Lesson Plan (1) Title: Restaurant (2) Overall question: How to create a Chinese restaurant menu and how

to order foods in a Chinese restaurant. (3) Related lesson question: How to say the foods and drinks in Chinese; How to express the money in Chinese. How to express I want to eat/drink (4) Learning Standard Addressed a. Communication: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. b. Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. c. Connections Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that

are only available through the foreign language and its cultures. d. Comparison Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. e. Communities Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. (5) Performance Objective: The learner will be familiar with the vocabulary of foods and drinks. The learner will review the expression ways of money. The learner will create a Chinese restaurant menu. The learner will know how to order foods in a Chinese restaurant.

(6) Set: show a three-min video about ordering foods in a Chinese restaurant. (7) Learning and teaching strategies: Day 1: menu Show the students an authentic menu of a Chinese restaurant and discuss the components of the menu: the names of foods and drinks as well as their prices. Do the modeling: Divide a blank menu into two sections: foods and drinks. Set an example of one kind of foods and its reasonable price and write them down on the menu. Have kids to write an example of drinks on board. Divide the students into groups of 4 and provide each group a wordlist they might need to use. The group type is cooperative group: student A works on the

names of the foods, B works on the prices of the foods, C works on the names of the drinks and D works on the prices of the drinks. Besides, the four-person teams consist of a high achiever, a low achiever and two average achievers. Stress the importance of cooperation and instructing each group to decide on their restaurant name and their team name. I will encourage the students to share materials while working and tell them that they need to cooperate with each other to make sure their prices are reasonable. Tell the kids the grading system: the organized degree, the richness of the content will be graded as a group while the character writing will be graded individually. Day 2: script Provide feed back of their menu creating and have kids to some necessary improvements. The teacher shows the video again and has kids repeat and translate the dialogues. Review the expressions What would you like to eat/drink?, I would like ~ Students will continue working as groups as the first day to create a script of ordering foods in a Chinese restaurant. The group type is complete cooperative group. Guide the group skills by choosing one group to start work on the first three lines and other groups watch quietly and then give suggestions: decide each members role first: who will do the handwriting, who will look up the dictionary, who will be the waitress and who will be the guests. And during the

discussion, the teacher will address the importance of listening to each other, sharing materials, providing constructive feedback, sharing tasks fairly, do not hide your ideas. Rule: use indoor voice. Provide each group an example script of ordering foods in a restaurant. The groups create their own dialogue according to their menu and practice the conversation. The teacher keep circulating throughout the room, observing each group, noting problems providing assistance, keep kids on task and praising progresses. Day 3: Role-play Last time rehearsal. Role-play according to the script. Show the video again as an example. The teacher set expectations: dont look at the scripts use their menu, the audience should be quiet and respectful, and partners can give some hints in low voice if you forget your lines. After the role-play, the groups should demonstrate three things the group did well and one thing they need to do better next time. (8) Assessment task Call on one or two students from each group to answer questions like What would you say if you want to order a cup of coffee in a Chinese restaurant? Students should hand in their menu, script at the end of the third day. The script will be graded, as groups but each member should address his or her role and contribution. Provide feedback to their role-play.

(9) Closure: Review the expressions of ordering foods. Show the video again and remove the sounds, having kids to dub it. Encourage the kids to have a dinner in a local Chinese restaurant and order foods for families. (10) Reflection:

I think my lesson plan can implement successful group work. However, it is easier to be said than done. After all, students do not learn to cooperate in one 30-min lesson (Weistein & Mignano, 2003, P.283). I would apply a moderate amount of training at the beginning of the school year to practice kids interpersonal and small-group skills to promote group cooperation. As a beginning teacher, I will start with pair work or small group work for kids to get used to helping and cooperating peers. Practice makes perfect. I will learn the skills of managing group work as well as students and try to provide them with opportunities to learn lessons of caring, fairness and self-worth (Weistein & Mignano, 2003).

Reference: Weinstein, C. S., Mignano, A. J., & Romano, M. E. (2003). Elementary Classroom Management: Lessons from Research and Practice (4th edition). NY: McGraw-Hill.