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Focus on the Character 去 🔍 (to) go
We 'circled' the character 去 because both kids would sometimes mispronounce this character. And they both mispronounce it exactly the same way. They probably took one look at the pinyin qù and kept on wanting to pronounce it "u" like in chū (出). Thankfully other than 去, so far pinyin has not confused them.
Q: 你去过PLACE吗？
A1: 我去过. Or
A2: 我没去过.
- 你去过Legoland吗？
- 你去过Disneyland吗？
- 你去过加拿大吗？Canada. (I instantly translate the Chinese terms that they don't know.)
- 你去过纽约吗？New York.
- 你去过婆婆的家吗？
- 你去过Denmark的Legoland吗？
- 你去过巴黎的Disneyland吗？Paris.
etc.
Then I change up the subject of the questions:
- 爸爸去过纽约吗？New York.
- 爸爸去过印度尼西亚吗？
- 弟弟去过你的学校吗？
- 哥哥去过N的家吗？
etc.
Q: 你去不去PLACE/ACTIVITY?
A1: 去. Or
A2: 不去.
- 你去不去游泳? etc.
Other than circling, I read two BetterChinese books* and have them read only the character 去 whenever it appears while I read the rest of the sentence. (I covered the pinyin qù with washi tape so they won't mispronounce it.) I wanted to glue the sound and the character together in their brain.
* 18. 我的家 and 29. 我去上学
Focus on Character Introspective:
- This time I did 'circling' individually with them. On the plus side, they focused more; on the flip side, the energy (and silliness) was not there.
- The questions were rapid fire so their answers were mostly rapid fire too. It was great to see them showing instantaneous, mostly-accurate comprehension during this session.
- I didn't let them write qù in their Chinese homework because I didn't want to reinforce their mispronunciation. I just quietly wrote qù in both their homework before turning it in to their teacher ;-)
Q: 你去过PLACE吗？
A1: 我去过. Or
A2: 我没去过.
- 你去过Legoland吗？
- 你去过Disneyland吗？
- 你去过加拿大吗？Canada. (I instantly translate the Chinese terms that they don't know.)
- 你去过纽约吗？New York.
- 你去过婆婆的家吗？
- 你去过Denmark的Legoland吗？
- 你去过巴黎的Disneyland吗？Paris.
etc.
Then I change up the subject of the questions:
- 爸爸去过纽约吗？New York.
- 爸爸去过印度尼西亚吗？
- 弟弟去过你的学校吗？
- 哥哥去过N的家吗？
etc.
Q: 你去不去PLACE/ACTIVITY?
A1: 去. Or
A2: 不去.
- 你去不去游泳? etc.
Other than circling, I read two BetterChinese books* and have them read only the character 去 whenever it appears while I read the rest of the sentence. (I covered the pinyin qù with washi tape so they won't mispronounce it.) I wanted to glue the sound and the character together in their brain.
* 18. 我的家 and 29. 我去上学
Focus on Character Introspective:
- This time I did 'circling' individually with them. On the plus side, they focused more; on the flip side, the energy (and silliness) was not there.
- The questions were rapid fire so their answers were mostly rapid fire too. It was great to see them showing instantaneous, mostly-accurate comprehension during this session.
- I didn't let them write qù in their Chinese homework because I didn't want to reinforce their mispronunciation. I just quietly wrote qù in both their homework before turning it in to their teacher ;-)