Unit 3: My Home and Neighborhood Lesson 3: Furnishings in my Home

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 types of furniture in different rooms. Student Work

Interpersonal Presentational Interpretive

Role Play: Students ask and answer simple questions about the type of furniture in different rooms. A: “客厅里有什么家具？ ” B: “客厅里有...。“

Assign students to groups of three. Each group is responsible to design and furnish three major rooms in a home: living room, dining room, and a bedroom. Students will cut and paste different pictures from a furniture company ad on a poster. The following day, each group will come up to present their furnished home.

Students will interpret a Chinese ad from a furniture company.

Domains of Language Listening Speaking Reading Writing

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

Ask classmates what type of furniture they have in their own home.

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 different types of furniture around the house. Students will match correct terms (桌子，椅子，沙发，床，书桌，衣柜 ) to 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.

桌子，椅子，沙发，床，书桌，

衣柜 Use pictures to introduce to students different types of homes.

Students exchange and acquire information about the type of furniture they have in each room.

A: “你的客厅里有什么家具？ ” B: “我的客厅里有...。”

Pick five friends and do a survey of the type of furniture they have in different rooms.

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

家 Introduce Signal Word:

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: 桌子，椅子，沙发，床，书桌，衣柜。 3. Teacher brings several online Chinese Furnishing company ads to the class.

Students take turns interpreting these ads. 4. Teacher introduces the conversation sentence patterns.

A: “客厅里有什么家具？ ” B: “客厅里有...。” 5. Survey activity: Each student finds five classmates and asks them what type of

furniture they have in different rooms.

Debrief in English

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

Extend the Learning: School-Home Connection

• Assign students to groups of three. Each group is responsible to design and furnish a home with three major rooms: living room, dining room, and a bedroom. Students will cut and paste different pictures from a furniture company ad on a poster. The following day, each group will come up to present their home.

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