrates each and asks students to say the following and show the associated kinesthetic gesture) 1st oral: “First tone – blue, up high, like the clear, blue sky.” [hand at forehead level, palm down, flat] examples in pinyin: zhōng jiān 2nd oral: “Second tone – green, going up, like a tree reaching to the sun.” [hand at nose goes upward] examples in pinyin: lái líng 3rd oral: “Third tone – brown, swinging down and up, like a monkey in a tree.” [hand starts near mouth, goes down below chin, then up to nose level] examples in pinyin: xiǎng wǔ 4th oral: “Fourth tone – red, like an angry slap on the top of your head.” [hand does slap movement from forehead to chin levels] examples in pinyin: shàng mù qù 5th oral: “Fifth tone – neutral black, like a gentle tap.” [fingers of hand close as hand makes tap movement] examples in pinyin: ne, ge and ma Important Note: The Mandarin third tone is rare in speech. In conversation, it is cut in half, the “half dip,” and only the lower rising half (the second half) is heard. The full dip is only fully pronounced in a few circumstances:
• For emphasis • At the end of a sentence • List of individual words
4
Warm up with Language through Repetition-Rhythm-Rhyme Poems, Chants, and Songs
English Chinese Characters Pinyin Chants (with clapping) for this lesson: Medicine, medicine! (Clap-clap-clap, clap, clap!) When I’m sick I need medicine! Doctors, doctors! (Clap-clap-clap, clap, clap!) When I’m sick I need doctors! Nurses, nurses! (Clap-clap-clap, clap, clap!) When I’m sick I need nurses! Pharmacists, pharmacists! (Clap-clap-clap, clap, clap!) When I’m sick I need pharmacists!
Poems for this lesson: Medicine in the East. Medicine in the West. Which medical tradition is the best? Knowledge in the West. Knowledge in the East. Which knowledge tradition helps the least? Why ask that? Can you really know? Both have good things to teach us, so… Learn from the East. Learn from the West. Honoring both traditions is the best!
Dōngfāng de yīyào, Xīfāng de yīyào. Nǎ zhǒng yīyào chuántǒng shì zuì hǎo de? Xīfāng de zhīshì, Dōngfāng de zhīshì. Nǎ zhǒng zhīshì chuántǒng de bāngzhù zhuì shǎo? Wèishéme wèn? Nǐ zhīdào ma? Liǎng gè dōu néng jiāo wǒmen hǎo dōngxi, Suǒyǐ. . . Xué xué dōngfāng ya, Xué xué xīfāng, Zuì hǎo de jiùshì zūnjìng shuāngfāng chuántǒng!
Song for this lesson (can be sung to the tune of “Zippity Do-dah”): Doctors in China help people heal! Using techniques and herbs that are real.
中国的医生治疗人们！ 使用的技术和药草都是真的！ 美国的医生也使用科技。
Zhōngguó de yīshēng zhìliáo rénmen! Shǐyòng de jìshù hé yàocǎo dōu shì zhēn de! Měiguó de yīshēng yě shǐyòng kējì.
5
In the USA we use technology, too. With pharmacological know-how, chemicals are tools.
配合药学的技术， 化学品也成了工具。
Pèihé yàoxué de jìshù, Huàxué pǐn yě chéngle gōngjù.
Teacher Modeling of Communication followed by Student’s Structured Practice
Message
Functions/Structure
Key Vocabulary or Phrases
Strategies for Oral Practice
Select from the following based on the language challenges inherent in the content (i.e., hypothesizing in science content requires the use of conditional tense).
Extended name tag Learning log followed by sharing aloud with a partner
Communicative (Casual, Conversational) Tasks: • Description of people, places,
things, and ideas
How would you describe Western medicine? 你会怎么形容西医？ Nǐ huì zěnme xíngróng xīyī? How would you describe Traditional Chinese medicine? 你会怎么形容传统中医? Nǐ huì zěnme xíngróng chuántǒng zhōngyī? How would you describe the places Western medicine comes from? 你会怎么形容西医来自何处？ Nǐ huì zěnme xíngróng xīyī láizì hé chù? How would you describe the places Traditional Chinese medicine comes from? 你会怎么形容中医来自何处？ Nǐ huì zěnme xíngróng zhōngyī láizì hé chù?
