Explanation

This lesson plan is designed for stage 5 Year 9 students. The topics of three
sequenced lesson plans are months and dates. I have incorporated the use of ICT,
visual aids, collaborative work to help students to understand language and cultural
knowledge and to be able to use target language to interact and communicate with
others in three lessons.

Before the class, I will form the students into pairs based on their birthday. More
specifically, students who born within a few days will become pairs in the lessons.
Students are given the opportunities to work with new classmates, which may
motivate students to communicate and interact with different people. In addition,
students are asked to have collaboration with classmates to enhance language skills
in the lessons. In this process, students are able to be active learners to contribute
and share knowledge in the groups. Forming students into groups can satisfy
individual needs if it is suitable and effective. In other words, it is beneficial of
students to form with others whose learning abilities differ from others. At the
beginning of the third lesson, students are asked to have a quiz based on the
previous knowledge. This quiz can clearly reflect each student’s learning process to
help teachers to form the groups. Talented students can be the group leaders to
help others to learn better. Students with lower learning abilities are able to acquire
knowledge and ask questions in the group. Seeking the help from peers will be
helpful for students to enhance interpersonal skills. The research suggests that
collaborative work is a way to encourage learners to learn from each other and
acquire interpersonal skills. Meanwhile, students are accountable to their own
learning process and group learning process in the process of collaboration.
(Holubec, Johnson,1994). Specifically, students who are shy to speak in the whole
class will be potentially encouraged to engage in the learning. Moreover, providing
questions of different levels can meet different students’ needs and potentially
involve all students. Hence, the jeopardy activity in the third lesson includes
questions from easy to difficult to allow all types of students to learn. Students are
able to enhance four language skills in this activity. Acquiring culture knowledge is
another goal for stage 5 syllabus. The lesson plans include some activities that help
leaners to learn about Chinese history and culture. For instance, Chinese festivals
worksheet. On the other hand, teaching students about the language difference is
important. The difference of the expression of dates between Chinese and English
will be taught in the lessons.

The lesson plans have applied flipped learning, which is reflected by integrating next
lessons’ learning goal in the homework and uploading next lesson’s learning
materials in the google classroom in advance. Students are potentially encouraged
to do self-learning at home to prepare for next lesson. The research indicates that
requiring students to do the preparatory work before the next lesson is able to help
students have deeper understanding of the new knowledge. (Strayer, 2012)
Students, who do not have high learning ability, cannot accept the knowledge
efficiently and quickly in class. Therefore, providing extra time for them to learn in
advance is beneficial for them to participate in the class. The research also
highlights that students can have motivation in learning when applying flipped
learning and be more active and interactive in the process of learning new
knowledge. Students are also allowed to learn in personal pace. (O'Flaherty,
Phillips,2015, p86)
It is essential for teachers to provide talented or gifted students for challenge work
because it will enhance the students’ learning interest and desires. More specifically,
arranging well-behaved or talented students to be student-leaders in the next lesson
or making some challenge task, such as the challenge questions in Kahoot or
homework in the lesson plans are effective ways to prevent them for losing interest.
Challenging questions will lead talented students to increase the interests and make
more effort to solve the problems. Meanwhile, students may acquire a sense of
achievable after solving the challenge problems. As mentioned before, talented
students can be student-teachers to help students with lower learning abilities. On
top of that, talented students can revise and consolidate the knowledge when
teaching peers. The research indicates that peer teaching can help to build the
bridge to fulfil the gap between different types of students. (Holubec, Johnson,1994)
The lesson plans also consider satisfying the needs for students with attention
deficit hyperactive disorder (ADHD). ICT has been commonly used in the teaching
process recently because of its effectiveness. Using ICT to help students with ADHD
is helpful for them to immerse into the learning process and facilitate them to
concentrate on learning. The researcher suggests that ICT is able to bring benefits
for students who have behavioural problems. (1992) In addition, the implement of
visual aids is important for students who have learning difficulties, especially for
reading difficulty. Students will be attracted by a variety of images, which can help
them understand the learning content. The research reflects that using visual aids in
the classrooms can help students to learn vocabulary more quickly. (Baum, 1984,
p17).

