After all the questions had been answered, game is over.<\/li>\n<\/ol>\n<\/td>\n| \n Follow teacher\u2019s instruction.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n \n\n\n| \n Post Assessment\/Evaluation <\/strong><\/td>\n<\/tr>\n | \n| \n Target vocabulary dictation<\/p>\n<\/td>\n<\/tr>\n | \n| \n Homework<\/strong> <\/td>\n<\/tr>\n | \n| \n Review the target vocabulary and complete all the practice on the Quizlet.<\/p>\n<\/td>\n<\/tr>\n | \n| \n Lesson Plan Analysis<\/p>\n<\/td>\n<\/tr>\n | \n| \n The plan has been built on: standard, philosophy and\/or rationale<\/p>\n \nThis lesson plan also used ACTFL 5C standards as a guideline. The main focus is communication: in Activities 1 and 2, students have to use their interpersonal communication to complete the task, in Activity 3; students need to use interpretive communication to understand what they read and fill the blanks; and in Activity 4, after writing a mini story, students need to present to class using presentational communication.<\/p>\n \nTeaching Methodology & Teaching Strategies<\/p>\n \nThe main idea of this practice lesson is to scaffold students from decoding the vocabulary to applying the vocabulary. It is not only a vocabulary reviewing lesson, but also integrating listening, speaking, reading and writing in different activities. An effective way to master vocabulary is through practicing the four basic skills at the same time. Scaffolding is the key of designing this lesson, from knowing the words to using the words, students need sufficient time and practice to make it a solid transition. As for 5th grade students, they still have a short time span and easily get bored, therefore try to keep each activity short (10 minute duration). In order to keep their interests up, there are two different activities to help in reviewing the learned vocabulary and applying the vocabulary in writing. Before the mini-writing activity, it is best to provide a fill-in-the-blanks practice sheet which provides reference on how to use target vocabularies in a story.<\/p>\n \nStrengths and Limitations<\/p>\n \nIn this lesson, both formative assessment and summative assessment was used. As we are still in the middle of the unit, most of the assessments were designed for pairs and groups, which can help the lower level students feel less nervous when doing the assessment. At the end of the unit, there is a summative assessment for each student, at that time, each student\u2019s problem can be addressed. All the activities are designed for a purpose; integrating assessments into activities can help teachers make the lesson more efficient and exciting.<\/p>\n \nThis lesson is designed for immersion students; therefore, the whole class uses 100% target language. Using total immersion strategy can help students practice their listening and interpersonal communication, as well as the circumlocution skills. When students forget a word, they have to use the target language to describe it and try to make others understand, which requires the circumlocution skills.<\/p>\n \nSuggestions for Users<\/p>\n \nThis lesson plan is aimed to scaffold students from decoding the target vocabularies to applying them. The target vocabulary was introduced to the students at the beginning of this unit. Four different activities have been outlined to help students practice the vocabulary through listening, speaking, reading and writing. Technology also plays an important role in these activities. The first two activities need more classroom management skills to maintain the students in a good manner. The second activity, a teacher must walk around and even participate with students in practice describing and guessing, especially working more with lower level students. In this way, students will understand that the teacher can help them on a task; meanwhile it also helps reduce the misbehaviors.<\/p>\n<\/td>\n<\/tr>\n | \n| \n Author Bio<\/strong><\/td>\n<\/tr>\n | \n| \n English:<\/p>\n \nZhao, Yuqi, graduated from Michigan State University with Master of Arts in Teaching and Curriculum. Currently pursuing Master of Elementary Education in Grand Valley State University, holding Michigan Standard Teaching Certificate of K-12 Foreign language (Chinese) and K-5 Elementary Endorsement. Teaching 5th grade Chinese immersion program in a public elementary school in Michigan for over 5 years, and participated in several Chinese curricula writing projects. In 2014, working as a mentor teacher in MSU \u2018Startalk\u2019 program. In 2017, organized and coordinated a China trip for families in the Chinese immersion program.<\/p>\n<\/td>\n<\/tr>\n | \n| \n Chinese:<\/p>\n \n\u8d75\u7389\u742a\uff0c\u5bc6\u897f\u6839\u5dde\u7acb\u5927\u5b66\u6559\u5b66\u4e0e\u8bfe\u7a0b\u8bbe\u8ba1\u4e13\u4e1a\u7855\u58eb\uff0c\u6cb3\u8c37\u5dde\u7acb\u5927\u5b66\u5c0f\u5b66\u6559\u80b2\u7855\u58eb\u5728\u8bfb\uff0c\u6301\u6709\u5bc6\u897f\u6839K-12\u4e2d\u6587\u6559\u5e08\u8d44\u683c\u8bc1\u4ee5\u53caK-5\u5c0f\u5b66\u5168\u79d1\u6559\u5e08\u8d44\u683c\u8bc1\u3002\u4efb\u6559\u4e8e\u5bc6\u897f\u6839\u516c\u7acb\u5c0f\u5b66\uff0c\u62c5\u4efb\u4e2d\u6587\u6c89\u6d78\u5f0f\u9879\u76ee\u4e94\u5e74\u7ea7\u8001\u5e08\u4e94\u5e74\uff0c\u671f\u95f4\u591a\u6b21\u53c2\u4e0e\u4e2d\u6587\u8bfe\u7a0b\u7684\u7f16\u5199\u30022014\u5e74\uff0c\u4f5c\u4e3a\u5bfc\u5e08\u53c2\u4e0e\u5bc6\u897f\u6839\u5dde\u7acb\u5927\u5b66\u661f\u8c08\u9879\u76ee\u30022017\u5e74\uff0c\u7b56\u5212\u5e76\u5e26\u9886\u5b66\u533a\u4e2d\u6587\u9879\u76ee\u7684\u5b66\u751f\u548c\u5bb6\u957f\u6e38\u5b66\u4e2d\u56fd\u3002<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n","protected":false},"author":3,"menu_order":12,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[47],"contributor":[],"license":[],"class_list":["post-122","chapter","type-chapter","status-publish","hentry","chapter-type-standard"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/chapters\/122","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":10,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/chapters\/122\/revisions"}],"predecessor-version":[{"id":1059,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/chapters\/122\/revisions\/1059"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/chapters\/122\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/wp\/v2\/media?parent=122"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/pressbooks\/v2\/chapter-type?post=122"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/wp\/v2\/contributor?post=122"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-json\/wp\/v2\/license?post=122"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | ![\"\"](\"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/wp-content\/uploads\/sites\/31\/2018\/08\/25-1-248x300.png\")
<\/td>\n<\/tr>\n