Topic: Review countries, like & dislike; preference countries’ food.
Words:
中国(China)、日本(Japan)、美国(USA)、英国(British)、法国(France)、德国(Germany)、意大利(Italy)、西班牙(Spain)、墨西哥(Mexico)、澳大利亚(Australia)、印度(India)、菜 (dish)
Grammatical structure(s): Yes/No Questions, 这是(This is); 喜欢(like), 不喜欢(dislike), 吃(eat)

Performance-based Objectives—As a result of this lesson/unit, students will be able to:

1. Name different countries’ food
2. Talk about their food preferences

Cultural perspectives: typical food from different countries; popular food in the USA and China.
Performance-based Objectives—As a result of this lesson/unit, students will be able to:

3. Name different countries’ food
4. Talk about their food preferences

National (ACTFL)

COMMUNICATIONS

Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES

Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

CONNECTIONS

Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines (like table manners.) through the foreign language.

Standard 3.2: Students acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.

COMPARISONS

Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES

Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting (field trip: dining out; grocery shopping)

Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Maryland State:
Communications

• Standard 1.1 INTERPERSONAL: Students exchange information orally and in writing in the target language in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange opinions.
• Standard 1.2 INTERPRETIVE: Students understand and interpret the target language in its spoken and written form on a variety of topics.
• Standard 1.3 PRESENTATIONAL: Students present information, concepts, and ideas to an audience of listeners or readers on a wide variety of topics in the target language.

Cultures

• Standard 2.1 PRACTICES AND PERSPECTIVES: Students demonstrate knowledge and understanding of other people's way of life, and the relationship between their patterns of behavior, and the underlying beliefs and values that guide and shape their lives.
• Standard 2.2 PRODUCTS AND PERSPECTIVES: Students demonstrate knowledge and understanding of the relationship between the products, symbols, beliefs, and values of the target culture.

Connections

• Standard 3.1 ACROSS DISCIPLINES: Students reinforce and further knowledge of other content areas through a language other than English.

Comparisons

• Standard 4.1 LANGUAGE: Students demonstrate understanding of the nature of language through comparisons of the language studied and English.
• Standard 4.2 CULTURE: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities

• Standard 5.1 PRACTICAL APPLICATIONS: Students use the language both within and beyond the school setting.
• Standard 5.2 PERSONAL ENRICHMENT: Students use the language for personal enjoyment and enrichment.

Local: Local standards are aligned with state and national standards.

Teacher-made PPT, Globe balloon, projector, internet, tablet, iPad, ZIBAOBAO app

Warm up Activity (about 5 minutes): throw a globe balloon among students and teacher to review countries—each student names a country, and then throws it to another person. Teacher says 中国 then passes the balloon to the student next to her, the student who gets the globe should repeat which country the teacher says a different country. The third person should repeat the two countries and add a different country, and continue around the circle until all students have named a country....

Activity 1 (10m): Teacher writes 菜 cài (dish) on the board or shows it on PPT. The teacher will then show pictures of typical dishes from different countries one by one. At the meantime, teacher introduces which country’s dish it is. For example: when appears, teacher says 中国菜 (Chinese dish), and students follow to repeat中国菜 (Chinese dish). After showing several dishes, the teacher starts to ask students questions by showing more pictures:
Teacher asks: 这是哪国菜？ (Which country’s dish is this?)
Students answer: 这是中国菜。(This is Chinese dish.)

Transition: work in pairs--teacher assist students to pair up and provide a pile of pictures. Then each student picks several pictures of dishes from different countries, and starts to ask and answer each other questions:
Student A: 这是哪国菜？ (Which country’s dish is this?)
Students B: 这是中国菜。(This is a Chinese dish.)

Activity 2 (10m): Teacher writes down 喜欢吃 (like to eat) and 不喜欢吃 (don’t like to eat). Teacher points to 喜欢 and 不喜欢, and asks one student to draw pictures on board to represent their meaning. Then teacher points 吃, and pronounces it and mimics eating. The teacher starts to ask students questions:
Teacher asks: 你喜欢吃中国菜吗？ (Do you like Chinese food?)
Students answer: 是，我喜欢（吃中国菜）。(Yes, I do.)

Transition: work in pairs--students work with the same partner. Each student picks a picture of a dish, and starts to interview each other. Then students fill out the handout by putting interviewees’ name in the like and dislike columns:
Student A: 你喜欢吃法国菜吗？ (Do you like Chinese food?)
Students B: Or: 不，我不喜欢。(No, I don’t)
Then student A writes student B’s name in the dislike column

Activity 3 (10 minutes): Based on the record on the handout, each student introduces his peer’s favorite and not favorite dishes:
Student A says: B喜欢中国菜。B不喜欢法国菜。
(B likes Chinese food. B does not like French food.)

Activity 4 (10 minutes): Students type 菜, 吃, and 喜欢 on the ZIBAOBAO app to trace; or they can choose to write on character sheet.

Closure (5 minutes):
Review of this lesson: teacher reviews what content has been covered today and let students refresh what they have learned and ask questions; students start to do homework.
Preview for next lesson: show pictures of food and fruits and tell students they are going to learn how to say these common food and fruits.

Homework (posted on school’s website):

1. Review the new characters and structures by playing Quizlet set;
2. Interview at least three people (your friends, native speakers or family member) to find out which countries’ food they like and dislike, then summarize your interview into a video and submit your video to flip-grid, the code is XXXXXX.
   e.g., 我妈妈喜欢吃意大利菜; （My mom likes Italian food.）
   我爸爸和我妈妈都喜欢吃中国菜。(My dad does not like Chinese dishes.)
   我的朋友Anna喜欢吃法国菜。(My friends Anna likes French food.)

Pre-teaching Assessment:
Identify and name some countries that students have learned.
Ongoing/Formative Assessment:

Listening and speaking activities in class

Post-Lesson Assessment:

Homework

本教案节选自“食物”单元，我认为在备课时应注意以下几点：

一、有理所依、设定目标
在开新课时，应该把目标（objectives）、测验所涵盖的内容及日期、还有rubrics与学生们分享，这样有助于学生特别是高中生有目标可循。根据ACTFL和马里兰州的外语教学标准，教师使用了Backward design的倒推方式备课，既先设定一学年的教学目标和计划，然后分配到每个学期，每个quarter，最后落实到每节课。

二、教学理念：

1. 在设计课堂活动、作业及考试时，应遵循三种交流模式（3 modes of communication）Three Modes of Communication Employed:

Interpretive Activities: students guess the meaning of 菜 (dish), 吃 (eat)
Interpersonal Activities: students answer teacher’s questions; students work in pair & interview each other.
Presentational Activities: students introduce others’ favorite countries’ food.

2. 多元智能的理论（MI) (Multiple Intelligence): Visual, Logical, Verbal, Bodily/Kinesthetic, Naturalist, Interpersonal, Intrapersonal，并针对21世纪学生们的特点，因材施教，利用游戏和科技等手段活跃课堂气氛，营造寓教于乐的学习氛围。根据学生们不同的中文水平和年龄段来设计不同形式的assessments以检测学生听说读写各方面的能力，并设计适合的教学方法及课堂活动，以帮助学生达到你的目标。

三、使用多种技术手段：
Technology: internet, iPad, tablet, PPT, ZIBAOBAO app

四、复习、强化：
Students will talk about their favorite food, fruits, what they ate yesterday.