Praising students, who have good performance in the lessons is another way to
motivate students to continually have on-task behaviours. In the lesson plans,
students who well behaved can leave the classroom earlier and have less
homework. Displaying the good homework in the classroom is another potential way
to praise students. The research conveys that teachers are highly recommended to
praise students to increase students’ confident and self-esteem, build relationship
with students, encourage students. (1981)

Providing feedback for students’ formative assessment, including homework and

classroom participation is another approach to assist students to enhance learning
abilities. Formative feedback can be seen as a continuous feedback to gradually
help students to correct the mistakes and improve own learning. The research
reflects that formative assessment allows learners to modify or improve their
weakness purposefully. (Shute 2007).

The lesson plans also incorporate the skills from another subject, which is
mathematics. Students are asked to use mathematics skills to answer the questions
of the difference between people’s birthday. The cross-curriculum will make
students feel more challenged.

In short, the use of ICT, collaborative work, culture-based activities, flipped learning,
differentiation, praising, cross-curriculum in three-sequenced lessons can effectively
assist students with diverse needs to meet the learning goals in the syllabus and
immerse into the learning in classes. Providing effective feedback for students is
another valuable resource for them to improve learning outcomes.
 Lesson Plan 1

Topic area: Stage of Learner: Syllabus Pages:

Months and Dates 5 Year9 NA
Date: Location Booked: Lesson Number: 1
18/03/19 Classroom

Time: 60 minutes Total Number of students Printing/preparation

20

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Kahoot Months and dates Use months and date
demonstrates how Chinese Worksheet How to make a sentence
pronunciation and intonation are used
to convey meaning LCH5-5U
analyses the function of complex
Chinese grammatical structures to
extend meaning LCH5-7U
identifies and interprets information in
a range of texts LCH5-2C
manipulates Chinese in sustained
interactions to exchange information,
ideas and opinions, and make plans and
negotiate LCH5-1C
Life Skills outcomes
Know how to read Chinese calendar

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Information and Communication Technology Kahoot
Capability Hanzi
Numeracy Pinyin
Personal and Social Capability Group work

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Checking student’s pronunciation and writing.
1.2
1.5 Kahoot

2.2 Pairs work and group work

Time Teaching and learning actions Organisation Centred
T/S
5 Greeting in Chinese by using “同学们好” and students Teacher:
have to answer in Chinese by using “老师好”. Start the lesson
Students will be randomly given a number from 1-5, Student:
students who have the same number will be in one Hand in homework
group. Each group has 4 students. Resources:
Handing in the homework, marking the roll at the
same time.
Introduce this lesson’s topic: months 月 and dates 日.
10 Quickly revise the numbers: Asking students how to Teacher: SW
say and how to write numbers in Chinese. Help students to activate the prior
Lead the whole class to orally revise the numbers (1- knowledge
31) in Chinese. Then randomly choose ten numbers to Student:
ask students to do dictation in Chinese. Revise prior knowledge
Resources:
15 Teaching two Chinese characters 月 and 日. Teacher: WSL
Remind students that they have learnt 月 and 日 as Teach new Chinese characters
the radicals. Check student ‘s pronunciation.
Explain the meaning again when it becomes the Student:
character:月 means month and moon, 日 means day learn new words
and sun. Resources:
Lead students read each character 3 times. White board
Before showing the right writing orders of the strokes PPT
of Chinese characters ask students ”what do you think https://www.hanzi5.com/bishun/65e5.html
about the right way to write 月 and 日？” https://www.hanzi5.com/bishun/6708.html
Ask students write on notebook. Notebook
20 Teach how to say the date in Chinese Teacher: SW
1. Number + 月 means whatever month e.g 一月 Teach new expressions
means January. Give a few examples. Ask students. Student:
2. Number +日 means whatever day e.g 十号 means Learn how to indicate the date in both
10th. Give a few examples. Ask students. written and oral ways. Write down the
3. Number +月 + Number +日 means the date e.g. 一 notes.
月十号 10th January Give a few examples. Ask Resources:
students. Whiteboard, notebook
Ask students to copy down the sentence structures
into notebook.
25 Work in groups to use mini whiteboards to do the Teacher: WL
dictation. Students take turn to write. (Writing) Form in groups.
(Teacher says month/dates in Chinese, students write Student:
in Hanzi AND teacher says month/dates in English, Work in groups to practice listening and
write in Hanzi) writing skills
Resources:
Mini whiteboards
30 Kahoot (Whole-class) Teacher: R
Let students know Top 3 students don’t need to do Make sure all the students join to this game
homework part 2. Student:
Questions: look at the pinyin or English to choose the Use computers to do matching activity
correspondent hanzi. (reading) Resources:
Computer
Kahoot
https://create.kahoot.it/kahoots/my-
kahoots
35 Teach how to ask, “what is the date today?” 今天是几 Teacher: SW
月几日？Emphasize 几 is the question word 是 means Teach new sentence structures
is, however in spoken Japanese it is often omitted. E.g Student:
今天几月几号？ Listen and learn. Write down the notes.
Teach how to answer Resources:
Replace the question words 几 with the number of the Whiteboard, notebook
day and month.
e.g. 今天是十一月五号。 Today is the fifth of
November. OR 今天十一月五号。
 Give a few examples.
Ask students to copy down the sentence structures
into notebook.
40 Emphasize the subject of the sentence is 今天, so it is Teacher: S
important to put 今天 at the beginning of the Hand out the worksheet
sentence. Student:
Ask students write down the important part on Work in pairs to practice speaking skill.
notebook. Resources:
Information gap activity (dates) Pair work. Information gap activity worksheet
45 Teach how to ask about yesterday’s and tomorrow’s Teacher: RW
date. Teach new Chinese characters
Replace 今天 with 昨天 and 明天
昨天 means yesterday Student:
明天 means tomorrow Leann new words
前天 means the day before yesterday Resources:
后天 means the day after tomorrow White board
Write today’s date on the board, then ask students 昨
天是几月几号？明天是几月几号？前天是几月几号
？后天是几月几号？
Give a few examples.
Emphasize the verb does not change for future or past
tense in Chinese.
60 Choose top two students who have best Teacher: RW
pronunciation of Chinese characters to be teacher Conclude the lesson and inform next
assistants in the next lesson. lesson’s topic
Hand out work sheet to students for home work. Student:
Pack up Pack up and note down the homework due
Asking students to clean up their own area and make date.
sure the classroom is ready for next lesson. The best
behavior students don’t need to do cleaning and can Resources:
be the first one leave. Work sheets
Inform students about next lesson’s topic.
 Lesson Plan 2

