Name: Lili Condron/ Objectives Students will be able to:

Transcription

1 The Texas Teacher Program at the University of Houston The Chinese Studies Program, MCL, CLASS, UH, TX CHNS 6371: Teaching Chinese as a Second Language Name: Lili Condron/, Pin Oak Middle School, Houston ISD Date: September, 2012 Unit/lesson theme Unit 1/My Family Language Chinese 1 Grade Level 6th 8 th Age Range Class Size Time Frames 90 minutes/class, 5 classes, 2 ½ weeks Pedagogical Goals Develop students abilities to: - Greet and exchange information related to one s family in culturally appropriate language - Present information related to family Standards Communication: - Interpersonal (1.1) - Interpretive (1.2) - Presentational (1.3) Connections: Social studies and math Use technology, the Internet and Web 2.0 tools, to conduct research and complete oral assignment. Comparison and Culture: Compare multiple perspectives related to family between the Chinese and American cultures. Objectives Students will be able to: Day 1 Greet and exchange one s full name Understand and use some simple classroom expressions Compare the differences in the order of first and last names between the Chinese and American cultures 1

2 Day 2 Ask one s names in various ways Inquire and respond about one s age Inquire and respond about one s nationality Day 3 Day 4 Ask and answer one s age & nationality Employ terms of kinship to describe one s family members Exchange information about each other s families State different occupations Inquire about someone s occupation Create family tree of a host family and describe its members Compare different preferences in addressing people between the Chinese and American cultures Day 5 Lesson Focus Day 1 Exchange information about family members, including age, nationality, and occupation Describe and introduce friend s family Gain understanding of multi-generation households in Chinese culture Verb 姓 Questions ending with 呢 Basic word order: Subject + Verb + Object Phonetics: four tones Day 2 Question formation : 几 Yes-no question formation: Verb Adverbs, Phonetics: changes from 4 th to 2 nd tone when combined with a 4 th tone character, e.g., Day 3 Question word: A not A :, 2

3 Measuring word:, Numerals:, Day 4 Omission of possessive pronoun before family members:,, Verb: Question Formation: subject + verb + question word?? Objectives Day 5 Numerals:, Verbs:,, Students will be able to: Lesson Plan - Day 4 State different occupations Inquire about someone s occupation Create family tree of a host family and describe its members Standards Compare the different cultural preferences in addressing people between China and America Communication: Interpersonal (1.1) Interpretive (1.2) Presentational (1.3) Connections: Materials -PPT Technology: Students will do a search on the Internet to write a summary of their favorite person s family. Comparison and Culture: Compare the differences in addressing people between the Chinese and American cultures. -Music video (?) -Pictures of different families, occupations -Sets of flash cards (occupations) -Family tree poster -Worksheets for activities 3 and 4 3

4 Learning Focus -Textbook: Far East Chinese for Youth ( ) Lexicon and Syntax: Measure word + object:?, Numerals:, Omission of possessive pronoun before family member: Question formation:?? Phonetics: strategies strategies- Objective 1 Changes from 1 st to 2 nd tone when combined with, e.g., Pre class (5 min): Students will do pre-class tasks in various formats to reinforce the knowledge and skills learned on a daily basis. Students, working individually, will complete worksheets containing matching, fill in the blanks, and sentence construction on kinship terms, nationalities, and question formations with and. Teacher takes attendance while students are working on their task. Activity 1: Go Fish Purpose: Practice new vocabulary with common board game. Warm-up (5 min): Use PPT/pictures to introduce new vocabulary of occupations, based on the information collected. (A survey collecting student parents occupations was done at the end of last class period.) In-activity (10 min): Divide students into groups of 4-6. Put a set of occupation flash cards on the center of the table with cards facing down. Students will toss dice to determine who the dealer is. Each player gets four cards. The objective of the game is to have as many matching pairs as possible. The student who has the most matching pairs is the winner. (Refer to the end of the document for detailed game rules) Note: Instead of using?, teacher can change the sentence patterns to?. Player 1: /.? Player 2: If player 2 has the card, answers /.. He needs to render the card and draw 1 more card from the stock. Player 1 continue to ask for more cards. If player 2 does not have the card, answers /.. Player 2 then takes over and starts asking player 3 to get matching pairs. Continue until there is are no cards left on the table. Teacher circulates around the room to monitor students progress. Post-activity (3 min): Teacher will draw a flash card and call on students randomly to check their understanding, e.g.,? / 4

