Lesson Plan Template
FOREIGN/WORLD LANGUAGES
Teacher Tizzy, Vivian, Lynn
School Ashlawn Elementary School
Grade(s)__3~6 grades_______
Language(s)_____Chinese____
Level(s)___beginner______ Date_July23, 24__
Number of Students _15_
THEME or TOPIC of LESSON/UNIT
Daily Lesson Plan sub-topic:
Visiting Jiuzhaigou with a Chinese family
PLANNING PHASE
Performance-based Objectives – As a result of this lesson, students will be able to:
1. Students will be able to create their own family tree.
2. Students can introduce their family member to other people in target language.
3. Students can describe their family member’s interests.
Alignment with Standards (Five Cs):
Assessment of Learning:
Pre-Teaching Assessment
Understand what students know and what they need to know since young learners are not
aware of what they want to learn. Teacher should realize what students have learned from
the previous session and bridge to next new session.
On-going/Formative Assessment
1. Students in 2 groups who do the action that is corresponded to the picture that teacher
shows, the student of the group who speak the action first is the winner.
2. Group students with 4 different colors and ask them to show each other’s Chinese
family member.
3. Teacher says one action, students from different groups need to grab the picture, the
one who get it first is the winner
All of them are assessment that ensure students understand what teachers say in class.
Post-Lesson Assessment
After the interview, students are asked to do the presentation in front of others to share
their interview result.
PREPARATION for Lesson Outline
1. Materials Needed:
Video, Flashcards, Powerpoint, Smartboard, ball, worksheet
2. Vocabulary and verbs to be used
各類運動：打籃球、打棒球、打乒乓球、踢足球、游泳、打排球、打網球
各項愛好：聽音樂、看書、看電視、跳舞、唱歌
動詞：喜歡/不喜歡
3. Grammatical structure(s)
人+喜歡/不喜歡/動詞嗎?
4. Cultural Products, Practices, and Perspectives
Chinese family tree, most popular sports among different countries
5. Communicative Modes – Integrating the 4 skills
a. Interpretive
b. Interpersonal
Interview 5 classmates to ask them what’s their family member’s interests
c. Presentational
Group students with 4 different colors and ask them to show each other’s
Chinese family member.
After the interview with 5 classmates, student needs to come up to the
stage to share his/her interview result.
TEACHING PHASE
Opening/Warm-up Activity
Transition
Greeting, Teachers introduce themselves then ask students randomly to do the same.
Activity 1
Transition
Review the names of Chinese family members with pictures.
Teacher gives the pictures of family member to students, ask them to group four different
Chinese families. Then students introduce their own characters as Chinese family
members to other people in target language.
Activity 2
Transition
Play the video about sport games to arouse students’ interests and ask them what kinds of
sport are in the video.
Review and teach the vocabulary of sports with flashcards. Teacher puts the flashcards on
the ground and each group sends one person to grab the picture which teacher just
named.
Activity 3
Transition
Teach pattern “ sb. likes/dislikes doing something.” with flashcards(family member,
like/dislike, sports).
Each group selects flashcards to combine the sentence and asks the other groups to speak
it out. The first group who says it correctly gets one point.
Activity 4
Ask students to interview five different classmates about their family member’s interests
and share to other people.
CLOSURE with Review/Preview
Teacher plays the music and student pass the ball to next one until the music stops. The
one who has the ball has to answer teacher’s question.
Evaluation / Assessment:
Formal
Informal
Worksheet, interview
Extension of learning- Homework:
Students have to ask three Chinese about their family member’s interests and create a
brochure to show to other people.
REFLECTION PHASE
Were the objectives met? And How or how not?
What were the results of my Efforts to Accommodate
Heritage/Native speakers
MI
What worked well?
What didn’t work as well as you had thought it would? Why?
What will you do differently as a result of this plan?
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Original Template created by: Dr. Marjorie Hall Haley,2001, George Mason University;
Updates and additional components by Dr. Rebecca Fox, Spring 2010, GMU