Topic area: Stage of Learner: Syllabus Pages:

Months and Dates 5 Year 9 NA
Date: Location Booked: Lesson Number: 2
20/03/19 Classroom

Time: 60 minutes Total Number of students Printing/preparation

30

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Worksheet How to describe someone’s Ask for someone’s birthday.
analyses linguistic, structural and birthday.
cultural features in a range of texts
LCH5-8U
manipulates Chinese in sustained
interactions to exchange information,
ideas and opinions, and make plans
and negotiate LCH5-1C
Explains and reflects on the
interrelationship between language,
culture and identity LCH5-9U

Life Skills outcomes

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Personal and Social Capability Hanzi
Intercultural Understanding Pinyin
Sustainability Group work
Chinese festivals
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
2.3 Show high expectations towards gifted students to encourage them to do the challenging
questions and be student-teachers.
3.5 Students can use prior knowledge, which they learnt from last lesson, to connect to the new
knowledge.
3.2 Introducing Chinese traditional festivals and their origins to enrich students’ cultural
knowledge.
Time Teaching and learning actions Organisation Centred
T/S
5 Greeting in Chinese by using “同学们好” and students have Teacher:
to answer in Chinese by using “老师好”. Begin the lesson
Students line up base on their birthday and two students Student:
who have the closet birthday work in pair. Greet with teachers
Hand in the homework and mark the roll at the same time. Resources:

