Lesson Plan

Crystal Hsia

crystalhsummer@gmail.com

Basic Information

Course Chinese 101 Section 1 & 2

Language Level Novice Low

Class Size 17-25 students

Location San Francisco State University

Time Frame 50 minutes each for five lessons

Teaching Materials and Lesson 9: Shopping ( ) Dialogue 1 & 2 of

Contents Integrated Chinese 3rd edition ( ),Yue-Hua
Liu and Tao-Chung Yao (2009). Boston: Cheng & Tsui
Company

Equipment Computer with internet connection

Projector and screen
Whiteboard and markers

Goals and Objectives

Standards Objective

Interpersonal Interpretive Presentational

1. Language Knowledge
Vocabulary
(Dialogue 1)
Communication

(Dialogue 2)


Grammar
(Dialogue 1)

The Modal Verb want to, desire to do
something) (II)
Measure Words (II)
The (de) Structure (II)
(du) Used Interrogatively
Amounts of Money
(Dialogue 2)
(Although, but)
(be different from)

2. Language Skills
At the end of the lesson, learners will be able to
understand and use the vocabulary and grammar to
carry out following objectives from the four
perspectives.

Speaking
Describe the color, size, and price of a
purchase
Communication Ask for a different size and/or color of
merchandise
Ask for exchanging merchandise
Express to pay bills in cash or with a credit
card
Ask the total price of several items
Listening
Comprehend narration of shopping
inclusive of price, merchandise and
payment methods
Reading
Recognize Chinese currency
Comprehend advertisements in Chinese
Browse online shopping websites in Chinese
Comprehend receipts in Chinese
Writing
Write the Chinese characters for money
and units
Write sentences to describe a merchandise


Cultural Consciousness 1. Understand the difference between payment

methods in eastern and western cultures
2. Understand the difference price expressions

Key Points and Difficult Points

1. Measure words:
2. Amount of Money in written and colloquial expressions

Teaching Theories/Methods

1. The task-based approach:

As the topic of this lesson shopping is highly practical, the daily lessons are
designed according to the task-based framework. Learners will be able to
carry out a shopping conversation in Chinese. Also, a flyer designing task will
be implemented to the lesson. The task will be staged into three phases: pre-
task, task cycle and post-task. Learners will be provided with scaffolding
knowledge to realize the task at the pre-task phase. When students are in the
task cycle, they will be paired up to reduce their anxiety during the process of
the task. At the post-task phase, learners will receive feedback from teachers.
2. The Audio-lingual method:
This method is based on the principles of behavior psychology. New material is
presented in the form of a dialogue. The method fosters dependence on
mimicry, memorization of set phrases and over-learning. Structures are
sequenced and taught one at a time and structural patterns are taught using
repetitive drills. Vocabulary is strictly limited and learned in context. There is
abundant use of visual aids which are multimedia resources related to the
topic of go shopping.
3. The Natural Approach:
There are hypotheses in this approach are implemented into designing the
lesson. On one hand, comprehensible input is the key to language learning.
Thus, words and sentence patterns utilized in the lesson will be contents
learners have learned in previous lesson. Also, the i+1 concept elaborates that
integrate what students have acquired before to a lesson will help them to
better acquire new structures. On the other hand, the affective and filter
hypotheses will also be applied. More language acquisition can take place in
a low-anxiety, relaxation and non-defensiveness climate. Students will be
paired up with a study buddy to practice and carry out tasks in the lesson.


Day 1 (Vocabulary and Grammar of Dialogue 1): Shopping for Clothes

Lesson Objective & Content Activity

Sequence

8:20-8:25 1. Gain Attention Activate prior 1. Instructor asks each students with the question :
knowledge with pictures of stores in to engage students with the scenario
(5 min) U.S
about going shopping
2. Introduce words: 2. Students will answer the question with a provided
scaffolding sentence
3. Instructor repetitively ask each students of the
questions to make sure learners understanding.

8:25-8:50 1. Provide Input and practice via (Please kindly find the attachment of the PowerPoint)
Dialogue 1 through visual hints on the
(25 min) PowerPoint 1. Instructor use pictures to introduce learners about
2. Introduce words the new words and sentence patterns by Dialogue
1.
2. When a grammar point is introduced, learners will
practice with their paired-up study buddy. Hints
and visual cues will be provided through slides.
3. Introduce grammar points:
a. The Modal Verb (want to, b. number
desire to do something) (II) (measure word)
b. Measure word
c. color
c. The (de) Structure (II)
d. size
d. (du) Used Interrogatively
e. amount
e. Amounts of Money

8:50-9:00 Elicit Performance
(10 min) Students are provided with scaffolding
visual cues to practice using words:
/ to describe total
prices of shirts and pants
9:00-9:05 Closure
Instructor give feedback to learners
about the structure and also integrate
as giving feedback
Post-Class Enhance Retention & Transfer
LINE Activity
Instructor use the class social media
group via the application LINE to enable
learners to have more time to practice
with the sentence patterns. Relate
learners experiences to the topic of this
lesson.
Price Tag ( )
a. Learners are provided with two combinations of
clothing.
b. Paired-up groups have 2 minutes to discuss
about price in total.
c. Instructor asks pair-up groups
d. Students answer with scaffolding sentences as
following:
1. Instructor gives feedback to each group about
their prices and to reinforce the expression of
amount of money
2. Instructor also gives feedback on whether it is too
expensive/cheap with the expression learners have
acquired before.
Price Tag ( )
a. Learners are asked to take pictures of two
pieces of clothing ( ).
b. They write price tags on each items.
c. They record how much are they in total with the
sentences patterns provided in class.
d. They receive extra points if they comment on
classmates price of items by