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Page 1 of 3 Mushan Huang Sample lesson plan

Sample lesson plan



Course: Chinese 101
Time & Date: 11:00, November 4, 2015

The students are mostly undergraduates at UIC, who are taking Chinese to fulfill their foreign language requirement.
There are 24 students registered in this section. A few of the students are heritage speakers of Cantonese; most are true
beginners of Mandarin Chinese.
This class is in Week 11 and the 31st meeting since the semester started. Students have finished the Intro Lesson and
Lesson 1 to 4, and this is the second meeting of Lesson 5. The previous topics after the intro lesson are greetings, family,
dates & time, and hobbies. Lesson 5 talks about visiting friends.
In this class, students will be able to:
Understand the usage of le (a particle usually used after verbs or verb phrases to indicate the completion of an
action) in statements and questions, and how it is NOT used in saying something did not happen in the past;
Understand the adverb cai (not until) to express lateness and use it to compare their daily routine with another
person.
Understand the narration of an event happening in the past.
1. Textbook Lesson 5, Visiting Friends, p. 135 141;
2. Audio file (CD2, Track 29, about 1 minute long);
3. Sentences of Dialogue II, and pictures that represent the sentences;
4. Pictures of events;
5. Slips of questions;
6. Handouts

Materials

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Lesson goals

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Timetable fit

Textbook: Integrated Chinese Level 1 Part 1


Length of class: 50 minutes

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Class profile

Level: Beginning
Location: xxx, UIC

Page 2 of 3 Mushan Huang Sample lesson plan


Procedures
Give out slips with questions that Ss learned last
class, and ask them to ask each other those
questions.

Interaction
S-S
T-S

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Anticipated p&s*
It might take more
time than planned,
so I will give the
slips out before the
class begins. That
way Ss can use the
time to talk while I
am setting up.
To provide
Ss might not focus
comprehensible input
either because of
of le before they are
their previous
asked to produce the
activities or just
language;
low motivation, so I
To present and
will call on Ss
practice only the target randomly to answer
form that will be used questions.
in the lesson, instead
2. Presentation of
of presenting all
the target form
paradigms of the form. might take longer
time, so I would ask
them make less
sentences in
Step 4.

1. Draw a time arrow and ask Ss what time it is and T-S


mark xianzai (now) on the arrow; then review time
S-S
expressions for the past.
2. Tell Ss that in Chinese we usually use time
expressions to indicate time and we dont have verb
conjugation to suggest tense. But we do have the
aspect particle le to indicate the sense of
completion. Tell SS that I will make statements
about things I do/did, and they need to tell if they are
sure if I have completed them or not. Show pics and
ask one S stick the pics on the arrow.
3. Cover the pics and use le in questions to ask Ss if
I did the things. Also elicit how to say things that I
did not do in the past (without le).

Materials
Slips of
questions

Pictures of
events;
Handouts
for Fact or
Fiction.

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17~2 Grammar
0mins &
Speaking
:
le

Aims
To review what they
have learned in the
previous class; to
wait for the students
who are running late
before we present new
knowledge.

Stages
Warm-up

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Time
3
mins

15~2
0
mins

Grammar
&
Speaking

To provide
comprehensible input
of cai; to create a

Ss might be
confused with Step
3, so I would assign

4. Fact or Fiction: Ss will be given time to make 8


statements (either positive or negative) about what
they did yesterday. When they are done, they should
read their sentences to their partners and have them
guess true or false. The person guesses it right gets
one point; the person gets more points wins (Pairs).
1. Show a pic of my roommate and introduce her
(we learned how to introduce a friend last class).
Then start talking about and comparing our daily

T-S
S-S

A pic of
my
roommate;
2

Page 3 of 3 Mushan Huang Sample lesson plan


context for Ss to use
the target form to
exchange information.

the roles before I


give instruction.

routine, using cai, and ask Ss if I like her. Note that


cai is used to express lateness. Point out the position
of cai in a sentence.
2. Make statements about myself and ask Ss to guess
T/F.
3. Whos the horrible roommate?: Divide the
class into two big groups A&B. Ss in A are
roommates and they hate each other, so they
complain to B about them (using cai). Ss in B listen
and go ask other As about their schedule and find
out who that roommate of A is.

10~1
5
mins

Listening
&
Narrative
: At a
friends
house

To move from
sentences to discourse.

1. Hand out sentences about the event in the


narrative and ask Ss put in the correct order.
2. When they are done, give out pictures for them to
match.
3. Play audio for them to check. Ask comprehension
questions.
4. Ask Ss use the pics as prompt to retell the story.

1 min

Wrap-up

1.Time might be
short because of the
previous activity, so
I would probably
cut the retelling
step.
2. Ss might be
packing up their
stuff and getting
ready to leave
because class is
going to be over
soon. I will ask
them to pack their
stuff before starting
the activity so they
could focus on the
activity.
N/A

Handouts
of daily
routines for
Group A.

S-S
T-S

Pics about
the event in
the
narrative;
Jumbled-up
sentences;
Audio file.

T-S

Written
HW on
board

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: cai

To remind Ss of what
they have learned
today and what they
should do next.
*: p&s, problems and solutions

1.Review what we have learned today.


2.Announce HW.