Lesson Plan

Topic: Order Food

Time: 50 min
Target Students: College students, elementary Chinese learners.
About 15 students in the class.
Goal: help them review the basic words and sentence structure that may be used in
ordering.
Procedure:
1) Ask them whether they like Chinese food, then turn to some students to ask what
type of Chinese food they like. 3 min
2) Write down the words and sentence structures on the blackboard before the class.
The word list:

Sentence structure:
1

This is the best Chinese food
Vine(Vine is the nearest Japanese restaurant)


(you had better tast it)
(you had better not order )
2
S.adj1 adj2

S+VP1++VP2

4

b. Only

15min

Ask the students to read together and correct their pronunciation. When it comes to
hard words, ask some students to read it alone.()
Ask students to make sentences with the sentence structures above.

3) Ask students to work in a group of three
Let every group draw from several names of dishes. They do not know what dishes
the other get.





15min

Lead students to read them and ask them several questions related to the words.
explain the hard words to them, especially the words which are unique in Chinese
tradition.(10min)
3) Play a short animation about the customs in Spring
Festival.http://www.youtube.com/watch?v=f09cOM5r6aYThis is just a
sample. I think I need an animation or documentary with more details about the
Spring Festival. Also, this animation has subtitles. I think I will use some
techniques to delete the subtitles.Before playing, give a brief introduction of the
background of Spring Festival for example,
and raise
several questions about it. (The answers could be found in the animation) For
example, what do Chinese people usually do during the Spring
Festival? What is childrens favorite activity during the Spring Festival? (5
min)
4) Divide the whole class into two groups, then ask some questions about the
animation. The group of students who answer more questions could get Chinese
postcards about Spring Festival. Make sure the questions contain general ones and
specific ones and the answers should be given in whole sentences. For example,
the questions could be Ask the two groups
to answer questions in turn. The students having answered questions should wait
to answer again until other students in the group can not think up any other
answers. If they miss something, the teacher could make a supplement. In this
process, the teacher should ask students whether they understand some specific
customs. If not, the teacher should give a brief
explanation,and so on.(10 min)
5) Play the animation again and ask students to take some notes. Explain the
complex part and emphasize the words learnt at the beginning again. (5min)
6) Divide the class into small groups (3-4 students in one groupwhen dividing
groups, pay attention to the variation in each group, for example, the students
should have different knowledge backgrounds, different language competence or
different personalities, therefore they could learn from each other or help each
other. If there is a talkative student, make him or her the leader of the group,
whose duty should be make sure everyone gets a chance to express his or her
opinions). They should discuss with each other and prepare a presentation about
Spring Festival customs. When they are discussing, the teacher should walk
around and listen to some of them. Provide help if the students ask. Then the
students go to the front to do short presentations with the assistance of
pictures.(They can also refer to the words written on the blackboard) After one
group does the presentation, other groups should score them. The group with the
highest score will be todays winner. (20min)
Expected Outcome:
When people are talking about Spring Festival, students can understand most parts of
the customs, and they can use related words to describe the customs in Spring Festival.