{"id":117,"date":"2018-08-07T22:55:05","date_gmt":"2018-08-07T22:55:05","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/?post_type=back-matter&p=117"},"modified":"2019-06-04T20:02:15","modified_gmt":"2019-06-04T20:02:15","slug":"%e8%a2%81%e7%a7%8b%e8%90%8d-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/chapter\/%e8%a2%81%e7%a7%8b%e8%90%8d-2\/","title":{"rendered":"\u8881\u79cb\u840d"},"content":{"raw":"

Lesson Plan: Shopping<\/h1>\r\n

Qiuping Yuan\u8881\u79cb\u840d<\/h4>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
School Type: Public<\/td>\r\nNumber of students: 21<\/td>\r\n<\/tr>\r\n
Grade: Grade 9<\/td>\r\nProficiency Level: Intermediate-Low<\/td>\r\n<\/tr>\r\n
Teaching minutes: 50 minutes<\/td>\r\nMethod and Strategy: TBLT<\/td>\r\n<\/tr>\r\n
Topic: Shopping<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n[table id=26 \/]\r\n\r\n[table id=27 \/]\r\n\r\n[table id=28 \/]","rendered":"

Lesson Plan: Shopping<\/h1>\n

Qiuping Yuan\u8881\u79cb\u840d<\/h4>\n\n\n\n\n\n\n
School Type: Public<\/td>\nNumber of students: 21<\/td>\n<\/tr>\n
Grade: Grade 9<\/td>\nProficiency Level: Intermediate-Low<\/td>\n<\/tr>\n
Teaching minutes: 50 minutes<\/td>\nMethod and Strategy: TBLT<\/td>\n<\/tr>\n
Topic: Shopping<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n
\n
Post Assessment\/Evaluation<\/h6>\n

Status of Students (Characteristics, knowledge level, background, etc.)<\/strong><\/td>\n<\/tr>\n

\n

This is a Level 2 topic at Lake Shore High School, Michigan<\/p>\n<\/td>\n<\/tr>\n

\n
Post Assessment\/Evaluation<\/h6>\n

ACTFL Standards Descriptions<\/strong> <\/td>\n<\/tr>\n

\n

ACTFL Standards for<\/strong> Intermediate-Low speaking: https:\/\/www.actfl.org\/publications\/guidelines-and-manuals\/actfl-proficiency-guidelines-2012\/english\/speaking<\/a><\/p>\n

\u4e2d\u7ea7\u521d\u7b49\u6c34\u5e73\u7684\u8bb2\u8bdd\u8005\u53ef\u4ee5\u5728\u7b80\u5355\u7684\u793e\u4ea4\u60c5\u5883\u4e0b\u7528\u8bed\u8a00\u8fdb\u884c\u521b\u4f5c\uff0c\u4ece\u800c\u6210\u529f\u5730\u5e94\u5bf9\u6709\u9650\u6570\u91cf\u7684\u548c\u4e0d\u590d\u6742\u7684\u4ea4\u6d41\u4efb\u52a1\u3002\u8c08\u8bdd\u5c40\u9650\u4e8e\u51e0\u7c7b\u5728\u76ee\u7684\u8bed\u6587\u5316\u4e2d\u751f\u5b58\u6240\u5fc5\u9700\u7684\u5177\u4f53\u7684\u4ea4\u8c08\u4ee5\u53ca\u53ef\u9884\u89c1\u7684\u8bdd\u9898\u3002<\/p>\n

\u8fd9\u4e9b\u8bdd\u9898\u4e0e\u57fa\u672c\u7684\u4e2a\u4eba\u4fe1\u606f\u76f8\u5173\uff0c\u4ee5\u53ca\u4e00\u4e9b\u5373\u65f6\u9700\u6c42\uff0c\u4f8b\u5982\u70b9\u9910\u548c\u7b80\u5355\u8d2d\u7269\u3002\u4e2d\u7ea7\u521d\u7b49\u7684\u8bb2\u8bdd\u8005\u4e3b\u8981\u662f\u5728\u56de\u7b54\u76f4\u63a5\u95ee\u9898\u6216\u4fe1\u606f\u54a8\u8be2\u65f6\u4f5c\u51fa\u53cd\u5e94\u5e76\u7aed\u529b\u5e94\u5bf9\u3002\u4ed6\u4eec\u8fd8\u80fd\u8be2\u95ee\u4e00\u4e9b\u6070\u5f53\u7684\u95ee\u9898\u3002<\/p>\n

Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. At the Intermediate Low sublevel, speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions. Intermediate Low speakers manage to sustain the functions of the Intermediate level, although just barely.<\/p>\n

Intermediate Low speakers express personal meaning by combining and recombining what they know and what they hear from their interlocutors into short statements and discrete sentences. Their responses are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language. In spite of frequent misunderstandings that may require repetition or rephrasing, Intermediate Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.<\/p>\n<\/td>\n<\/tr>\n

\n
Post Assessment\/Evaluation<\/h6>\n

Lesson Content and Objectives<\/strong><\/td>\n<\/tr>\n

\n

Theme or Topic:<\/b> Talking about Prices and Making Bargains<\/p>\n

Words:<\/b> dollar\u5757\/\u5143, dime \u6bdb\/\u89d2, cent\u5206, \u4fbf\u5b9c\uff0c\u8d35\uff0c\u6253\u6298\uff0c\u591a\u5c11\u94b1\uff0c\u5408\u7b97<\/p>\n

Grammatical structure(s):<\/b> \u8fd9\u662f\u4ec0\u4e48\uff1f\u4f60\u8981\u4e70\u4ec0\u4e48\uff1f\u591a\u5c11\u94b1\uff1f\u4fbf\u5b9c\u4e00\u70b9\u5356\u4e0d\u5356\uff1f<\/p>\n

Cultural perspectives:<\/b> Make bargains<\/p>\n

Performance-based Objectives\uff1aAs a result of this lesson\/unit, students will be able to:<\/b><\/p>\n

    <\/p>\n
  1. Recognize the price characters<\/li>\n
    <\/div>\n
  2. Talk about prices using: dollar\u5757, dime \u6bdb\/\u89d2\uff0cand cent\u5206<\/li>\n
    <\/div>\n
  3. Talk about prices and make bargains<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
\n
Post Assessment\/Evaluation<\/h6>\n

Materials Needed<\/strong><\/td>\n<\/tr>\n

\n

Vocabulary sheet, white board, dry eraser, marker, a piece of fabric or eraser, pre-cut vocabulary flashcards, blue pens and red pens, Chinese currency prints, bargaining song sheet, quizlet vocabulary<\/p>\n<\/td>\n<\/tr>\n

\n

Questions the teacher needs to consider for the procedure activity design:<\/strong><\/p>\n

    <\/p>\n
  • What will prepare students to demonstrate what they can do?<\/li>\n
    <\/div>\n
  • What will the students need to know (vocabulary, structures, cultural and content knowledge, etc...) in order to accomplish the lesson objectives?<\/li>\n
    <\/div>\n
  • What activities will be used to ensure students to accomplish the lesson objectives<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    <\/p>\n\n\n\n\n\n\n\n\n\n\n
    \n

    Activity 1<\/p>\n

    (5min)<\/p>\n

    Learn vocabulary using Power Point<\/p>\n<\/td>\n

    		\n

    Learn to say the new words<\/p>\n<\/td>\n

    		\n

    The teacher plays the vocabulary Power Point (with pin yin, pictures and English meaning.)<\/p>\n<\/td>\n

    		\n
      \n
    1. The students write the English meaning on the vocabulary sheet which matches the Power Point.<\/li>\n
      <\/div>\n
    2. After students finish writing the meaning of each word in English, the class will read the vocabulary word twice with the teacher in order to achieve the correct tones and pronunciations.<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
    \n

    Activity 2<\/p>\n

    (10 min)<\/p>\n

    Vocabulary practice using white board<\/p>\n<\/td>\n

    		\n

    Get familiar with the vocabulary<\/p>\n<\/td>\n

    		\n

    After the students practice for 5 minutes, the teacher starts to test the students\u2019 short term memory: the teacher says each vocabulary word while the students do the second task.<\/p>\n<\/td>\n

    		\n
      \n
    1. Every student has a whiteboard, dry eraser marker and a piece of fabric\/eraser to practice how to write the vocabularies (Depending on students\u2019 level, either in characters or pin yin).<\/li>\n
      <\/div>\n
    2. The students show what they write to the teacher one at a time, then erase it and get ready for the next word until all the words are practiced.<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
    \n

    Activity 3:<\/p>\n

    (10m)<\/p>\n

    Do the character-picture match game<\/p>\n<\/td>\n

    		\n

    Practice recognizing the characters for prices in Chinese.<\/p>\n<\/td>\n

    		\n

    The teacher gives each student a set of pre-cut vocabulary characters and picture flash cards.<\/p>\n<\/td>\n

