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Lesson Plan Rent a house

Based on the SIOP Model and adapted to include second language practices

By Gang Chen and Hanmeng Wang Topic: Class/Grade: Date: th Renting a house High School 9 Grade Objectives By the end of class, students should able to use Chinese to ask for house information to a real estate agency about area, address and price and they learn a measure word ( ), identify capital and a major city in which country the language is spoken and some countries currencies through the practice and the role play activity. Lesson Components Key Vocabulary: Materials: Area, Address, Rental, Rental Advertisement, Rent (v.) Web site. Poster Sentence: RMB Zhe ge fang zi mian ji duo PPT shao? Zhe ge fang zi zu jin duo shao? ni zu ma ? wo zu . wo bu zu . Activities Scaffolding:Modeled Guided Independent Grouping: Whole Class Small Groups Partners Independent Process:Reading Writing Listening Speaking Strategies:Hands-on Meaningful Links to Objectives Time: 5 CsCommunication Cultures Connections Comparisons Communities Step 1--Building Background-5-8 min. Check homework, ask several students about the house they designed. (Students can use different way to illustrate their homework, paint by hands or by computer, write a description etc.) Question: What are you going to do if you want to rent a house? Expected question: Newspaper, searching online, real estate agency. 5 min. Step 2Vocabulary Learning Show students an advertisement or a web site and teach new words through that.(Jing) PPP Lead students to read new words. PPT


20 min.

1 different shapes: trianglessquares circle () 2 different address: Beijing Lansing Tokyo () 3 Brainstorm 2000 For example : car \ a house\ TV Step 3Learning Sentences Question: what do you think are the important factors to consider when you rent a house? How big is the house, how many rooms, where is it located and how much is the rent? Review some words and phrases learned before which can be used in that situation:have (), is located in (), measure word () and numbers. Prepare 4 sentences ://Lansing/Los Angeles and cut them into fragments. Hand over every student fragments of sentence. Let students put the fragments in right order, for example, give students words (house), (Beijing), (this), (is located in), (measure word), and they can reorder it as (This house is located in Beijing). Ask //Lansing/Los Angeles? Step 4Role Play Display students a video about renting a house and demonstrate them the sentence patterns may be used in this situation. Every 4 students in a group and one of them plays a real estate agent, the other three are the customers who want to find a house. Every real estate agent will get housing information from the teacher and will answer questions from the customers. Customers will ask questions about housing conditions and find an ideal house. (Every customer has a limited budget.) Extra activities Learn new sentences: (How big is this house?), (Zhege fang zizujin duo shao?) Listening compression A B A B 120 A B 80

A B 2000 A B Question one : 1. A hospitalB (school) C houserenting 2 How much is the rent for big house A 2000 B 3000 C I dont know 3 A 80 B 90 C120 4 A 1200 B 2000 C Review & Wrap Up Homework: Describe your own home, write it by whole sentences. Formative--Assessment Diagnostic assessment: Checking students previous homework, presentation method. Observation: Teacher facilitates role play game and observe students performances and grade them on rubrics. Homework: Describe your own home, write it by whole sentences.

Individual Group Written Oral Observation

Explanation of the task-based lesson plan: 1. Rationale of the task-based game Should be designed to engage every students in interaction to use Chinese for simulated asking information about renting a house in authentic and reflects the real life. Should stimulate students to know about the cities in China, and different kinds of currencyin China, Japan and America. Should include shopping terms and patterns with sufficient language input, so by the end of the class the learning objectives can be fulfilled. 2. Preparation Students have already learned some of words, sentence patterns and terms. The teacher has prepared in advance fake money, PPT for picture, the video of paragraph and the rubrics of evaluation. 3. Sequence of the activities:

Warming up activity to check the previous homework. Advertisement and PPT aim to teach students the vocabularies and sentences patterns which are necessary in later task. Fragment sentences reviews guarantee the success of the later task.

2. Differentiation strategies Role pay: Groups are divided by proficiency of Chinese. Back-up activities for the higher proficiency students. 3. ACTFL Standards: Request, offer, invite, and reply appropriately using memorized phrases Ask for and obtain information in everyday situations in the target language about time, place, price, size. Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories Identify countries, their capital and major cities in which the language is spoken 4. Communication modes: Interpersonal Students provide and obtain information about the houses they are going to rent or lease.. Interpretive Students interpret the information and make decisions about whether to lease the house. Presentational Students present while they are obtaining or giving information.

Rubric Multi-trait Rubric for role play assessment Pronunciation 4 Excellent No conspicuousmispronounced words or phrases; sounds like native speaker with a super intonation and juncture. 3 Good. A few mispronounced words or phrases; speaks with a little accent but does not hinder understanding. 2 Fair Some mispronounced words or phrases; speaks with an acceptable accent but could not lead to misunderstanding most of the cases. 1 Poor Many pronunciation errors with strong accent; a lot of phonemic errors which make understanding impossible. Fluency

4 excellent Speech goes smoothly with little unnecessary pauses with the speed approaching that of a native speaker. 3 Good Speech goes smoothly mostly with some hesitation and a littleunnecessary pauses. 2 Fair Speech moves on slowly and is sometimes hesitant or jerky. Some fragmentary sentences are used but speaker could complete the whole dialogue. 1 Poor Speech goes on very slowly with long time pauses between sentences. Too many fragmentary sentences are used and speak could hardly finish dialogues. Quality of performance 4 excellent High-level performing skills; good gestures, body language,facial expressions and the volume of voice is flexible; role-players cooperateharmoniously. 3 good Good performing skills; a few of gestures, body language, facial expressions are not well displayed; the volume of voice changes most of the time; good cooperation among role-players. 2 fair Performing skills acceptable; one or two of the three above mentioned skills are lacking; no conspicuous voice volume change; not good cooperation among roleplayers. 1 poor Poor performing skills; gestures, body language, facial expressions are seldom used; no volume change;cooperationnegatively and bad organized.