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Subject: Survival Chinese |
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1. Topic-
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Introduction to Chinese Foods & Polite Requests |
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2. Content-
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Chinese: Common foods vocabulary &
Polite Requests |
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3. Goals: Aims/Outcomes-
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Students will be able to:
1.Recognize spoken names and Chinese characters for some common Chinese
foods
2.Recognize and make polite requests for food in Chinese
3.Use online technology tool Glogster.edu to build a Chinese Dumpling
recipe poster |
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4. Objectives-
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1.Experience some common Chinese foods for the first time
2.Understand and practice producing food vocabulary and polite requests
3.Experience and become comfortable with new online learning tool
to use with students in their classrooms |
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5. Materials and Aids-
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Single computer with Internet access.
Glogster.edu site with pre-made assignment poster and template for
recipe poster.
Simple hand-operated cassette recorder.
Common Chinese foods including handmade dumplings. |
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6. Procedures/Methods-
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A. Introduction-
1.Welcoming adult teachers
2.Explanation of lesson & outcomes including online poster building
tool and recording station
3.Handout notecards with images of food, Chinese character(s), and
Pinyin pronunciation guide |
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B. Development-
1.Introducing foods in English and Chinese with student/teacher
repetition
2.Modeling Polite Requests with student/teacher repetition
3.Repeat again using provided foods as visual/tactile manipulatives |
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C. Practice-
1.Pair students for practice politely requesting foods
2.Chinese-speaking co-teacher will facilitate practice with notecards
3.Other teacher will take groups one by one to single computer and
explain assignment |
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D. Independent Practice-
In stations:
1.Students will continue to practice in pairs and groups
2.Students will practice pronunciation by recording themselves using
vocabulary and polite requests at recording station
3.Paired groups will contribute steps in making dumplings to Glogster
poster |
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E. Accommodations (Differentiated Instruction)-
1.Partnering technologically more savvy students with those who
are not.
2.Recording for the visually impaired and Glogster for hearing impaired.
3.Food provides a central location for students to have discussion
among themselves and teacher to help make meaning of the exercise. |
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F. Checking for understanding-
1.Teacher reviews recorded tapes and performs informal listening/speaking
assessment of understanding and speaking proficiency
2.Glogster poster completion of assigned section
3.Asking students for feedback to improve lesson for future classes |
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G. Closure-
1.Discuss Chinese food and culture with co-teacher
2.Eat Dumplings! |
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7. Evaluation-
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1.Did students enjoy exercise? Did each student have an opportunity
to practice?
2.Were students able to effectively use the online poster-building/teaching
tool? Do they think they will use it in the future? |
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8. Teacher Reflection-
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The class enjoyed the food. It created interesting conversation
and an opportunity to discuss Chinese food and culture with an expert.
The Glogster experience would have been more powerful in a group that
had not yet seen the tool. It would have been fun to have them record
the instructions with a headset. In case of a technology failure with
our single computer, the class could have easily been focused solely
on the food manipulatives and cassette recording. Construction paper
and poster board could be provided for the students to create a poster
in the classroom. |
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