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Lesson Plan By Xia Li
Performance
Novice
Day in
Range
Low
Theme/Topic
Where We Are in Place & Time?
Grade
3
Date
1
Minutes
45
Unit
Essential
Why do we need time? And why do we need plans/schedules?
Question
Daily topic:
Number 1-100
STANDARDS
LESSON OBJECTIVES
Which modes of
Can-Do Statement:
communication
1. I can recognize numbers from
What are the
will be
1 to 10 when gestures or visuals
communicative Communication
addressed?
support them in conversations.
and cultural
and
Interpersonal
2. I can tell the difference
Cultures
 Interpretive
between Chinese counting
objectives for
Presentational gestures and American counting
the lesson?
gestures.
If applicable,
Connections
indicate how
Comparisons
this lesson
Communities
connects to
other
standards.
Other Standards
Key Vocabulary & Language Features:
数字(number),一(1)to 一百(100),岁(year
Visuals/Materials/Resources
old)
PowerPoint, word cards,
Q: 名字+几+岁?(How old is Name?)
whiteboard,bingo paper
A: 名字+数字+岁 (Name+number+years old)
Lesson
Materials/Resources/
Activity/Activities
Time*
Sequence
Technology
Warm-up: (5 mins)
Recall the Chinese numbers 1 to 10 learned
before via I Spy picture.
I DO: I show a picture of I Spy on a slide and
ask students to find how many certain animals
there are.
WE DO: Students told me about the numbers in
Chinese, and we counted together how many certain animals there were.
Main procedures: 30 mins
WE DO: I introduce to the students how we use one hand (five fingers) to express the
numbers 1 to 10 in China and ask them to do it with me.
WE DO: I randomly say a number from 1 to 10, and the students express it with their hands /
I show a number with my hands, and the students say the corresponding Chinese number.
YOU DO: Share what is the difference between Chinese and American number counting
gestures.
I DO: By playing the video, I let the students realize that the topic of learning today is
Chinese numbers 1 to 100. Before playing the video, I will write down a few numbers bigger
than ten on the whiteboard and let the students find the answer in the video.
(https://www.youtube.com/watch?v=1RNFE4690fk)
YOU DO: Students watch the video, look for answers, and tell me the numbers I wrote on
the whiteboard in Chinese. (If students can't answer, I will remind them with gestures)
I DO: I use POWERPOINT to show some stars that students are familiar with, ask them if
they know the age of these stars, and try to say it in Chinese.
WE DO: I use the Chinese counting gestures we just learned to help students tell the ages of
these stars use a structure “名字+数字+岁“(Name+number+years old).
YOU DO: Discuss with peers the ages of two famous people or athletes they know with a
structure “名字+数字+岁“(Name+number+years old)
YOU DO:Share the information students discuss with their peers with the whole class. (If
students don't know this information, they can make up a person and age)
Closure: (10 mins)
WE DO: Number Bingo. I prepared some bingo paper with numbers in advance, and I said
the first number, and then different students said different numbers. In the end, the first five
students who get bingo can get rewards.
Reflection/

After classroom observation, through bingo games, I will consciously
ask students who I think may not have fully mastered the numbers. In
Notes to Self
this way, these students are given more opportunities to practice.