5 strategies- Objective 2, 4. Activity 2: Purpose: Practice new vocabulary and sentence pattern. Warm-up (5 min): Explain the different preferences in addressing people between the Chinese and American culture, i.e., Ms. Zhang; vs Mr. Lee Review names of different professions and teach students how to ask for/answer one s job using PPT/pictures. / /? /.. In-Activity (10 min): Pass flash cards to students. Teacher will say occupation and students will raise their hands if they have the cards. Those who have different cards will say? Those who have the same cards will take turns standing up to answer: strategies- Objective 2 - Student 1:. - Student 2, 3, 4 : - The rest of the class will say - (Note: Blank cards should be included to practice. ) - Post-activity (3 min): Teacher will call on students randomly to check their understanding, e.g.,?. Activity 3: Inside Outside Circles Purpose: Build up students ability to engage in conversation using knowledge and skills learned. The activity also prepares students for the ability to complete a comprehensive task at the end of the class period. In-activity (10 min): Divide students into 2 groups and pass flash cards and worksheet to students. Each group will form a circle, one inside and one outside. Have the circles move in different directions, clockwise and counter-clockwise. They will also sing along with the song,? Lyrics: When the music stops, students who are facing each other will exchange information using the dialogues below as a model. Students will also fill out the information on worksheets. A (inner circle) B (outer circle) XXX.?? XXX (based on the card) 5

6 Play the music again. Reverse students roles. Teacher circulates around the room to monitor students progress. strategies- Objectives 2, 3 Post-activity (3 min): Teacher will draw a flash card and call on students randomly to check their understanding. e.g.,? Activity 4: Information Gap. Purpose: Build up students ability to engage in conversation, applying knowledge and skills learned from the previous and today s lesson. The activity also prepares students to complete a comprehensive task at the end of the unit. Warm-up (5 min): Use PPT/pictures to review the knowledge and skills learned. / / / / / / /? In-activity (20 min): Pair students and pass worksheets. Explain to students that they will be studying abroad at Beijing. They are going to bring small gifts for their host family s members. However, the host family s information got messed up. Students need to find out the missing information so they can get appropriate gifts for their host families. A????? B After collecting information needed, students will fill out the Family Tree worksheet. Each student will do an oral presentation describing his host family. The rest of the class will fill in the information learned from the presentation on worksheet. Teacher circulates around the room to monitor students progress. Post-activity (3 min): Teacher will call on students randomly to check their understanding. Assessment Formative: 6

7 Activity 1,2,3 - Interpersonal Students demonstrate their abilities in engaging in conversations to exchange information about their family members. Summative: Pre-class - Interpretive Students demonstrate the abilities in understanding and interpreting written language on topics learned. Closure (Homework & Exiting) Activity 4 - Presentational and Interpretive presenting the information to audience on topics related to family understanding spoken language and writing down the information related to topics learned Homework: Students will do research on the Internet to create a poster about the family of the favorite person of their choice, such as celebrities, athletes, fictional persons and historical figures. Students are encouraged to use someone from a different country and need to include at least four pictures related to the topics on the poster. Students will do an oral presentation in the next class period based on the posters created. Pass students the list of requirements, including topics and sentence patterns that need to be included in the presentation. Post-Lesson Followup Exiting: Have each student say one sentence they have learned in today s lesson to teacher in order to leave the classroom, e.g.,, What went well? What needs more work for the next class period? Were the activities efficient and helpful for students learning? What should I do differently next time? Rubric for Activity 4: Excellent 4 points Good 3 points Average 2 points Below Average 1 point Task Completion 1 Completion of task Miss one part Miss two parts Miss three parts Comprehensibility Easily comprehensible Comprehensible Mostly comprehensible Barely or not comprehensible Vocabulary Miss 3 Miss 4 Miss 5 Miss 6 7

8 Grammar 2 Miss 2 Miss 3 Miss 4 Miss 5 Eye Contact All the time Most of the time Occasionally Little Volume Clear volume Occasionally low volume Mostly low volume Very low volume Objectives Standards Students will be able to: Lesson Plan - Day 5 Exchange information about family members, including age, nationality and occupations Perform oral presentation describing their favorite person s family based on poster project Gain understand of multi-generation households in the traditional Chinese culture. Communication: - Interpersonal (1.1) - Interpretive (1.2) - Presentational (1.3) Connections: Technology : Students will use an online flash card game for the preparation of the unit test and complete speaking assignment using Web 2.0 tool. Comparison and Culture: Compare the differences in family living styles between the traditional Chinese and American cultures. Materials PPT Study guide for unit test Pictures of different families, occupations Sets of flash cards (occupations, nationalities, terms of kinship) Favorite person s poster created by students Printouts of different fictional persons and information related to age, nationalities and their family members Quizlet.com (homework) (Online Speaking homework) 8

