{"id":120,"date":"2018-08-07T22:56:06","date_gmt":"2018-08-07T22:56:06","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/?post_type=back-matter&p=120"},"modified":"2019-09-30T12:57:19","modified_gmt":"2019-09-30T12:57:19","slug":"%e5%bc%a0%e5%8f%af%e6%98%95","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/chapter\/%e5%bc%a0%e5%8f%af%e6%98%95\/","title":{"rendered":"\u5f20\u53ef\u6615"},"content":{"raw":"

Lesson Plan: Food & Preference<\/h1>\r\n

\u5f20\u53ef\u6615<\/span><\/h4>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
School Type: Private<\/td>\r\nNumber of students: 10<\/td>\r\n<\/tr>\r\n
Grade: 8th-12th<\/td>\r\nProficiency Level: Novice Low<\/td>\r\n<\/tr>\r\n
Teaching minutes: 50 minutes<\/td>\r\nMethods: Direct; TPR<\/td>\r\n<\/tr>\r\n
Topic: Food & Preference<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n[table id=13 \/]","rendered":"

Lesson Plan: Food & Preference<\/h1>\n

\u5f20\u53ef\u6615<\/h4>\n\n\n\n\n\n\n
School Type: Private<\/td>\nNumber of students: 10<\/td>\n<\/tr>\n
Grade: 8th-12th<\/td>\nProficiency Level: Novice Low<\/td>\n<\/tr>\n
Teaching minutes: 50 minutes<\/td>\nMethods: Direct; TPR<\/td>\n<\/tr>\n
Topic: Food & Preference<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Lesson\u2019s Content Focus\/ Objective<\/h4>\n<\/td>\n<\/tr>\n

\n

Topic: Review countries, like & dislike; preference countries\u2019 food.
\nWords:
\n\u4e2d\u56fd(China)\u3001\u65e5\u672c(Japan)\u3001\u7f8e\u56fd(USA)\u3001\u82f1\u56fd(British)\u3001\u6cd5\u56fd(France)\u3001\u5fb7\u56fd(Germany)\u3001\u610f\u5927\u5229(Italy)\u3001\u897f\u73ed\u7259(Spain)\u3001\u58a8\u897f\u54e5(Mexico)\u3001\u6fb3\u5927\u5229\u4e9a(Australia)\u3001\u5370\u5ea6(India)\u3001\u83dc (dish)
\nGrammatical structure(s): Yes\/No Questions, \u8fd9\u662f(This is); \u559c\u6b22(like), \u4e0d\u559c\u6b22(dislike), \u5403(eat)<\/p>\n

<\/div>\n

Performance-based Objectives\u2014As a result of this lesson\/unit, students will be able to:<\/p>\n

    \n
  1. Name different countries\u2019 food<\/li>\n
    <\/div>\n
  2. Talk about their food preferences<\/li>\n

    \nCultural perspectives: typical food from different countries; popular food in the USA and China.
    \nPerformance-based Objectives\u2014As a result of this lesson\/unit, students will be able to:<\/p>\n

  3. Name different countries\u2019 food<\/li>\n
    <\/div>\n
  4. Talk about their food preferences<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
\n

State Standards\/ ACTFL Standards<\/h4>\n<\/td>\n<\/tr>\n

\n

National (ACTFL)<\/p>\n

COMMUNICATIONS<\/p>\n

Communicate in Languages Other Than English<\/p>\n

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions<\/p>\n

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.<\/p>\n

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.<\/p>\n

<\/div>\n

CULTURES<\/p>\n

Gain Knowledge and Understanding of Other Cultures<\/p>\n

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied<\/p>\n

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.<\/p>\n

<\/div>\n

CONNECTIONS<\/p>\n

Connect with Other Disciplines and Acquire Information<\/p>\n

Standard 3.1: Students reinforce and further their knowledge of other disciplines (like table manners.) through the foreign language.<\/p>\n

Standard 3.2: Students acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.<\/p>\n

<\/div>\n

COMPARISONS<\/p>\n

Develop Insight into the Nature of Language and Culture<\/p>\n

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own<\/p>\n

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.<\/p>\n

<\/div>\n

COMMUNITIES<\/p>\n

Participate in Multilingual Communities at Home & Around the World<\/p>\n

Standard 5.1: Students use the language both within and beyond the school setting (field trip: dining out; grocery shopping)<\/p>\n

Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.<\/p>\n

<\/div>\n

Maryland State:
\nCommunications<\/p>\n

    \n
  • 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.<\/li>\n
    <\/div>\n
  • Standard 1.2 INTERPRETIVE: Students understand and interpret the target language in its spoken and written form on a variety of topics.<\/li>\n
    <\/div>\n
  • 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.<\/li>\n<\/ul>\n