    		\n

    The students spread the flash cards on the desk in a random order, face up, and start to match them.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Activity 4:<\/p>\n

    (10m)<\/p>\n

    Pop the balloon<\/p>\n<\/td>\n

    		\n

    Assess the students<\/p>\n<\/td>\n

    		\n
      \n
    1. The teacher points to the characters with numbers in each balloon and the students say the characters as a whole class.<\/li>\n
      <\/div>\n
    2. Pair up the students in groups of two after the practice; the teacher gives each group a piece of paper with the same content, a red pen and a blue pen.<\/li>\n
      <\/div>\n
    3. The teacher starts to say the words one by one in a random order.<\/li>\n<\/ol>\n<\/td>\n
    		The students find the words and cross them out. The student who finds the word first wins the round. Keep practicing until all the vocabulary words are crossed out.<\/td>\n<\/tr>\n
    \n

    Activity 5:<\/p>\n

    (5m)<\/p>\n

    Price rhyme and video<\/p>\n<\/td>\n

    		\n

    Listening comprehension and speaking practice<\/p>\n<\/td>\n

    		\n
      \n
    1. The teacher prepares a copy of the audio content for each student: Chinese currency\u300a\u4e2d\u56fd\u94b1\u300b by http:\/\/www.chinesewithease.com\/audio-rhymes-and-rhythm-2.html<\/a> (\u9ad8\u5065, Book 2, L28 )<\/li>\n
      <\/div>\n
    2. The teacher claps hands to give students a rhythm while the whole class reads it together.<\/li>\n<\/ol>\n<\/td>\n
    		\n

    The students listen to the audio first, practice by themselves, and then listen to it again. The whole class reads it together.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Activity 6:<\/p>\n

    (10m)<\/p>\n<\/td>\n

    		\n

    Practice saying the price in Chinese.<\/p>\n<\/td>\n

    		\n
      \n
    1. The teacher gets the YouTube video ready \u201cHow Much Does it Cost?\u201d and play the video to the class.<\/li>\n
      <\/div>\n
    2. Google the flyer online and change the dollar signs to Chinese currency signs.<\/li>\n
      <\/div>\n
    3. Check students while they are practicing.<\/li>\n<\/ol>\n<\/td>\n
    		\n
      \n
    1. The students watch the video first: https:\/\/www.youtube.com\/watch?v=6-sBcpp1LBw<\/a><\/li>\n
      <\/div>\n
    2. The students pair with a partner to practice the price on the flyer.<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
    \n

    Activity 7:<\/p>\n

    (10min)<\/p>\n

    Sing the \u201cMaking Bargains Song\u201d written by the teacher<\/p>\n<\/td>\n

    		\n

    Learn how to ask about prices and make bargains in Chinese<\/p>\n<\/td>\n

    		\n
      \n
    1. The teacher writes the song with the vocabulary learned, using the melody \u201cThe Farmer in the Dell\u201d for the song. The teacher sings it first, and invites the students to sing back in unison.<\/li>\n
      <\/div>\n
    2. Check if the students can say the sentences in the song in Chinese.<\/li>\n<\/ol>\n<\/td>\n
    		\n
      \n
    1. The students practice singing the song.<\/li>\n
      <\/div>\n
    2. When the students are able to sing on their own, have the boys and the girls compete!<\/li>\n<\/ol>\n

      \n\u300a\u8ba8\u4ef7\u8fd8\u4ef7\u6b4c\u300b<\/b><\/p>\n

        \n
      1. \u8fd9\u662f\u4ec0\u4e48\uff1f\u8fd9\u662f\u5e3d\u5b50\u3002
        \n\u90a3\u662f\u4ec0\u4e48\uff1f\u90a3\u662f\u88d9\u5b50\u3002<\/li>\n
        <\/div>\n
      2. \u4f60\u8981\u4e70\u4ec0\u4e48\uff1f\u6211\u8981\u4e70\u5e3d\u5b50\u3002
        \n\u5e3d\u5b50\u591a\u5c11\u94b1\uff1f\u516b\u5757\u516b\u6bdb\u516b\u3002<\/li>\n
        <\/div>\n
      3. \u8d35\u3001\u5f88\u8d35\u3001\u592a\u8d35\u5566\uff0c
        \n\u4fbf\u5b9c\u4e00\u70b9\u5356\u4e0d\u5356\uff1f
        \n\u4fbf\u5b9c\u3001\u5f88\u4fbf\u5b9c\u3001\u975e\u5e38\u4fbf\u5b9c
        \n\u4eca\u5929\u6253\u6298\u5f88\u5408\u7b97\uff01<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
    \n

