Understanding by Design: Sample Lesson

Target Students: middle school students
CPI Lesson Plan Template
Target Proficiency Level: Novice-Low to Novice-Mid
high school students
Lesson Topic: _family members, counting 30-99_______________________________________
Lesson Objectives: Students learn how to say family members and count numbers to 99.
Learning Outcomes: Students can talk about family members and get more familiar with numbers.
Standards: interpersonal communication interpretive communication presentational
communication cultures connections comparisons communities
Designed by: ____________________________________________________________________
Purpose/Time Procedure with detailed description and examples/questions Props/Notes/
Reflections
Setting the stage/ 1. Review 你 好 , 我 叫 xxx。
review
2. Review numbers 1-29 & counting 30-99.
(5 minutes)
1) Teachers lead the students to count numbers from 1-29.
2) One teacher writes on the board 30, 40, 50, 60, 70, 80, and
90 horizontally, and the other leads the students to read
together.
3) Teachers show numbers randomly, and ask students to
read out loud. (the whole class, then one by one)
4) Teachers scatter numbers on the ground. One student
speaks out a number, another student picks up the
number. Teachers will demo first.
Comprehensible
input
(8 minutes)
1. After the number review, teachers teach students to write
characters: 九 , 十 .
1) Teachers write on the board to demonstrate stroke order.
2) Students follow teachers to write.
3) Students write characters 九 , 十 on the board.
4) Each student picks a character and writes it on the board.
2. By using pictures of Simpson, teachers introduce “jiā 家 ” and
family members: bàba, māma, gēge, dìdi, jiějie, meìmei, jiā 爸
爸 / 妈 妈 / 哥 哥 / 弟 弟 / 姐 姐 / 妹 妹
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Handout of
today’s
vocabulary
in pinyin
Guided practice
(15 minutes)
3. Teachers clarify the new words 哥 哥 / 弟 弟 / 姐 姐 / 妹 妹 by
taking students as examples (There’s elder sister and younger
sister in the class.)
By modeling conversations, teachers give more input to students to
help them internalize the new words.
1) Teachers demonstrate
T1: 他 是 谁 ?
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T2: 他 是 Simpson 的 爸 爸 。
T1: 他 今 年 多 大 ?
T2: 他 今 年 40 岁 。
T1: 他 是 美 国 人 吗 ?
T2: 是 的 。 他 是 美 国 人 。
2) Teacher-student question (Simpson)
T: 她 是 谁 ?/ 她 今 年 多 大 ?/ 她 是 美 国 人 吗 ?/ 他 是 你 的 朋 友 吗 ?
3) pair work: (Teachers model first, and then ask one student, so as
to make instructions clear.)
A: 你 今 年 多 大 ?
B: 我 今 年 _____ 岁 。 你 今 年 多 大 ?
A: 我 今 年 _____ 岁 。 我 是 _________. ( 哥 哥 / 弟 弟 / 姐 姐 / 妹 妹 )
B: 我 是 _________.( 哥 哥 / 弟 弟 / 姐 姐 / 妹 妹 )
Application and
extension
(15 minutes)
Teachers extend the family topic by introducing 孩 子 , 和 , 有 ,
没 有 ,and language forms of 你 有 哥 哥 吗 ? 几 个 ? 你 家 有 几 个
人 ?(Simpson & a Chinese family)
1. Teachers demo: 爸 爸 和 妈 妈 有 三 个 孩 子 。
有 / 没 有 哥 哥
有 几 个 哥 哥 ?
2. Pass questions:
你 有 哥 哥 / 弟 弟 / 姐 姐 / 妹 妹 吗 ?
The whole class do it twice. The second time will be faster.
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Paper house
(Toy: Potato
heads)
Assessment and
wrap-up
(5 minutes)
3. Students talk about their own families.
Teachers give each student a folded “ paper house” with 爸 爸 , 妈
妈 , 哥 哥 , 弟 弟 , 姐 姐 , 妹 妹 . Students talk about their families
with a partner.
(Plan B: Teachers use potato heads to assess their performance.
Each student will get a chance to introduce one of their family
members with potato heads.)
1. Culture extension: one-child policy in China.
2. Review characters from one to then. Students write them on the
board.
Homework/
preview
(2 minutes)
Each student gets a homework sheet with two questions and
vocabulary list.
Homework
sheet

Picture

Handouts 1

Handouts 2

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