According to the level of students, I will allow them to use some
English when discussing and expressing their opinions in the
discussion, but if it is a word or sentence learned before, it must be in
Chinese.
Lesson Plan By Xia Li
Performance
Novice Low
Grade
3
Date
Day in Unit
2 Minutes 45
Range
Theme/Topic
Where We Are in Place & Time?
Essential
Why do we need time? And why do we need plans/schedules?
Question
Daily topic:
Time
STANDARDS
LESSON OBJECTIVES
Which modes of
Can-Do Statement:
communication
1. I can express different times of
What are the
communicative
and cultural
Communication
will be
the day in Chinese with the help
addressed?
of gestures or visuals.
and
Interpersonal
objectives for
Cultures
2. I can differentiate between 24-
 Interpretive
hour system in China VS 12-
 Presentational
hour system use in the United
the lesson?
States.
If applicable,
Connections
indicate how
Comparisons
this lesson
Communities
connects to
Other
other standards. Standards
Key Vocabulary & Language Features:
现在(now),点(o’clock),分(minute),
半(half)
Q: 现在几点?(What time is it? )
Visuals/Materials/Resources
PowerPoint, whiteboard, clock, handout
A: 现在__点/现在__点__分/现在__点半
(It's __ o'clock/It's __ o'clock__minutes/It's
__:30.)
Lesson
Materials/Resources/
Activity/Activities
Sequence
Time*
Technology
Warm-Up: (https://www.youtube.com/watch?v=1RNFE4690fk) (5 mins)
Recall the Chinese numbers 1 to 100 learned before via the video.
I DO: I lead students to review Chinese numbers 1 to 100 through POWERPOINT
YOU DO: I randomly show a POWERPOINT slide from 1 to 100 and pick a student to say it
out.
Main procedures: 30 mins
I DO: Show the clock to the students and tell the students in Chinese that one o'clock until 12
o'clock by turning the hour hand in a clockwise order.
WE DO: Write down the sentence structure we need on the whiteboard. After I use gestures to
teach students how to say these sentences, I will turn the clock hands and let the students try to
tell the time.
The sentence structure:
Q: 现在几点?(What time is it? )
A: 现在__点/现在__点__分/现在__点半
(It's __ o'clock/It's __ o'clock__minutes/It's __:30.)
YOU DO: Ask one student to go to the front of the classroom to move the clock hands while
the other students give the time. If the student gets it right, he/she can appoint the next student
to present at the front of the classroom.
YOU DO: Game Play "What's the time, Mr. Wolf?" (In Chinese)——One student is chosen
to be Mr. Wolf and stands at the opposite end of the classroom from the other students facing
away from them. I will divide the students into several groups, with about four students, and
each turn will be one group to play. Students who have not yet had their turn to participate will
join the chant in unison. A call-and-response then takes place: all students except for Mr. Wolf
chant in unison, "What's the time, Mr. Wolf?" and Mr. Wolf will answer in one of the two
ways: 1. Mr. Wolf may call a clock time
(e.g., "5 o'clock"). The other players will
then take that many steps, counting them
aloud as they go ("One, two, three, four,
five"). Then they ask the question again. 2.
Mr.
Wolf may call the random trigger time I
gave students in advance (such as 12:30,
1:00, and 3:15, the trigger time of each
round is different), then Mr. Wolf will turn
around and chase the other players. If Mr.
Wolf tags a student, that student becomes the new Mr. Wolf, and the rest of the group members
will return to their seats and switch to another group.
WE DO: Combining the Chinese number 1 to 100 learned in the previous lesson, introduce
students to the 24-hour time used in China, and discuss how it differs from the time expression
they use (i.e., 12-hour time).
Closure: (10 mins)
YOU DO:finish the handout.
Reflection/

When playing the game "What's the time, Mr. Wolf?”, the trigger time
of each round can be given by other students or the teacher. Tell them the
Notes to Self
trigger time can use Chinese or English, but the students playing the
game can only use Chinese.

According to the level of students, I will allow them to use some English
when discussing and expressing their opinions in the discussion, but if it
is a word or sentence learned before, it must be in Chinese.
Lesson Plan By Xia Li
Day
Performance
Novice Low
Grade
3 Date
in
3
Minutes 45
Range
Unit
Theme/Topic
Where We Are in Place & Time?
Essential
Why do we need time? And why do we need plans/schedules?
Question
Daily topic:
Daily Routine
STANDARDS
LESSON OBJECTIVES
What are the
Which modes of
Can-Do Statement:
communication
1. I can identify daily routine words
will be
communicative Communication addressed?
and cultural
objectives for
and
 Interpersonal
Cultures
 Interpretive
Presentational
the lesson?
when they are supported by TPR or
visuals.
2. I can introduce my daily routine with
the help of TPR or visuals.
3. I can know that the weekday schedule
of Chinese students is different from
that of American students.
If applicable,
Connections
indicate how
Comparisons
this lesson
Communities
connects to
Other
other
Standards
standards.
Key Vocabulary & Language Features:
起床(get up),上学(go to school),回家(go
Visuals/Materials/Resources
home),吃饭(have a meal),睡觉(sleep)
我/你/他/她几点做什么。(What will I/You/He/She
PowerPoint, whiteboard, word
cards, clock, handout,Kahoot!
do/does at what time.)
Lesson
Materials/Resources/
Activity/Activities
Time*
Sequence
Technology
Warm-Up:(5 mins)
WE DO:Review how to tell time by playing the game "What's the time, Mr. Wolf?" (In
Chinese).
Main procedures: 30 mins
I DO:I will use powerpoint to show and read the new vocabulary. At the same time, I will also
apply TPR to let my students have a better understanding the new words.
YOU DO:Play Kahoot! . (Through this game, I can observe students' mastery of new words, and
I can take them to review new words again)
I DO: Show students some Chinese students’ daily routines and introduce them in Chinese and
supported by TPR (use the structure: 他/她几点做什么。What will He/She does at what time.)
WE DO: Ask students questions based on some Chinese students’ daily routines (like what time
does she wake up, what is he doing at 7 am?)
YOU DO: Send handouts to students and let them create their daily routines.
YOU DO: Present and report to the class about their daily routines.(use the structure: 我几点做
什么。What will I do at what time.)
Closure: (10 mins)
WE DO: Compare the daily routines of Chinese and American students.
YOU DO: Students discuss whether they prefer the daily routines of Chinese students or the daily
routines of American students. Why?
Reflection/
Notes to Self

According to the level of students, I will allow them to use some English
when discussing and expressing their opinions in the discussion, but if it is a
word or sentence learned before, it must be in Chinese.
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