    Activity 8:<\/p>\n

    (10m)<\/p>\n<\/td>\n

    		<\/td>\n\n
      \n
    1. The teacher prepares the online quizlet vocabulary beforehand.<\/li>\n
      <\/div>\n
    2. Use \u201cGo Guardian\u201d to monitor the students\u2019 practice<\/li>\n<\/ol>\n<\/td>\n
    		\n

    Students log in the quizlet using their Chrome Book. They will review the online flashcards, and do the electronic vocabulary words match game.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    <\/p>\n\n\n\n\n\n\n\n\n\n\n
    \n
    Post Assessment\/Evaluation<\/h6>\n

    Post Assessment\/Evaluation<\/strong><\/td>\n<\/tr>\n

    \n

    The whole class is supposed to do the quizlet match game if the time is permitted.<\/p>\n

    https:\/\/quizlet.com\/126709124\/match<\/a><\/p>\n<\/td>\n<\/tr>\n

    Homework <\/b><\/td>\n<\/tr>\n
    \n
      \n
    1. Do the online quizlet vocabulary test: https:\/\/quizlet.com\/126709124\/test<\/a> (5 Multiple choice questions, 5 Matching questions and 4 True\/False questions)<\/li>\n
    2. Design a five-step back and forth conversation between customer and salesperson (insert 2x5 grids) the conversation is required to include greetings, asking about prices, making bargains, the final result (buy or not buy \u2026)<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
    Notes<\/b><\/td>\n<\/tr>\n
    \n

    Questions the teacher needs to consider before, during and after lesson planning<\/p>\n

      <\/p>\n
    • What did the teacher learn?<\/li>\n
      <\/div>\n
    • What did the students learn?<\/li>\n
      <\/div>\n
    • How will the teacher improve the lesson next time?<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    Lesson Plan Analysis<\/b> <\/td>\n<\/tr>\n
    \n
      \n
    • Backwards Design, Comprehensible Input, Multiple Intelligences, 5C\u2019s Three Modes of Communication<\/li>\n
      <\/div>\n
    • Audio, video, music, hands on activities, electronic practices, and activities are employed. The majority of the class activities are total participation activities. This enable the whole class, not just one or two students at a time, to engage in practice.<\/li>\n
      <\/div>\n
    • Lesson objectives are achieved by varied activities and materials in highly visualized contexts to target the students\u2019 learning styles. The teacher gradually becomes a facilitator and makes the students the active participants. The whole process allows the teacher to have a better understanding of TBLT.<\/li>\n
      <\/div>\n
    • Activity seven combines the previous activities. Make sure the students can speak conversationally in addition to signing.<\/li>\n<\/ul>\n

      Suggestions for users<\/p>\n

      Level 2 high school students learning the topic \u201cshopping\u201d by using the applied task based language teaching method (TBLT). There are three stages of teaching TBLT: before task, during task and after task. The process consists of seven days of teaching and learning activities. It is highly recommended to follow the whole process rather than to have a one day activity.<\/p>\n

      <\/div>\n

      Before task<\/p>\n

      the 1st day:<\/b> using manipulative, picture flashcards, Powerpoint to learn food and beverage words<\/p>\n

      the 2nd day:<\/b> measurement words and sentence patterns<\/p>\n

      the 3rd day:<\/b> talking about prices and making bargains<\/p>\n

      the 4th day:<\/b> design play money and flyer, prepare flash cards for stations (Each of the five stations have five sets of identical vocabulary cards separated into five, color-coded groups)<\/p>\n

      the 5th day:<\/b> pair up students to take turns practicing what they need to say and what to do as a sales clerk\/customers. Review the vocabulary and sentence patterns at stations.<\/p>\n

      During task:<\/b><\/p>\n

      the 6th day:<\/b> the simulation market<\/p>\n

      After task:<\/b><\/p>\n

      the 7th day:<\/b> follow-up and comment<\/p>\n

      Strengths and limitations<\/p>\n

      <\/div>\n

      The TBLT application for \u201cshopping\u201d topic not only gives students a reason for needing and wanting to stay on task, but also provides them with an authentic purpose to demonstrate what they learn in class in a meaningful way. As a result, the seven-day learning \u201cpuzzle pieces\u201d are combined naturally into a complete learning experience.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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