    Cultures<\/p>\n

      \n
    • 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.<\/li>\n
      <\/div>\n
    • 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.<\/li>\n<\/ul>\n

      Connections<\/p>\n

        \n
      • Standard 3.1 ACROSS DISCIPLINES: Students reinforce and further knowledge of other content areas through a language other than English.<\/li>\n<\/ul>\n

        Comparisons<\/p>\n

          \n
        • Standard 4.1 LANGUAGE: Students demonstrate understanding of the nature of language through comparisons of the language studied and English.<\/li>\n
          <\/div>\n
        • Standard 4.2 CULTURE: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.<\/li>\n<\/ul>\n

          Communities<\/p>\n

            \n
          • Standard 5.1 PRACTICAL APPLICATIONS: Students use the language both within and beyond the school setting.<\/li>\n
            <\/div>\n
          • Standard 5.2 PERSONAL ENRICHMENT: Students use the language for personal enjoyment and enrichment.<\/li>\n<\/ul>\n

            \nLocal: Local standards are aligned with state and national standards.<\/p>\n<\/td>\n<\/tr>\n

\n

Materials Needs<\/h4>\n<\/td>\n<\/tr>\n

\n

Teacher-made PPT, Globe balloon, projector, internet, tablet, iPad, ZIBAOBAO app<\/p>\n<\/td>\n<\/tr>\n

\n

Procedure<\/h4>\n<\/td>\n<\/tr>\n

\n

Warm up Activity (about 5 minutes): throw a globe balloon among students and teacher to review countries\u2014each student names a country, and then throws it to another person. Teacher says \u4e2d\u56fd 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....<\/p>\n

<\/div>\n

Activity 1 (10m): Teacher writes \u83dc c\u00e0i (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\u2019s dish it is. For example: when appears, teacher says \u4e2d\u56fd\u83dc (Chinese dish), and students follow to repeat\u4e2d\u56fd\u83dc (Chinese dish). After showing several dishes, the teacher starts to ask students questions by showing more pictures:
\nTeacher asks: \u8fd9\u662f\u54ea\u56fd\u83dc\uff1f (Which country\u2019s dish is this?)
\nStudents answer: \u8fd9\u662f\u4e2d\u56fd\u83dc\u3002(This is Chinese dish.)<\/p>\n

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:
\nStudent A: \u8fd9\u662f\u54ea\u56fd\u83dc\uff1f (Which country\u2019s dish is this?)
\nStudents B: \u8fd9\u662f\u4e2d\u56fd\u83dc\u3002(This is a Chinese dish.)<\/p>\n

<\/div>\n

Activity 2 (10m): Teacher writes down \u559c\u6b22\u5403 (like to eat) and \u4e0d\u559c\u6b22\u5403 (don\u2019t like to eat). Teacher points to \u559c\u6b22 and \u4e0d\u559c\u6b22, and asks one student to draw pictures on board to represent their meaning. Then teacher points \u5403, and pronounces it and mimics eating. The teacher starts to ask students questions:
\nTeacher asks: \u4f60\u559c\u6b22\u5403\u4e2d\u56fd\u83dc\u5417\uff1f (Do you like Chinese food?)
\nStudents answer: \u662f\uff0c\u6211\u559c\u6b22\uff08\u5403\u4e2d\u56fd\u83dc\uff09\u3002(Yes, I do.)<\/p>\n

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\u2019 name in the like and dislike columns:
\nStudent A: \u4f60\u559c\u6b22\u5403\u6cd5\u56fd\u83dc\u5417\uff1f (Do you like Chinese food?)
\nStudents B: Or: \u4e0d\uff0c\u6211\u4e0d\u559c\u6b22\u3002(No, I don\u2019t)
\nThen student A writes student B\u2019s name in the dislike column<\/p>\n

<\/div>\n

Activity 3 (10 minutes): Based on the record on the handout, each student introduces his peer\u2019s favorite and not favorite dishes:
\nStudent A says: B\u559c\u6b22\u4e2d\u56fd\u83dc\u3002B\u4e0d\u559c\u6b22\u6cd5\u56fd\u83dc\u3002
\n(B likes Chinese food. B does not like French food.)<\/p>\n

<\/div>\n

Activity 4 (10 minutes): Students type \u83dc, \u5403, and \u559c\u6b22 on the ZIBAOBAO app to trace; or they can choose to write on character sheet.<\/p>\n

<\/div>\n

Closure (5 minutes):
\nReview 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.
\nPreview 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.<\/p>\n

