Unit 3: My Home and Neighborhood Lesson 4: Places in My Neighborhood

Room Environment The language classroom should be rich with literacy, with visuals, words, charts, diagrams, timelines, etc., figuratively dripping from the walls. Ideally, a high proportion of these visuals should be created in front of the students’ eyes for “brain imprinting” and a “vested interest” in the charts, so the beginning of the year or series will have fewer visuals than the end. Standards

World Language Content Standards (California Department of Education)

Standards for Foreign Language Learning (American Council on the Teaching of Foreign

Languages) Content 1.1 Students address discrete elements of daily life, including home and neighborhood. Communication 2.1 Students engage in oral, written or signed (ASL) conversations. Communication 3.2 Students interpret written, spoken or signed (ASL) language.

Communication 1.2 Students understand and interpret written and spoken language on a variety of topics. Communication 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Objective Identify different places and recreation facilities in the neighborhood. Student Work

Interpersonal Presentational Interpretive

Role Play: Students ask and answer simple questions about the types of facilities that are available in their neighborhood. A: “你住的社区里有什么?” B: “我住的社区里有...。”

Each student will draw a simple community map. The map has to have a supermarket, library, park, movie theater, and a school.

Students will interpret a local community map. Map has to be translated in Chinese.

Domains of Language Listening Speaking Reading Writing

Listen to the teacher’s pronunciation when introducing different types of homes.

Ask and answer simple questions about what types of facilities are available in their neighborhood.

Recognize Chinese vocabulary. Read the textbook.

Create a vocabulary book. Write in both Chinese characters and pinyin.

Evidence of Learning - Assessment

Informal or Formal (Underline the appropriate form of assessment)

1. Each student receives a piece of paper with pictures of different facilities around the neighborhood. Students will match each term (超级市场，图书馆，电影院，公园，学校。 ) to the correct picture.

Greetings at the Door Always begin with a smile. Every student is greeted by the teacher in the target language and is encouraged to respond in the target language, too. These greetings should be charted and kept near the door, so students can refer to the chart to remember how to respond. The chart should indicate at least two settings: common, casual settings and a more formal setting. The chart stays up or is accessible all year and new ideas are added.

Casual Everyday Introducing Formal, Polite Introducing Someone

你好。我是...。 您好。我是...。

Warm Up with Language Through Repetition-Rhythm-Rhyme Repetition of songs, chants, and poems should be a daily routine in the world language classroom. Ideally, the song or chant should be related to the content or cultural aspects being studied, although some that are just for fun will also be useful. Authentic chants, poems, and songs from the home culture of the target language should be used whenever appropriate, although Stage I learners may need to start with simplified chants based on songs or patterns they already know in their home language. Teacher Modeling of Communication Followed by Student’s Structured Practice

Message Functions/Structures

Key Vocabulary/Phrases Strategies for Oral Practice

Identify different types of facilities.

超级市场，图书馆，电影院，公

园，学校

Use pictures to introduce different types of facilities in the neighborhood.

Message Functions/Structures

Key Vocabulary/Phrases Strategies for Oral Practice

Students exchange and acquire information about the types of facilities that are available in their neighborhood.

A: “你住的社区里有什么?” B: “我住的社区里有...。”

Select five friends and create a survey of the types of facilities that are available in their neighborhood.

Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate)

Classroom routine: Greeting. A: “老师好。” B: “同学们好。”

Have students greet their neighbor. Repeat with several neighbors. A: “你好吗？” B: “我很好，谢谢。”

1. Use pictures/photos of furniture to introduce the new vocabulary. 2. Students make vocabulary books by drawing pictures of different types of furniture

and write down the vocabulary: 超级市场，图书馆，电影院，公园，学校 3. Teacher brings a Chinese translated community map to the class. Use it to introduce

additional vocabulary. 4. Teacher introduces the conversation sentence patterns.

A: “你住的社区里有什么?” B: “我住的社区里有...。” 5. Survey activity: Each student finds five classmates and asks them about the types of

facilities available in their neighborhood.

Debrief in English

• Go over the vocabulary. • Answer questions that students might have regarding the lesson.

Extend the Learning: School-Home Connection

• Each student will draw a simple community map. The map will have a supermarket, a library, a park, a movie theater, and a school. The following day, each student will present their community.

End with a Song! “When We Get Together!”

当我们同在一起，在一起，在一起， 当我们同在一起，其快乐无比。 你对著我笑嘻嘻，我对著你笑哈哈。 当我们同在一起，其快乐无比。

Instructional Resources & References Any appropriate textbook