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I. CONTENT A. THEME: Traveling B. FOUNCTION OBJECTIVE SWBAT listen, comprehend, and create a story by using (constantly/ always) construction. C. GRAMMERTICAL OBJECTIVE SWBAT identify the form, meaning, and functions of (constantly/always) SWBAT use the adverb word (constantly/ always) to create a story SWBAT indentify the grammatical rule through the reading text D. VOCABULARY OBJECTIVES N. travel) ( Adj. cloudy day) ( N. sun) ( V. to rush ) ( N./ V delay/ to delay) (N. snack) E. STANDARDS 1.1, 1.2,1.3, 2.2, 3.1,4.1, 5.1 II. LEARNER DESCRIPTION: This lesson will take place in a traditional high school Chinese program, which follows the text Chinese Link. This is a Chinese 4 class that has already learned some adjective and nouns, complex sentences and simple sentences, and question patterns in the pervious lesson III. MATERIALS: Textbook, visuals, and handouts IV. ACTIVITIES: A. WARM UP: 1. Think about your traveling experience 2. Share with the class of your experience B. ENGAGING LEARNERS: 1. Introduce the new vocabulary words that in the story by using visuals and TPR. ( travel/ cloudy day/ sun/ , to rush/, delay/ , (with knee pleasure/ enjoy of something) ( N. airport) N. airplane) N. luggage)

snack/ ,with knee pleasure/, airport/, airplane/, luggage/ )


2. Pre-reading: I will show all the visuals to students and ask them to make a prediction. What is happening? Can you use these vocabularies to make a story? 3. I will read the story when the vocabulary appears in the sentences then the students will have to hold up the corresponding visuals. This action is to assess students comprehension of the vocabulary. Today is a cloudy day/ The sun/, did not come out. The sky has been drizzly. We are going to travel/ to China. Mother was constantly helping me and sister pack the suitcase/. Father was constantly rushing/ us. We arrived at the airport/ Because the flight /was delay , we had to wait until 6 pm in order to catch the flight/. The flight/ flew about 17 hours to China. We got off the plane/ and directly went to eat authentic Chinese snacks/ . Father and sister cannot speak any Chinese language. They were constantly eating snack/. Mother and I can speak Chinese. We were constantly talking to Chinese people. China has variety of snacks/ and we were enjoyed/ eating it. Then, I will recycle vocabulary throughout the story reading by using yes/ no, forced choice, and open-ended questions with each vocabulary. Is this a snack or a luggage? Is this an airport or an airplane? Is this a sun or a cloudy day? Comprehension checking with scaffolding by asking students: How is the weather today? Did the sun come out? How was the weather yesterday? 4. Pass out a copy of the story. I will have students to work with partners to complete the Wh-questions of the story( handout1). I will ask students about their finding in order to make sure the students familiar with the theme and also their comprehension of the story as well. What is the story about? Who are the characters in the story? Where are they going? What happen to them?

Chen_3 I will ask students what are the words being repeated in the sentence? I will ask the students to circle the words for me. I will ask students to think about the meaning of the sentence and what the element of the sentences stands for. Then, guiding students to think about the form, grammatical rules, and the function of the grammar. I will ask students to look the words after to see if they recognize the grammar pattern (verb tense). I will use force choice question to guide student. Is this nouns or verb tense?

Then, I will explain the grammatical rule to students. ( yizhi) continuously; always_ adverb in Chinese. The grammar structure usage is the same with English. S+ adverb+ verb+ phrases/ objective C. INDEPENDENCET PRACTICE: 1. In the group of two, students will use to make three sentences. When complete, each group will have to share their sentences. D. HOMEWORK 1. Create a sequence story by using . (You can work with a partner to complete of this assignment.) Please see the handout 2.


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