9 Learning Focus Textbook: Far East Chinese for Youth ( ) - Lexicon & Syntax: Nouns:,,,,,,, Numerals:, Question formation:?? strategies - Phonetics: accuracy on tones Pre class (5 min): Students will do pre-class task in various formats to reinforce the knowledge and skills learned on a daily basis. Students, working in pairs, will play Tic-Tac-Toe. They need to flip the flash card and say the correct words, phrases, or sentences before they can mark their moves on the game board. (Flash cards: / / / pictures of people of different occupations pictures of different numbers of people pictures of people of different nationalities) Teacher takes attendance while students are working on their task. Activity 1: - strategies-objectives 1, 3 Purpose: Reinforce students knowledge and skills learned using traditional folk art, chanting. Warm-up (5 min): Play a short video clip about Chinese family structure. Randomly call on students to see if they can identify any family members in the video, e.g.,?? /. Using PPT/pictures briefly explain that three generations living together is not uncommon in the traditional Chinese culture In-Activity (10 min): To model the chanting, teacher will have the whole class to say the wordings first. Then teacher will chant with a student to demonstrate the proper sequence on how to do the dialogues as. Divide students in two groups. Each group has an assigned family information based on the pictures shown on the board. The groups will chant the dialogues as. Group 1 Group 2??,, 9

10 Note: Reverse the group role and chant twice., At the end of the activity, pass pictures of different families to each student. Students, in pairs, will exchange their family information by chanting. Post-activity (3 min): Teacher will call on students and their partners to check if the information exchanged is correct, e.g.,,? Then confirm with student s partner to check if students answers are correct. strategies- Objective 1 Activity 2:? Purpose: Reinforce students knowledge and skills learned. This activity also prepares students to complete the end of unit project. Warm-up (10 min): Using PPT/ students family pictures, teacher reviews sentence patterns by calling on students randomly and asking:???? / /. / / Pass pictures of different families to students. Teacher models the above sentences patterns with a student. Then, have students work in pairs, practicing the sentences using the picture in hand. Teacher circulates in the room to monitor students progress. In-Activity (15 min): Pass personal data sheets and worksheets to students. They will tape the data sheets on each other s backs. The data sheet contains personal information, such as name, age, nationality and family members. Students need to find out the information about the person who is on their back. They need to ask other students to get the information and fill it in on the worksheet. However, students can only ask one classmate one question. In order to complete the task, they need to ask multiple classmates. Also, students need to greet each other first, then follow the dialogues practiced during the warm-up. Student 1 Student 2 10

11 ? X (Refer to the dialogues in the warm-up section) At the end of the activity, students will work in pairs and tell their partners who the person is on his back. They will do peer checking to see if information collected is correct. strategies- Objective 2 Post-activity (3 min): Teacher will call on each group randomly to check their understanding. Activity 3: My Favorite Person Poster Presentation Purpose: - demonstrate students abilities of engaging in conversation and presenting information on topics related to family - interpreting spoken language on topics learned - Warm-up (10 min): Illustrate the critical elements that constitute a good oral presentation, such as eye contact, voice volume, body gestures and opening statement. Teacher will model a bad oral presentation and ask students for suggestions for improvement. Project a family picture on the board. Students will work in pairs to practice oral presentation based on the pictures projected., XXX. favorite person /...,.. - In-activity (25 min): Arrange students posters on the tables across the room. Pass worksheets to students for note-taking. Students will take turns giving oral presentations in front of the class. The rest of the class will take notes. At this point, students should be arranged in a way that they cannot see the details of the posters in the room. Remind students not to mention the names of their favorite persons, but include all other information in their presentation. (See dialogues practiced during the warm-up section.) After all students have completed the presentation, students will go around and review the posters in the classroom. Students will try to identify each presenter s favorite person based on their notes. Post-activity (3 min): Teacher will call on students randomly to check their understanding, e.g., Teacher ask random student: 11

12 Assessment Closure (Homework & Exiting) favorite person??? Then, confirm with if the student s answers are correct. Formative: Activity 1, 2 - Interpersonal Students demonstrate their abilities in engaging in conversations and to exchange information about their family members. Summative: Activity 3 - Presentational and Interpretive Students demonstrate the abilities in: presenting the information to audience on topics related to family understanding spoken language and writing down the information related to topics learned Homework: Go to quizlet.com to practice vocabulary learned Go to to complete online speaking assignment. (Students will describe a family photo shown on the website.) Pass study guide for the Unit Test on next class day. Review: Go through the study guide with students and answer students questions about the unit test. Post-Lesson Follow-up Exiting : Have each student say two sentences he has learned in today s lesson to the instructor in order to leave the classroom, e.g.,., What went well? What needs more work for the next class period? Were the activities efficient and helpful for students learning? What should I do differently next time? Rubrics for Activity 3: 1. Poster Excellent 4 points Good 3 points Average 2 points Below Average 1 point Pictures 4 or more pictures 3 pictures 2 pictures 1 pictures Design, Layout and Neatness Exceptionally attractive Attractive Acceptably attractive but a little bit messy Poorly designed and very messy 12

13 Vocabulary Miss 3 Miss 4 Miss 5 Miss 6 2. Oral Presentation: Refer to the rubric at the end of Lesson Plan Day 4 above. 13