Lesson Plan # 3

Class Level: Non-native level 2

Time: 11:50-12:32 Friday, April 19, 2018 Room: 126
Unit Topic: Travel and Transportation
Enduring Understanding: Travel is a gateway to gain knowledge and connect with the world.
Essential Question: How does travel increase knowledge and connection to the world?
Focus question(s) or Aim: 你能告诉我们你的航班号码和航班到达时间吗？How can we tell flight
number and arrival time from an airplane ticket reservation?
Standards Addressed:
ACTFL National 5Cs Standards
Communication
1.1:
 Students
 engage
 in
 conversations, identify
 and
 obtain
 information, express

feelings and
 emotions, and
 exchange opinions.
1.2:
 Students
 understand
 and interpret
 written
 and
 spoken
 language
 on a variety
 of

 topics.
Cultures
2.2:
 Students
 demonstrate
 an understanding
 of
 the
 relationship
 between the
 products

 and
 perspectives
 of
 the
 culture studied.
Connections
3.2:
 Students
 acquire
 information and
 recognize
 the
 distinctive
 viewpoints that
 are

only available
 through
 the
 foreign language
 and
 its
 cultures.
Comparisons
4.2:
 Students
 demonstrate
 understanding of
 the
 concept
 of
 culture
 through

comparisons of
 the
 cultures
 studied
 and
 their own.

NYS Common Core anchor standards:

1. Listening and speaking
1）Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners.
4）Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
2. Reading
R7. Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
3. Writing
 W6. Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
4. Language
1）Demonstrate command of the conventions of standard grammar and usage when writing
or speaking.
3) Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.

Learning Objectives
Content
1. Students will know the information about flight number, departure time and arrival time on
travel website.
2. Students will know the various modes of transportation to get to/leave from the airport in
China.
3. Students will know the differences between Putong airport and Hongqiao airport in
Shanghai.
Language
1. Student will be able to apply language forms of “我是….的”， “我已经… 了”to retell
a past event.
2. Student will be able to use the language form of “verb +着” to describe a continuous action.
3. Students will be able to apply interrogative forms in Chinese to ask questions.

Can-Do Statement for Students

1. I can use “是…的” and “verb + 了” to describe a past event.
2. I can read and understand travel information on a ticket or online reservation record.
3. I can understand the 24 hour time system in a travel announcement and covert to 12 hour
system.
Procedure Opening Routine: Do now and agenda.
Motivation: Students will be seeing a text message format in their interpretive mode task which is
about travel plan and airport pick up. The topic is relevant to their needs and interests.
Materials: Laptop, SMART board, presentation slides (PowerPoint), Worksheet packet (make 20
copies).
Learning Experiences and Instruction

Instruction Procedures Time

allotted
1. Do Now: Write two sentences in characters. 5 mins

2. Review language form and function of 着／了／是…的 in describing a 5 mins

continuous action or past event.

3. Flashback gallery. Display the pictures of airport facility and services to review 5 mins
vocabulary.
 4. Mini lesson of International Labor Day in China. Student will compare the date 10 mins
of labor day in China and in the United States. I’ll explain to students that the major
international airport in Shanghai is Pudong International Airport, located in east side
of Huangpu River. Ask students to vote what holiday has the busiest and highest
volume of transportation in China.

5. Students will read about text messages about airplane ticket and airport pick up. 15 mins
Student will answer some questions. Students will also complete text messages
based on the context.

Mode of Tasks:

Interpretive: Students read about traveling information from a tourist website and answer some
questions.

Interpersonal: Students talk to each other about which Chinese holiday may have the highest travel
volume and explain why.

Assessment:

Informal: Call on students to answer questions, self-assessment of Can-Do Statement.

Formal: Interpretive task.

Differentiation: Students will be assigned groups of four by mixing proficiency levels. Advanced
students are grouped to work with underperforming students. In the interpretive task, there are
additional questions to challenge students higher level thinking.

Homework: Students are given a scenario that they are picking up a friend at JFK airport and they’ve
been waiting for him/her for more than 1 hour. Create 8 text message between you and your friend.

Theory: Gardner’s Multi intelligences (use of visual aids). Use spiral review and scaffolding
strategies to build each activity on another.
Closure: Ask students to self-evaluate with Can-Do Statements.