This page contains resources for dual language immersion teachers of Chinese.

Culturally Authentic Materials in Chinese | Graphic Organizers | Resources for Chinese Teachers | Sample Texts | Possible Sources for Texts | Tips on Teaching Reading in Chinese | Tech Tools

Culturally Authentic Materials in Chinese

Graphic Organizers

Graphic Organizers in Chinese - Links to lots of graphic organizers in Chinese that will give you ideas (traditional characters) (Shared by Grace Heebner)

Graphic Organizers in English - I actually used the graphic organizers for my students to take notes on vocabulary and patterns, and of course story information. I have not used them much this year. Please note that I did not create any of these files. (Shared by Wu Ping)

Resources for Chinese Teachers

Sample Texts

GarfieldWhyHateMondaysInChinese.JPG - Garfield, Why Hate Mondays? (Also available in Chinese from China Daily; English Translation from China Daily)

WuPingSlideshare.JPG - I like creating stories/reading materials from videos and authentic materials. The stories I have written can be found at: The authentic reading materials are stored at .

Possible Sources for Texts

Foreigncy.png - Free database of articles from the UK for intermediate to advanced, searchable by topic, difficulty level, article source, and date. Each comes with a brief summary in English, the article, flashcards, and some come with videos as well

Jinmiao.png - 听故事书 (有很高级的听力材料,长篇著名故事)(Shared by Wu Ping)

KidQQ.JPG - 腾讯故事吧;网上图画故事书,配文字(无发音),分年龄 (Shared by Wu Ping)

PCBaby.JPG - 1-6岁宝宝认知中心,有逻辑训练,故事书等等 (宝宝知 库)(Shared by Wu Ping)

StoryBeva.png- 超级可爱的贝瓦故事,有视频和音频 (Shared by Wu Ping)

TraditionalFestivals.jpg - 朗朗中文的故事书 故事书还可以 打印,配套练习 (Shared by Wu Ping)
YouBan.JPG - 视频故事书(有图画,汉字和发音)(Shared by Wu Ping)

Wu Ping has also collected this list of websites containing reading materials:

Tips on Teaching Reading in Chinese

(From Grace Heebner)

1) Chunking - It's hard for students to chunk Chinese phrases. For example: ni shi wo de hao peng you. Teachers need to help them by chunking them when they read: nishi wode haopengyou. This textbook series actually has these "chunking" in the text: Here is my explanation of chunking:

2) Read to Students - Reading stories to the students actually will help them to read too. Using pictures and repeated phrases helps their understanding.

3) Pinyin - Make sure Pinyin is removed from the text as the students learn to read Chinese characters. Most of the textbooks out there in America don't do that. If you read carefully on these pages, you will see the pinyin is removed because those words are learned:

4) Readings That Draw on Prior Knowledge - This is a very good example. My students can actually recite them.

A Very Hungry Caterpillar - Learn Chinese with Ms. Pope (ViewPure Link)

5) Examples - Unfortunately, I haven't found anything that's good for American students who are learning Chinese in America. I actually would encourage teachers to make story book OR someone can apply for STARTALK grant to work on some... Utah has developed some for younger readers, I am not sure if they developed any for Middle school and up. But again, I will
encourage teachers start to write short stories like the example above (or have students make them external image X8YPpi6kcyo.pngusing simple app like "Shadow puppet" This is made by my student, but he didn't use the all the functions it has:

You can actually do a lot with this app to make a recorded short story really quickly. Here is an example I made for my last workshop:

6) Gap Between Conversational & Formal Written Chinese - PLEASE do remind the teachers, actually there are differences between Daily conversational Chinese and Formal speech/writing Chinese. What students now in America are mostly learning Daily conversational Chinese, that's why there is a gap for American students to read authentic materials (authentic materials like website, books.. are all more formal).

(Tips from Wu Ping)

1. Sound/Print Correspondence - Read and hear the story at the same time to reinforce your memory of the characters, sounds and meaning; I learned from Dr. Galal Walker that students don’t develop much language proficiency through pure reading. Sounds and contexts have to go with the words.

2. Read with a Purpose - Read for the gist of the story or for specific words.

3. Three Cs - The reading materials need to be (repetitively) comprehensible, compelling and culturally appropriate/informative. This advice is taken from TPRS.

4. Sources for Stories - I use some pre-created stories with my students and also write a lot of stories for them based on the vocabulary and patterns they are learning. I like creating stories/reading materials from videos and authentic materials. The stories I have written can be found at: The authentic reading materials are
stored at . I also use some of the Chinese TPRS books by Terry Waltz, such as Anna没办法. I also use Tales and Traditions series, Integrated Chinese and Huanying by Cheng & Tsui, Rhythms and Tones 1 & 2, Rhymes & Rhythm for Learning Chinese series, Tian Di Xiong Mao series,
Discovery Chinese by Better Chinese, and many other story books.

5. Ways to Scaffold Reading for Students - I always ask students to figure out an unfamiliar word through context and grammar knowledge. For instance, if you see a phrase with “_ 的 ,“ you can tell that the word before 的 is used to describe the word after 的,so the word after 的 is a noun. Also, if you see “number noun,” you can tell that the word missing is a measure word, which is like a unit word in English. When students are decoding Chinese characters, their knowledge of radicals help a lot. One recent example of predicting new words I have done with my Chinese II:

Also, one in-class reading assignment about Pizzahut’s Birthday Party is another example:

Tech Tools

Skritter.png - This website scaffolds students through writing characters, including correct stroke order and pronunciation, in Japanese & Chinese