<\/div>\n

Homework (posted on school\u2019s website):<\/p>\n

    \n
  1. Review the new characters and structures by playing Quizlet set;<\/li>\n
    <\/div>\n
  2. Interview at least three people (your friends, native speakers or family member) to find out which countries\u2019 food they like and dislike, then summarize your interview into a video and submit your video to flip-grid, the code is XXXXXX.
    \ne.g., \u6211\u5988\u5988\u559c\u6b22\u5403\u610f\u5927\u5229\u83dc; \uff08My mom likes Italian food.\uff09
    \n\u6211\u7238\u7238\u548c\u6211\u5988\u5988\u90fd\u559c\u6b22\u5403\u4e2d\u56fd\u83dc\u3002(My dad does not like Chinese dishes.)
    \n\u6211\u7684\u670b\u53cbAnna\u559c\u6b22\u5403\u6cd5\u56fd\u83dc\u3002(My friends Anna likes French food.)<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
\n

Pre-Assessment\/Post Assessment\/Evaluation<\/h4>\n<\/td>\n<\/tr>\n

\n

Pre-teaching Assessment:
\nIdentify and name some countries that students have learned.
\nOngoing\/Formative Assessment:<\/p>\n

    Listening and speaking activities in class<\/ol>\n

    Post-Lesson Assessment:<\/p>\n

      Homework<\/ol>\n<\/p>\n<\/td>\n<\/tr>\n
\n

Knowledge of Students<\/h4>\n<\/td>\n<\/tr>\n

This lesson plan is suitable for beginners from 6th to 12th grades.<\/td>\n<\/tr>\n
\n

Notes<\/h4>\n<\/td>\n<\/tr>\n

\n

\u672c\u6559\u6848\u8282\u9009\u81ea\u201c\u98df\u7269\u201d\u5355\u5143\uff0c\u6211\u8ba4\u4e3a\u5728\u5907\u8bfe\u65f6\u5e94\u6ce8\u610f\u4ee5\u4e0b\u51e0\u70b9\uff1a<\/p>\n

\u4e00\u3001\u6709\u7406\u6240\u4f9d\u3001\u8bbe\u5b9a\u76ee\u6807
\n\u5728\u5f00\u65b0\u8bfe\u65f6\uff0c\u5e94\u8be5\u628a\u76ee\u6807\uff08objectives\uff09\u3001\u6d4b\u9a8c\u6240\u6db5\u76d6\u7684\u5185\u5bb9\u53ca\u65e5\u671f\u3001\u8fd8\u6709rubrics\u4e0e\u5b66\u751f\u4eec\u5206\u4eab\uff0c\u8fd9\u6837\u6709\u52a9\u4e8e\u5b66\u751f\u7279\u522b\u662f\u9ad8\u4e2d\u751f\u6709\u76ee\u6807\u53ef\u5faa\u3002\u6839\u636eACTFL\u548c\u9a6c\u91cc\u5170\u5dde\u7684\u5916\u8bed\u6559\u5b66\u6807\u51c6\uff0c\u6559\u5e08\u4f7f\u7528\u4e86Backward design\u7684\u5012\u63a8\u65b9\u5f0f\u5907\u8bfe\uff0c\u65e2\u5148\u8bbe\u5b9a\u4e00\u5b66\u5e74\u7684\u6559\u5b66\u76ee\u6807\u548c\u8ba1\u5212\uff0c\u7136\u540e\u5206\u914d\u5230\u6bcf\u4e2a\u5b66\u671f\uff0c\u6bcf\u4e2aquarter\uff0c\u6700\u540e\u843d\u5b9e\u5230\u6bcf\u8282\u8bfe\u3002<\/p>\n

\n\u4e8c\u3001\u6559\u5b66\u7406\u5ff5\uff1a<\/p>\n

    \n
  1. \u5728\u8bbe\u8ba1\u8bfe\u5802\u6d3b\u52a8\u3001\u4f5c\u4e1a\u53ca\u8003\u8bd5\u65f6\uff0c\u5e94\u9075\u5faa\u4e09\u79cd\u4ea4\u6d41\u6a21\u5f0f\uff083 modes of communication\uff09Three Modes of Communication Employed:<\/li>\n

    \nInterpretive Activities: students guess the meaning of \u83dc (dish), \u5403 (eat)
    \nInterpersonal Activities: students answer teacher\u2019s questions; students work in pair & interview each other.
    \nPresentational Activities: students introduce others\u2019 favorite countries\u2019 food.<\/p>\n