10 Write today’s date on the board in Chinese and ask Teacher: S

students what’s the date today in Chinese by using “今天是 Revise the knowledge of previous
几月几日？” lesson
Give few more examples to evoke students’ memory. Write Student:
few more dates in Chinese on whiteboard and randomly ask Orally revise the knowledge
students about what’s the date today in Chinese by using Resources:
“今天是几月几日？” Students need to answer in Chinese White board
by using “ 今天是*月*日。”
Ask students to copy down the sentence structures into
notebook.
15 Teach students ask, “when your birthday is?” and how to Teacher: SL
answer. Teach new knowledge
你的生日是几月几日？ Student:
我的生日是 X 月 X 日。 Learn new sentence structures and
Lead students to repeat the sentences 3 times. write down the notes
Ask students to copy down the sentence structures into Resources:
notebook. Two students that were chosen from previous Notebook
lesson help everyone else to pronounce well. White board
20 Information gap activity. Teacher: S
Students work in pairs to use “what is your birthday and my Hand out the worksheet
birthday is…” in Chinese to fill in blanks in Chinese or Student:
English. Work in pairs to complete the
worksheet
Resources:
Information gap activity worksheet
25 Teach students how to describe another person’s birthday. Teacher: L
Replace the first pronoun with second and third pronoun, Teach new sentence structures
and other people’s names. For example, my mother’s Student:
birthday is …… 我妈妈的生日是*月*日。 Learn new sentence structures and
Orally give a few examples. For example “If your friend’s write down the noted
birthday is 7th of June, how to describe your friend’s Resources:
birthday in Chinese？” White board
Ask students to copy down the sentence structures into Notebook
notebook.
35 Hand out the worksheet 2. Teacher: RW
Briefly introduce some of traditional Chinese festivals to Introduce Chinese festivals
enrich their cultural knowledge. Student:
Ask students to do the rest of question in part I. Then, ask Listen and do the worksheet
students to write the dates (Chinese characters) on board individually
and correct the mistakes. Resources:
Work sheet 2
45 Lead students to go through the example. Teacher: SL
Students are asked to do research online to complete Part 2 Correct the answers in whole class
of the worksheet individually. After completing, students Student:
will be randomly picked up to read their answers and their Do research online, complete part 2
pairs need to translate the answers into English. Two and correct mistakes
students that were chosen from previous lesson will be Resources:
asked to correct inaccurate pronunciation. Work sheet 2, computer
50 Students will be asked to work around in the class to do Teacher: RW
part 3 of the worksheet. Observe the whole class to ensure
Students need to ask and answer in Chinese and fill in the everyone’s participation
tables in English to enhance their listening and speaking Student:
skills. Students are required to use new knowledge to Work in pairs to practice new
interact with friends to find out their friend’s birthday. knowledge
Resources:
worksheet
Work sheet 2
60 Homework is making a calendar for Chinese festival. Teacher:
Asking students to clean up their own area and make sure Conclude the lesson and hand out the
the classroom is ready for next lesson. The best-behaved homework. Inform next lesson’s topic.
students don’t need to do cleaning and can be the first one
to leave. Student:
Inform students about next lesson’s topic. Pack up and note down the
Remind students to bring colour pen, paper, scissors and requirements of homework.
bow compass for next lesson.
Resources:
 Lesson Plan 3

Topic area: Stage of Learner: Syllabus Pages:

Revision 5 year 9
Date: Location Booked: Lesson Number: 3
23/03/19 classroom
Time: 60 minutes Total Number of students Printing/preparation
20

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Quizizz The knowledge about dates Consolidate the learning
manipulates Chinese in sustained jeopardy activity and months
interactions to exchange information,
ideas and opinions, and make plans and
negotiate LCH5-1C
analyses the function of complex
Chinese grammatical structures to
extend meaning LCH5-7U

Life Skills outcomes

NA

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Asia and Australia’s Engagement with Asia Know the correct expressions of dates in
Information and Communication Technology Chinese and notice that English and Chinese are
Capability different towards the date’s expressions.
Intercultural Understanding Use Quizizz to help on 4 skills.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
2.3 Display in the classroom
 Jeopardy activity
1.2
1.4 Homework
Time Teaching and learning Organisation Centred
actions T/S
5 Greeting in Chinese by using “ Teacher:
同学们好” and students have Begin the lesson
to answer in Chinese by using Student:
“老师好”. Greet with teachers
Mark the roll. Resources:

10 Using Quizizz to test students’ Teacher: Observe and ensure everyone participates R
knowledge of previous two
lessons. Student: Individually do the online quiz
Go through the common
mistakes. Resources: Quizizz
Emphasize the difference https://quizizz.com/admin/quiz/5c96ea9a28d6bf001dc3db0f/year-
between Chinese and English 9-months-and-dates
expressions of dates. (People
say dates before days in China,
which are different from
English expressions)
Form students into groups of
three based on their scores to
allow top students to help
students whit lower learning
abilities. (one group should
include at least one good
student and one low ability
student)
15 Revision activity (jeopardy Teacher: guide students to do the activity and ensure that every LSRW
activity and think pair share) --- group participates, each student is involved.
------Students work in groups of
three and will be assigned as Student: engage in the activity and revise the language knowledge
student A, B, C in a group.
---- Each group will be given a Resources: jeopardy activity PPT
whiteboard to answer the
question and take turn to
choose the question and all
groups will be given 3-5
seconds to discuss the question
in own groups. The levels of
questions contain easy to
difficult, which can encourage
all types of students to
participate. One question
cannot be chosen twice. There
are 25 questions in total.
----Then, teacher will randomly
choose specific students from
all groups to write the answer
and other two members can
orally help this student. (eg.
Students A in all groups write
the answer)
----The group who can answer
most rapidly and accurately can
win the round.
40 Individual activity Teacher: LSW
1. Students will be given a Make sure students are safe with the equipment.
piece of paper to use Student:
Chinese characters to Follow the instruction and complete the task.
make a calendar. The Resurces:
instruction will be visually PPT
given to guide students to Colour pen
make own calendar. Paper
 Students are asked to write Scissors
every classmate’s birthday on Bow compass
the calendar to participate in
the further activity.
Following steps on Google
classroom.
2. Teachers will use Chinese
to ask, “when is ***’s
birthday?” Students will
use the calendar that they
make to show the date and
orally answer in Chinese.