Academic Tasks: • Recall of data or facts
• Compare/contrast • Evaluation
List three facts about Western medicine. List three facts about Traditional Chinese medicine. 请列出三项西医的事实。 Qǐng liè chū sān xiàng xīyī de shìshí. 请列出三项传统中医的事实。 Qǐng liè chū sān xiàng chuántǒng zhōngyī de shìshí. Western medicine uses less _________ than Traditional Chinese medicine. Traditional Chinese medicine focuses on meditation and herbal remedies whereas Western medicine focuses on testing and prescription drugs. 西医比传统中医使用较少的_________。 传统中医集中在静坐冥想和草药治疗，但是西医集中在测
Chuántǒng zhōngyī jízhōng zài jìngzuò míngxiǎng hé cǎoyào zhìliáo, dànshì xīyī jízhōng zài cèshì hé chǔfāngyào wù. In my opinion, acupuncture is ______________. I believe chemotherapy is ______ effective than herbal remedies because __________. 依我看来，针灸治疗 ____________。 我相信化学治疗比草药治疗____有效，因为________。 Yī wǒ kàn lái, zhēnjiǔ zhìliáo ____________. Wǒ xiāngxìn huàxué zhìliáo bǐ cǎoyào zhìliáo____yǒuxiào, yīnwèi________.
Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate) This is the new information or knowledge for the students to be exposed to during the lesson. The teacher may choose many ways for students to be exposed to and interact with this new knowledge, including teacher modeling and demonstration, teacher “lecturing” in a comprehensible way using visuals, realia, manipulatives, etc., and/or students learning new information through technology or reading. Using the T-graph provided as a blackline master with this lesson (in the Lesson Materials at the end of this document), teacher will draw the T-graph on large butcher paper in front of the students, having them say the various words along with the teacher as they are written. For example, following is the beginning of possible teacher patter (in the target language as much as possible) to accompany drawing the T-graph comparing eastern and western medicine: “This lesson will teach you the words you’ll need to compare Eastern and Western medicine [teacher does gesture to represent the words Eastern and Western medicine and has students imitate the gesture when the word is said]. When you know the words for various Eastern and Western medical treatments, you can help yourself or others choose the best treatment option. The title of this lesson is “Chinese medicine versus Western medicine.” Say it with me… [Teacher acts out Chinese medicine and Western medicine, and/or shows picture file cards of both. Teacher also writes the words of the title at the top of the chart. Teacher does gesture(s) to represent the title.] On the left, I will write an attribute, fact or characteristic of Chinese medicine [Write and sketch, then say, “Say it with me!”]. Then go to the right column and write/sketch a similar or opposing attribute, fact or characteristic of United States medicine. [Say it with me.]” The dialogue continues in this vein with the teacher describing what goes in the T-graph as the students make their own on their own paper and practice saying the language. Debrief in English for 30-60 seconds (mainly for content; for language issues only if absolutely necessary) One way to debrief the input listed in the direct instruction section is to review it by pointing and talking about it again in the target language, but having the students choral call, using target language circumlocutions, or English as a last resort, what they think you are saying. That way if they are misunderstanding something, the teacher may correct, clarify, and reinforce the correct meaning. Another way might be to have students retell each other, in pairs
7
or triads, in their home language what the big ideas of the lesson were and how they figured out new vocabulary. Another way is to have students give a kinesthetic gesture to show they understand specific words. Students — as a whole group, pairs, or individuals — may also point to the appropriate spot on the chart as the teacher says key vocabulary. The teacher may also choose to briefly “put on his/her English hat” or “click on his/her English speech” and ask if there are any questions or clarifications needed. TPRS – Total Physical Response Storytelling AKA Teaching Proficiency through Reading and Storytelling Circling is an intentional strategy to repeatedly expose students to the target structures and attune their ear to pronunciation. The teacher states this circling pattern in Mandarin Chinese with students responding and the teacher repeating as a way of affirming their statements. “Circling” on a phrase related to the content, “Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems.” 当小贾斯丁和成龙有健康问题的时候，他们会咨询中医师，也会咨询西医师。