My Favorite Chinese City

Lesson Profile
Student Level 
High (9-12)
Target Language 
Teaching Context 
Target Proficiency Level 
Travel and transportation
Performance Descriptors 
  • Simple exchange of information on familiar matters
  • Speak and write in sentences in present time
  • Ask simple questions to obtain information
  • Handle a straightforward survival situation
  • Express simple opinions and explanations
  • Write simple letters or notes on familiar matters
  • Understand straightforward, familiar information
Objectives and Standards
Objective 1 
Students are able to interpret online and published tourist materials to check for information like transportation, weather, food and etc.
Objective 2 
Students are able to compare different transportation means.
Objective 3 
Students are able to present the basic information about the city they choose.
Objective 4 
Students are able to interview on each other's cities and ask questions they are interested in.
Objective 5 
Students are able to compare and contrast different transportation systems in China and in U.S.
World-Readiness Standards
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Intermediate Range
2.0 Students use created language (sentences and strings of sentences).
2.1 Engage in oral, written, or signed (ASL) conversations.
2.2 Interpret written, spoken, or signed (ASL) language.
2.3 Present to an audience of listeners, readers, or ASL viewers.
2.4 Initiate, participate in, and close a conversation; ask and answer questions.
2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.
2.6 Produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way.
2.0 Students choose an appropriate response to a variety of situations.
2.1 Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.
2.2 State similarities and differences in the target cultures and between students' own cultures.
2.3 State reasons for cultural borrowings.
2.0 Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics.
2.1 Use sentence-level elements (morphology or syntax or both) to produce informal communications.
2.2 Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.
2.0 Students use language in interpersonal settings.
2.1 Participate in age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
Performance Assessment (Final Project/Assessment)
Functions, Structures, Vocabulary and Culture
Task 1 - Interpretive
Task 2 - Presentational
Task 3 - Interpersonal
Opening Activities / Setting the Stage 

Activity 1:Asynchoronous
LE5b. My students engage in language learning opportunities anchored in the modes of communication.

Summer break is almost here. You and your friends are going to travel to China as exchange students. You are going to visit Beijing, Shanghai and Xi'an. Before you go, you and your friends need to find out some basic information about the cities you are going to visit, such as weather, transportation, food and famous tourist sites. You will work in small group to go online websites to find relevant information of each Chinese city you plan to visit (Students are divided into three groups. Each group will be responsible for one city).

Main Activities - Comprehensible Input 

I will show some pictures of some famous places in these three cities and ask students to tell what they are.

Main Activities - Guided Practice 

Students Interview each other on the cities they have chosen. Record and post your interview on Voicethread.

Main Activities - Independent Practice 

Students write a tourist brochure to introduce the city he or she has chosen. They are required to use pictures and photos in their brochure.


Students give an oral presentation on the city they have chosen, record and post their presentation on youtube to share with the whole class.

Additional Activities or Standards Addressed 

If applicable, students give an cultural presentation at community or public library to introduce the cities to the community.

Links to Online Resources
File Attachments
Image Attachments