Number of Students: 31

To

Boys: 21

Girls: 10

Unit Theme and Question

Mandarin, Intermediate lowGrade

10-12
Date
intermediate mid
Dining out in a Chinese restaurant: What do you want to eat?

Daily topic:

Vocabulary and the dialogue (cultural difference).

Language Level

STANDARDS
Which modes of
communication will be
addressed?

What are the communicative

and cultural objectives for the
lesson?

If applicable, indicate how

Connections Comparisons

Communities Common
Core will be part of your
lesson.

Communication
and
Cultures

x Interpersonal
x Interpretive
Presentational

3/7/16

Day in
Unit

1st

Minutes

LESSON OBJECTIVES
Students:

Students will be able to name words based on the

image of the word.
Students will be able to name food used often in
Chinese restaurant.
Students will be able to talk about some cultural
difference between China and the US.
Students will able to roughly describe what will
happen in the Chinese restaurant.

Connections

Interpersonal and
interpretive will be
used mostly of the
time
Chinese food culture

Comparisons

Compare the difference of the dining out habit between Chinese and Americans.

Communities
Common Core

60

family and communities.

Structure: 2.0 Students use sentence-level elements (morphology or syntax or both) to
understand concrete and factual topics.
2.1 Use sentence-level elements (morphology or syntax or both) to produce informal
communications.
Setting: 2.2 State similarities and differences in the target cultures and between students own
cultures.
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language
through comparisons of the language studied and their own.

Number of Students: 31

Lesson Sequence
Gain Attention / Activate
Prior Knowledge
Provide Input

Boys: 21

Girls: 10

Activity/Activities
What will learners do?
What does the teacher do?

Time*
How many
minutes will this
segment take?

Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?

Common Core
Input one:
(1) Watch the video .
Teacher will ask questions about the video and lead a discussion.
Students will respond to the teacher. ( ).
Teacher will provide feedback and further explore the words.
Teacher will ask students idea about Chinese food.
Students will respond to the question.
Teacher will provide feedback to the students response and make
a conclusion about why many westerners like Chinese food.
(2) Watch the video, and then discuss
in peers:
Teacher will ask the following questions and lead the
discussion:
1) Whats your impression to the Chinese restaurant you
watched on the video? Do you think the food mentioned in
the video reaches the words (we
mentioned) just now?.
2) Whats your opinion about Chinese restaurant and
American restaurant based on your previous experiences?
3) Can you tell the difference between Chinese dining out
habit and American dining out habit?
Then teacher will write down the words students said, and make a
comparison of these:
American restaurant vs. Chinese restaurant
Students will discuss and write down the points they talked on the

214 (video
time )

Video
https://www.youtube.com/wat
ch?v=6s3XpCsDAn4

About 8
minutes

Video
By: , , &

5 minutes

https://www.youtube.com/wat
ch?v=gxqJVcAIcsY
Hands out with the topic for
discussion and the discussed
points shown on the left side.

Number of Students: 31

Boys: 21

Girls: 10

hand-out sheet.

Elicit Performance / Provide

Feedback

Teacher will conclude what students discussed and write the

answers on the white board, and give feedback.
Eg: Americans:
Chinese:
Teacher: provides feedback like can you say more about this; or will
remind them some key words when students stuck somewhere.

10 minutes

Power point with the key

words shown:
vs
AA

Provide Input

Vocabulary survey on page 34 -35 of the

text-book:
Teacher will distribute a hand out with a vocabulary survey and
explain what the survey means.
Students follow the guidance of the survey and write down the
words.
Teacher will walk around the classroom to guide students to do
the survey and answer students questions
Then teacher collects the survey and makes a comment about
what the students have done.
( Learn the vocabulary of the dialogue:
Teacher will show slides with images of Chinese food and
Chinese restaurant setting, sketches of the abstract words
etc.
AImages of Chinese food:

BAbstract worduse some images to express the abstract
words etc. First, show the image and ask
students to guess the meaning of the words based on the
images given and then show the character and Pinyin of the
words.
Students will respond to the teachers questions while watching
the slide show on the power point or the picture cards.

A Survey paper will be

distributed to the individual
students.
5 -7 s minutes

About 10
minutes

Power point,
pictures,
sketches.

Number of Students: 31

Boys: 21 Girls: 10
()Learn what happened in the Chinese restaurant:
Listen to the dialogue of the textbook on page 32-33 and see
whether students can understand the rough meaning of the
dialogue.
Teacher will ask questions like this:
Questions- -
Can you describe what
happened in the Chinese restaurant after you listened to the tape
the first time?
How many people are there in the dialogue?

Elicit Performance / Provide

Feedback

Closure

Students will be picked up to answer the questions the teacher

asked, and then teacher will make comment to their answers If
time is allowed, review roughly about what we have learned in
this class. (students will pick up to describe about what we have
learned).
Teacher will give feed back to students responses. If time is
allowed, show students the key pages about what we learned
today, and then show them assignment:
Assignment: 1) Make your own menu (suggestion:
go to a Chinese restaurant to grab a menu and see what they
write about; make your own menu based on the words we have
learned or whatever knowledge you have. (Due: Tuesday)
2. Vocabulary quiz Thursday.

Tape recorder
10 minutes
CD

5 minutes

5 minutes

Slides show with Power

points.