Dāng xiǎo jiǎ sī dīng hé chénglóng yǒu jiànkāng wèntí de shíhou, tāmen huì zīxún zhōngyīshī, yě huì zīxún xī yī shī. Teacher pre-teaches the phrase, making sure everyone knows what each word means (by showing picture file cards, realia, manipulatives, or by gesturing) and agreeing on gestures to indicate each key word, with the students’ job only to make the gestures and respond in English or the target language with a word or two to indicate their understanding. The teacher then asks questions [yes/no, either/or, who/what/when/where/how much or many/etc.], each time acknowledging the class’s answer and then restating the original sentence so the students hear and respond to the key vocabulary many times. [opening statement, circling begins] Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. Do Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems? [yes] Yes, Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. Do Justin Bieber and Jackie Chan only consult doctors of Western medicine when they have health problems? [no] No, Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. Do Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems or when they have financial problems? [when they have health problems] Right, Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. Do Justin Bieber and Jackie Chan or Kermit the Frog and Miss Piggy consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems? [Justin Bieber and Jackie Chan] You got it right, Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. Who consults both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems? [Justin Bieber and Jackie Chan] Correct! Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. What kind of doctors are consulted by Justin Bieber and Jackie Chan when they have health problems? [both doctors of Western medicine and doctors of traditional Chinese medicine] Yes, Justin Bieber and Jackie Chan consult both doctors of Western medicine and doctors of traditional Chinese medicine when they have health problems. [closing statement, circle completed.]
8
The circling process should go on for approximately ten minutes or when the teacher has repeated the key vocabulary in the area of 50-75 times)— and is focused on the teacher statements and questions—missing most of the parts the students either say in response or indicate comprehension of by shaking or nodding their heads, or making kinesthetic gestures. Extend the Learning: School-Home Connection and Class Projects, Small Group Activities, Individual Practice SCHOOL-HOME CONNECTION Teacher provides “homework” that involves including parents and family in thinking about or practicing the new learning and language skills. In this lesson, students will ask friends and family to tell them what they know about the differences between traditional Chinese medicine and Western medicine. In addition, students will ask friends and family their opinions about comparable treatments from the two approaches to medicine by surveying ten friends and family members, then discussing the results with a parent or guardian. CLASS PROJECTS Projects should apply the new knowledge in a way that demonstrates the students’ understanding of the lesson and allows them to re-present this information in a novel format. An example of a project to extend the understanding of the lesson is that each team may be assigned the task of a collaborative poster, with a rubric so each poster includes (at a minimum) the words and phrases, symbols, and vocabulary with illustrations. When each team is satisfied with their work, and has checked the rubric to make sure they haven’t forgotten something, use the “gallery walk with docent” strategy to allow students to see each other’s work, ask questions, and develop metacognition when they explain their thinking to other teams walking through the “gallery.” Instructional Resources and References How to Use These Lessons http://mandarin.sdcoe.net/cd1.html Refer to the guide for using these lessons for more information. Strategies Matrix: Teaching Strategies for World Language Classrooms http://mandarin.sdcoe.net/cd1.html This matrix offers a compendium of instructional strategies that accelerate language acquisition, ensure student engagement, and lead to high levels of student achievement. Chinese and Western Medicine National Institutes of Health – article comparing eastern and western medicine http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1238216/ An article by a Westerner who became an acupuncturist http://acupunctureinthepark.com/about-acupuncture/a-comparison-between-chinese-and-western-medicine/ A comparison between Eastern and Western medicine by a company that sells health supplements like vitamins and homeopathic products. http://www.vaxa.com/eastern-medicine-vs-western-medicine.cfm
9
Lesson Materials BLACKLINE MASTER for contextualized mini-lecture (with 10/2) for previous section: Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate) Using the T-graph below as an example, compare and contrast Eastern (Chinese) versus Western (United States) medical approaches. Write it in front of them on large chart paper or butcher paper, sketching to contextualize the ideas and or adding picture file cards or realia to the chart.
