Dzaˬma dzaˬma - 教师两周教学方案

Jul 18, 2026

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Dzaˬma dzaˬma is a children’s big book designed for a two-week classroom use focused on pleasure reading and language development. The teacher follows a structured routine from Monday to Friday, guiding learners through cover viewing, title reading, picture discussion, fluent rereading, prediction, sequencing, and main idea practice. Activities include shared “reading” with familiar parts, flashcard word matching, volunteer page reading, and dramatizing the story.

LanguageEnglish

CategoryStory & Novel

FormatPDF

Pages17

Reading Time26 min

Teacher Plan

Monday: Cover, title, and first page

Tuesday: Reread with less picture discussion

Wednesday: Join-in reading and flashcards

Thursday: Volunteer “reading” and flashcard matching

Friday: Dramatize the story

Dzaˬma dzaˬma Phaˇ dmˬ tsawˇ myahˇ:Dzaˬ ma, dzaˬ ma Boꞈ-euˬ ghaˬ:Na Tiqwah Aˇbaˇ: Saiˬ Roˇ Tsawˬ jeuˬ dawˬ :Aˬ khaˬ Laˆsaˆ-euˬghaˬ: Aˇ sehˆ,Aˇdoˬ Yaˬ beh beh-euˬpoˆ:Joˬ ba la,2017 Akha Dzaˬma dzaˬma Phaˇ dmˬ tsawˇ myahˇ:Dzaˬ ma, dzaˬ ma Boꞈ-euˬ ghaˬ :Na Tiqwah Aˇbaˇ: Saiˬ Roˇ Tsawˬ jeuˬ dawˬ :Aˬ khaˬ Laˆsaˆ-euˬghaˬ : Aˇ sehˆ,Aˇdoˬ Yaˬ beh beh-euˬpoˆ:Joˬ ba la,2017 Author : Na Tiqwah Illustrator : Sai Rong Language : Burmese Edition : Test Edition Date : June, 2017 Akha Myanmar Copyright © 2021, Akha literature and cultural committee, and NTC [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) You are free to make commercial use of this work. You may adapt and add to this work. You must keep the copyright and credits for authors, illustrators, etc. For the Teacher This Big Book is designed to be used for two weeks. It promotes enjoyment of storybooks, development of vocabulary, the skills of prediction, sequencing and main idea, and the understanding that books are made up of words. On Monday , the teacher shows everyone the cover of the book reads the title, while moving a finger under it turns to the first page, and discusses the picture (asks the children to predict what will happen) reads the text on the first page, fluently (not slowly), and asks the children what they think they will see on each page. (The teacher is the only one “reading.”) On Tuesday , the teacher shows everyone the book, and reads the story again, following the words with a finger, without as much discussion of the pictures. On Wednesday , the teacher invites children to join in with “reading” when the story comes to parts which are familiar to them shows a flashcard from the story and tells the class what the card says, and invites children to find the same word in the storybook (or to match the card with the word in the book to see if it is the same) On Thursday , the teacher points smoothly to the words in the story and lets some volunteers “read” a page, if they can remember the story by now, and lets the children match the flashcards to the words in the story. On Friday , the children act out (dramatize) the story as others help the teacher “read” it. Aˇ myoꞈ zaˬ nga behˆ mawˇ-awˇ dzaˬ ma dzaˬ ma . Ya ma phawˬ choeˇ aˇ khahˬ mawˇ ngeh, dzaˬ ma dzaˬ ma . Aˬ khuiˬ khuiˬ zaˬ shaˬ yoeˬ mawˇ ngeh, dzaˬ ma dzaˬ ma . Aˇ miˇ ngaˬ shaˬ shaˬ koˆ mawˇ ngeh, dzaˬ ma dzaˬma . Ya ciˆ ya ma aˇ mawˇ mawˇ ngeh dzaˬ ma dzaˬ ma .

FAQs

What is the purpose of this big book lesson plan?

It is designed for two weeks to promote enjoyment of storybooks and support vocabulary development, prediction skills, sequencing, and main idea understanding.

What activities happen on Monday?

The teacher shows the cover, reads the title with a finger, discusses the first-page picture by asking children to predict, and reads the text fluently while the teacher is the only one “reading.”

How are flashcards used during the week?

On Wednesday the teacher shows flashcards from the story, tells what each card says, and invites children to find the same word in the storybook or match the card to the word in the book.

Jul 18, 2026

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