Unit 3: My Home and Neighborhood Lesson 1: There are Many Types of Homes Including My Own

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 type of homes in the neighborhood. Student Work

Interpersonal Presentational Interpretive

Role Play: Students ask and answer simple questions about the type of home in which they live. A: 你家是什么样子的房子？ ” B: “我家是...。”

Students take a picture of their neighborhood and point out different types of homes in their neighborhood.

Students will interpret various Chinese housing classifieds or real estate advertisements and sort them into categories by the type of home. 一层楼，两层楼的房子，公寓

。

Domains of Language

Listening Speaking Reading Writing

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

Ask classmates to describe the home in which they live.

Recognize Chinese vocabulary. Read the textbook.

Make 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 three different types of homes. Students will match correct terms (一层楼，两层楼的房子，公寓 ) to the correct pictures.

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 homes.

一层楼 两层楼 房子 公寓

Use pictures to introduce different types of homes to students.

Students exchange and acquire information about the type of home in which they live.

A: 你家是什么样子的房子？ ” B: “我家是...。”

Pick five friends and do a survey of the type of homes in which they live.

家 Introduce Signal Word:

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 homes to introduce the new vocabulary. 2. Students make vocabulary books by drawing pictures of different types of homes and

write down the vocabulary: 一层楼，两层楼的房子，公寓 3. Each student will receive one picture card of homes. Teacher pretends to be a house

hunter and is looking for a particular house. Teacher says “我要买公寓。” Students who have 公寓 on their picture cards should stand up. When the teacher says “我要买一层楼的房子。 ” Students who have 一层楼的房子 on their picture cards should stand up.

4. Teacher introduces the conversation sentence patterns. A: 你家是什么样的房子？” B: “我家是...。

5. Survey activity: Each student finds five classmates and asks them what type of home they live in.

Debrief in English

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

Extend the Learning: School-Home Connection

• Students will make a simple real estate advertisement that consists of a drawing of the house, price of the house, and type of house.

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