Comparison and Contrast Between Eastern and Western Medicine Eastern (Chinese) Medicine
Western (United States and Europe) Medicine
A doctor is _________________________________________
A doctor is ______________________________
A nurse is _________________________________________
A nurse is _________________________________________
Being healthy means __________________________________
Being healthy means __________________________________
Being unhealthy is __________________________________
Being unhealthy means ____________________________
Symptoms are _________________________________
Symptoms are _______________________________
The cause of an illness is _______________________________
The cause of an illness is ______________________________
The main strength of Eastern medicine is ___________________
The main strength of Western medicine is ___________________
For relevant information, see http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1238216/ and http://www.vaxa.com/eastern-medicine-vs-western-medicine.cfm
10
SCHOOL-HOME CONNECTION sample sheets (send home approximately 1-2 per week. Name: _________________________ Date:_______________
School-Home Connection #1
Unit 11: Taking Care of my Body and my Health Lesson 4: Traditional Chinese Medicine vs. Western Medicine
Talk to at least two friends and/or family members about what they think the differences are between traditional Chinese medicine and Western medicine. Name of Friend
or Family
Differences between Traditional Chinese Medicine vs. Western Medicine (Write ideas and sketch different attributes.)
Traditional Chinese Medicine
Western Medicine
Signature of adult: ______________________ Signature of student: ________________________
学校-家庭连结 #1 Xuéxiào-jiātíng liánjié#1 第十一单元：照顾自己的身体及健康 Dì shíyī dānyuán: Zhàogù zìjǐ de shēntǐ jí jiànkāng
第四课：传统中医及西医 Dì sì kè: Chuántǒng zhōngyī jí xīyī
请至少和两位朋友或家人对话，谈谈他们认为的中医及西医有什么不同。Qǐng zhìshǎo hé liǎng wèi péngyǒu huò jiārén duìhuà, tán tán tāmen rènwéi de zhōngyī jí xīyī yǒu shé me bùtóng. 朋友或家人姓名 Péngyǒu huò
jiārén xìngmíng
中医及西医之不同（写下观点并画出不同的特性） Zhōngyī jí xīyī zhī bùtóng (Xiě xià guāndiǎn bìng huà chū bùtóng de tèxìng)
School-Home Connection #2 Unit 11: Taking Care of my Body and my Health
Lesson 4: Chinese Medicine vs. Western Medicine
Ask ten friends and family their opinions about comparable treatments from the two approaches to medicine by surveying them using the chart below by having each person write his/her name in the left column, then put a check mark in one of the three columns to show what s/he prefers for his/her medical care. Then discuss the results with a parent or guardian using the structure in the box at the bottom of this page.
Survey Respondents (Write name)
I Prefer Traditional Chinese Medicine
I Prefer Western Medicine
I Prefer a Blend of Both Types of
Medicine 1. 一 Yī
2. 二 èr
3. 三 sān
4. 四 sì
5. 五 wǔ
6. 六 liù
7. 七 qī
8. 八 bā
9. 九 jiǔ
10. 十 shí
Signature of adult: ______________________ Signature of student: ________________________ 姓名: _______________ 日期: _______________ Xìngmíng Rìqí
According to my survey results, _____% of the people surveyed preferred traditional Chinese medicine, ____% preferred Western medicine, and ____% preferred a blend of both traditional Chinese medicine and Western medicine.
13
学校-家庭连结 #2 Xuéxiào-jiātíng liánjié#2 第十一单元：照顾自己的身体及健康 Dì shíyī dānyuán: Zhàogù zìjǐ de shēntǐ jí jiànkāng
Add your own visuals (with your students) to make these award cards even more motivating for your students!
Keep the English translation small so it can be folded over once it is no longer needed.
PUT THE TARGET LANGUAGE WORD OR PHRASE IN LARGE Add graphic image FONT ON ONE SIDE to support SO IT CAN BE FOLDED understanding. OVER AND USED AS A FLASHCARD. Picture File Cards – Gather or take photographs to be used to support understanding and for practice talking in the target language. Shrink or enlarge photos as needed for posters, playing cards, and so on.
