1. Big Book

2. Backward DesignBegin with the end in mind. 3. Backward DesignBegin with the end in mind. 4. Identify desiredSTAGE 1 results Determine acceptableSTAGE 2 evidence Plan learning experiences andSTAGE 3 instruction 5. Identify desiredStandardsSTAGE 1 results Determine acceptableSTAGE 2 evidence Plan learning experiences andSTAGE 3 instruction 6. Identify desiredStandardsSTAGE 1 results Determine acceptable AssessmentSTAGE 2 evidence Plan learning experiences andSTAGE 3 instruction 7. Identify desiredStandardsSTAGE 1 results Determine acceptable AssessmentSTAGE 2 evidence Plan learning experiences andUnit/LessonSTAGE 3 instruction design 8. Standardshttp://www.actfl.org/i4a/pages/index.cfm?pageid=4283 9. Assessmenthttp://www.state.nj.us/education/frameworks/worldlanguages/ 10. Unit/Lesson DesignUnit ThemeSub-Sub- Sub-Theme 1 Theme 2Theme 3 Goal 1 Goal 1 Goal 1 Goal 2 Goal 2 Goal 2 Goal 3 Goal 3 Goal 3 11. Unit/Lesson DesignUnit ThemeLearning Task a Language Learning Assessment Items Task b for Goal 1Learning Task c 12. Assessment for Goal 2AssessmentAssessment for Goal 1for Goal 3 Cumulative Assessment 13. Setting the goals 14. SWBAT use vocabulary words andsentence structures learned from thisunit to retell this story. Vocabulary words Sentence structures / Retelling a story Beginning development conclusion 15. Choosing a story 16. 1. It is open and flexible to revisions so thatthe teacher can revise it to achieve theirgoals;2. It introduces students to some basicvalues of Chinese culture, which can helpstudents in future studies. 17. Unit/Lesson DesignUnit ThemeSub-Sub- Sub-Theme 1 Theme 2Theme 3 Goal 1 Goal 1 Goal 1 Goal 2 Goal 2 Goal 2 Goal 3 Goal 3 Goal 3 18. Unit/Lesson Design 19. Unit/Lesson Design 20. Unit/Lesson Design 21. http://www.youtube.com/watch?v=qED_HIQymiw 22. 23. Lesson plan 24. Student Population: Students are in Grade 8-10 of secondaryschools, among the level of low-intermediatefor Chinese learning. They are able toaccomplish basic language functions bycorrectly processing incoming phoneticinformation and properly applying words andgrammatical rules to express their ownintentions. They have begun to learnChinese characters. But their abilities ofrecognizing characters in order to read textsare still quite limited.Duration: 40 minutes 25. Previous Lessons:In last lessons, the students have learned the first sub-theme of : .Topic of the Lesson: The meaning and use of the structure /.Aim: Do you think the old man can move the mountains? 26. Students will understand /can refer to competence when theteacher uses it orally. Assessment: GameObjectives: of nodding / shaking head Students will be able to orally use / properly. Students will come to be able to use thestructure / to predict theresults of the story . 27. Warm up (5) Activity: TPR to review sentences Part 1: Teacher gives orders and students follow. Procedure: Part 2: Students are divided into pairs. One gives orders first, the other follows. Then exchange roles. Introduce / (12) 28. Procedure:Picture from: http://gotsmile.net/190/can-you-see-friday-1423 29. Procedure:Picture from: http://gotsmile.net/190/can-you-see-friday-1423 30. Procedure:http://www.catnkitten.com/cat-pictures/funny-cat-pictures/we-can-see-you/ 31. Procedure:http://www.catnkitten.com/cat-pictures/funny-cat-pictures/we-can-see-you/ 32. Procedure: 33. Procedure: Heute ist Samstag. 34. Procedure: 35. Procedure: Ich lerne gerne Chinesisch. 36. Procedure: Video (3) http://www.youtube.com/watch?v=qED_HIQy miw 37. The Teacher shows examples. Any sentences from students? (3)Procedure: 38. Procedure: Discussion & Poll: (Group Work) (12) 1. Poll 39. poll 40. Procedure: 1. 2. 41. Group work Reason 1: Reason 1: Reason 2: Reason 2: 42. Closure(5)Procedure: The teacher helps students use of the structure Verb + / + complement to predict the results of . 43. Prepare for a short oral presentation. Topic:Homework: Do you think can finish moving themountains or not? Why? Please use and/or . 44. Follow up Lessons: Role Play Retell the story Sub-theme 3 45. Thank You!Yun Qin yun.qin@nyu.edu