60 Homework is to make a Teacher: RW

personal profile, including Conclude the lesson and hand out the homework. Inform next
birthday, personality and lesson’s topic.
physical appearance.
(personality and physical Student:
appearance are two topics that Cleaning
students learnt in last term.)
Teacher will choose the best Resources:
five festival calendars and Google classroom
birthday calendars with
students and display in the
classroom.
Asking students to clean up
their own area and make sure
the classroom is ready for next
lesson. The best behavior
students don’t need to do
cleaning and can be the first
one leave.
Inform students about next
lesson’s topic and put all the
document on Google classroom
and students have to read
thought that before next
lesson.
Lesson plan 1 PPT
 Worksheet 1 (Homework lesson 1)
Part1: Write in steps

Part2: Fill the void

一月 ________ July ________
二月 ________ August ________
三月 ________ September ________
四月 ________ October _________
五月 ________ November _________
六月 ________ December _________

Part3: Fill the void

四月二十日 ________ 09/07 _________
十月一日 ________ 31/03 _________
十二月九日 ________ 28/11 _________
九月二十五日________ 17/06 _________
二月十六日 ________ 30/01 _________

Part4: Challenge yourself Answer in Chinese

n ǐ d e shēng r ì s h ì j ǐ y u è j ǐ r ì
Q: 你的生日是几月几日？
When is your birthday？

A: _______________________________________
____________。
 Work sheet 2 (lesson 2)
jié r ì
1. Chinese Festival 中国的 节 日
The names of festival The names of festival Date (English) zì
zì (English) Date (汉字)
（汉字）
1) duān 5th May
端 午节
2) tóng Children’s Day 1st June
儿童节
3) qíng Valentine’s Day 7th July
情 人节
4) qiū 15th August
中秋节
5) jiào Teacher’s Day 10th September
教 师节
6) qìng National Day 1st October
国庆节
míng shēng r ì
2. Celebrities’ birthday 名 人的 生 日
 Example: Michael Hooper 的生日是几月几日？
Michael Hooper 的生日是十月二十九日。
1) Huge Jackman 的生日是几月几日？
Huge Jackman 的生日是______________________________________。
2) Chris Hemsworth 的生日是几月几日？
Chris Hemsworth 的生日是____________________________________。
3) Cristiano Ronaldo 的生日是几月几日？
___________________________________________________________。
4) Jackie Chan 的生日是几月几日？
___________________________________________________________。
5) LeBron James 的生日是几月几日？
___________________________________________________________。

shēng r ì
3. Ask your friends when their birthday is by using [你的 生 日是几月几日？]
They will then respond in Chinese by saying [我的生日是___月 ____日。] Fill in
their names and the date of their birth in English
míngzì 生日(Date of birth)
名 字 (Names)
1. 我

2.

3.

4.

5.

6.
Lesson 3
Reference list：
Baum, S. (1984). Meeting the needs of learning-disabled gifted students. Roeper
Review, 7(1), 16-19.

Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational

Research, 51, 5–32.

Holubec, E. J., Johnson, D. W., & Johnson, R. T. (1994). Cooperative learning in the
classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A
scoping review. The internet and higher education, 25, 85-95.

Shute, V. J. 2007. Focus on formative feedback. Research Report. Princeton, NJ:

Educational Testing Service.

Strayer, J. (2012). How learning in an inverted classroom influences cooperation,

innovation and task orientation. Learning Environments Research, 15, 171–193.

Thomas, M. (Ed.) (1992), I.T. and Students with Emotional and Behavioural Difficulties,
National Council for Educational Technology, Coventry.