  2. \u591a\u5143\u667a\u80fd\u7684\u7406\u8bba\uff08MI) (Multiple Intelligence): Visual, Logical, Verbal, Bodily\/Kinesthetic, Naturalist, Interpersonal, Intrapersonal\uff0c\u5e76\u9488\u5bf921\u4e16\u7eaa\u5b66\u751f\u4eec\u7684\u7279\u70b9\uff0c\u56e0\u6750\u65bd\u6559\uff0c\u5229\u7528\u6e38\u620f\u548c\u79d1\u6280\u7b49\u624b\u6bb5\u6d3b\u8dc3\u8bfe\u5802\u6c14\u6c1b\uff0c\u8425\u9020\u5bd3\u6559\u4e8e\u4e50\u7684\u5b66\u4e60\u6c1b\u56f4\u3002\u6839\u636e\u5b66\u751f\u4eec\u4e0d\u540c\u7684\u4e2d\u6587\u6c34\u5e73\u548c\u5e74\u9f84\u6bb5\u6765\u8bbe\u8ba1\u4e0d\u540c\u5f62\u5f0f\u7684assessments\u4ee5\u68c0\u6d4b\u5b66\u751f\u542c\u8bf4\u8bfb\u5199\u5404\u65b9\u9762\u7684\u80fd\u529b\uff0c\u5e76\u8bbe\u8ba1\u9002\u5408\u7684\u6559\u5b66\u65b9\u6cd5\u53ca\u8bfe\u5802\u6d3b\u52a8\uff0c\u4ee5\u5e2e\u52a9\u5b66\u751f\u8fbe\u5230\u4f60\u7684\u76ee\u6807\u3002<\/li>\n<\/ol>\n
    <\/div>\n

    \u4e09\u3001\u4f7f\u7528\u591a\u79cd\u6280\u672f\u624b\u6bb5\uff1a
    \nTechnology: internet, iPad, tablet, PPT, ZIBAOBAO app<\/p>\n

    <\/div>\n

    \u56db\u3001\u590d\u4e60\u3001\u5f3a\u5316\uff1a
    \nStudents will talk about their favorite food, fruits, what they ate yesterday.<\/p>\n<\/td>\n<\/tr>\n

\n

\u6559\u5e08\u7b80\u4ecb<\/h4>\n<\/td>\n<\/tr>\n

\u5f20\u53ef\u6615\uff1a\u4e2d\u5c71\u5927\u5b66\u5916\u8bed\u7cfb\u6bd5\u4e1a\uff0c\u66fe\u5728\u4e2d\u56fd\u83b7\u5f97\u822a\u7a7a\u7ffb\u8bd1\u8d44\u683c\u8bc1\u4e66\uff0c\u540e\u5728\u4e54\u6cbb\u6885\u68ee\u5927\u5b66\u53d6\u5f97\u6559\u80b2\u7855\u58eb\u5b66\u4f4d\u3002\u5728\u7f8e\u56fd\u7684\u4e2d\u5c0f\u5b66\u4efb\u6559\u957f\u8fbe13\u5e74\u4e4b\u4e45\uff0c\u5e76\u517c\u4efb\u7f8e\u56fd\u6559\u5e08\u5b66\u4f1a\u5927\u534e\u5e9c\u5730\u533a\u7684\u7406\u4e8b\u3002\u5979\u5584\u4e8e\u5728\u6559\u5b66\u4e2d\u57f9\u517b\u5b66\u751f\u7684\u601d\u8003\u80fd\u529b\uff0c\u5e76\u5e94\u7528\u591a\u5143\u667a\u80fd\u7406\u8bba\u3001\u5b8c\u5168\u80a2\u4f53\u53cd\u6620\u6559\u5b66\u6cd5\u53ca\u79d1\u6280\u624b\u6bb5\u6fc0\u53d1\u5b66\u751f\u4eec\u7684\u5b66\u4e60\u70ed\u60c5\u30022017-2018\u5b66\u5e74\u5979\u7684\u5b66\u751f\u5728YCT 3\u7ea7\u8003\u8bd5\u4e2d\u5747\u53d6\u5f97\u4e86\u4f18\u5f02\u7684\u6210\u7ee9\u3002<\/td>\n<\/tr>\n
Kexin Zhang received her Master of Education degree in Curriculum and Instruction major (Concentration in Foreign Language) from George Mason University and B.A. in English Literature from Sun Yat-sen University. She was one of the Professional Aviation Translators in China. She has over thirteen years of experience in teaching Chinese in the United States, and she is also a director of CLTA-NCR. She is good at cultivating students\u2019 critical thinking skills and inspiring students\u2019 motivation by implementing the theories of Multiple Intelligences, the three modes of communication, TPR and technology in her teaching, and using ACTFL performance guidelines to assess how well her students\u2019 performance. Her students achieved outstanding scores from YCT Level III test during 2017-2018 school year.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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