STARTALK - Buying Ticket Intermediate Chinese

Lesson Profile
Student Level 
High (9-12)
Target Language 
Chinese
Teaching Context 
Traditional
Target Proficiency Level 
Intermediate
Topics 
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
Duration 
01:30 h
Objectives and Standards
Objective 1 
By the end of the lesson, students will be able to plan a travel itinerary
Objective 2 
By the end of the lesson, students will be able to book an air ticket
Objective 3 
By the end of the lesson, students will be able to ask for discounts and to compare airfares and routes when buying tickets
Objective 4 
By the end of the lesson, students will able to ask for seats and request meal accommodations based on their dietary restrictions or preferences.
World-Readiness Standards
Communication 
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.
Cultures 
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.
Connections 
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.
Comparisons 
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.
Communities 
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
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Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

1. By watching a video clip "北京欢迎你 Welcome to Beijing" and studying the map of China, students will have a better viewing about China and the city of Beijing.
2. By listening to the content of "订机票 Planning an Itinerary" audio recording, students will have ideas about the content of the lesson.
3. Learning all the vocabulary and phrases from the power point slide pictures in activity 3 and be able to complete the activity 4 vocabulary practice sheet, students will demonstrate the interpretive proficiency in learning.
4. By completing the two reading exercises, students should show their interpretive proficiency.

Performance Task 2 - Presentational 

1. Completing the vocabulary worksheet in activity 4 to show students' vocabulary acquisition - fill in the blank with the vocabulary.
2. By completing the two reading exercises in activity 6, students present their reading proficiency.
3. Throughout the pair work interviewing in activity 7, students demonstrate their speaking proficiency.
4. Throughout role play in activity 8 - a customer calling a travel agency to purchase an airline ticket, students demonstrate their listening and speaking skill.
5. Presentation of self itinerary.

Performance Task 3 - Interpersonal 

1. Students pair work in activity 2 on the question sheet after listening the content audio will demonstrate student interpersonal communication proficiency.
2. Pair Interviewing in activity 7 demonstrate students interpersonal communication proficiency. During the interview, students will discuss about their preference about airline, route, sitting, food and etc. They will also compare their own preference with other classmates choices.

Final Project Instructions 

Activity 1: Watching a video clip "北京欢迎你 Welcome to Beijing"
(Attachment 1)
Activity 2: Listening to the audio of the content (Attachment 2)
Activity 3: With the PPT slides pictures, learning fifteen
vocabulary/phrases (attachment 3)
Activity 4: Vocabulary assessment (attachment 4)
Activity 5: With the PPT slides, learning the grammar sentences
structure (attachment 5).
Activity 6: Reading assessment (attachment 6)
Activity 7: Pair work for interviewing (attachment 7)
Activity 8: Role-play (attachment 8)
Activity 9: Independent study (attachment 9)
Activity 10: Presentation (attachment 10)

Functions, Structures, Vocabulary and Culture
Functions 

1. Students have basic knowledge about the city of Beijing.
2. Students can describe his/her travel plan for summer vacation.
3. Students can make a travel reservation by giving travel dates, asking for airfares, and comparing options of airline, food and flight route.
4. Students can inquire about seat assignments and special meal orders.
5. Students can express a commercial discount and buying a ticket
through the conversation with a travel agency

Structures 

Grammar structure:
1. Question pronouns as indefinite references (Who, What, When,
Where and etc)
--订什么时候的机票?
--哪天走,从哪儿走?
--去什么地方?
--要单程机票还是往返机票?
--什么时候回美国?从哪儿飞?
--机票要多少钱?
--要直飞还是转机?
2. Number over One Thousand
--十、百、千、万、
3. Comparative Sentences
--XXX 比 XXX 便宜
--XXX 没有 XXX 那么贵
--XXX 跟/和 XXX 一样/不一样

Vocabulary 

单程 (One-way trip)
往返 (Round trip)
航空公司 (Airline)
航班 (Scheduled flight)
直航 (Direct flight)
转机 (Transit flight)
订位子(Make a reservation)
打折(Discount)
走道 (Aisle)
窗户 (Window)
靠 (To be next to)
素餐(Vegetarian meal)
份(Measure word for meal)
千 (Thousand)
万 (Ten thousand)

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
By the end of the lesson, students will be able to plan a travel itinerary

After reviewing and comparison the airfare and flight schedule, student completely understand the information and is able to create a self travel itinerary with all the vocabulary and grammar structure.

Student has little/some confusion during the reviewing of the airfare and flight scheduled. Student can create the itinerary with help. Not all the taught vocabulary and grammar structures are used in the itinerary.

Student has a lot of confusion about the airfare price and flight schedule information.
Student has a few difficulties to independently complete his own itinerary based on the providing information. With assistance, student can plan his own travel itinerary.

Student cannot understand the providing information about airline airfare and flight schedule. Student has a lot of difficulties to independently complete his own itinerary.

By the end of the lesson, students will be able to book an air ticket

After reviewing and comparing the price, route and flight schedule, student is able to book the air ticket by him/herself.

After reviewing and comparing the price, route and flight schedule, student needs assistance to fully understand the information and be able to book the ticket.

After reviewing and comparing the price, route and flight schedule, student might have confused about information and do not know how to book the airline ticket. With some assistance, student is able to complete the task.

Student has difficulty to understand the provided information and compare the price, route and flight schedule. Student is not able to book an airline ticket by him/herself.

By the end of the lesson, students will be able to ask for discounts and to compare airfares and routes when buying tickets

Student complete understands provided information about the ticket discount offering, the different routes choice and able to buy a plane ticket commendation his/her best of interest.

Student understands the discount offering , the different routes of traveling choice and the best price of the deal associated with difficulty.

Student has some confusion about the discount offering, the choice of different traveling routes and comparing price with different airlines. A lot of assistance needed to help student to complete this task.

Student cannot understand the provided information about the discount offering, the choice of different traveling routes. Student is unable to complete the task by finding out the discounts, comparing airfares and routes when buying tickets.

By the end of the lesson, students will able to ask for seats and request meal accommodations based on their dietary restrictions or preferences.

By reviewing the seat chart and flight menu, student is able to request the seat assignment and meal according to his/her preference.

Student has some difficulty to understand the seat chart and flight menu. However, student still can express his/her preference about the seat assignment and meal with some assistance.

With assistance, student is able to understand the seat chart and flight menu. Student can request his/her preference seat assignment and meal with a lot of guidance.

Student cannot understand the seat chart and flight menu. Student has hard time to express his/her own preference about the seats assignment and meal preference.

Task 2 - Presentational
By the end of the lesson, students will be able to plan a travel itinerary

Student is able to present a completed travel itinerary fluently with all the taught vocabulary/phrases and grammar structure.

Student is able to present a completed travel itinerary with few pauses and hesitation.

Student is able to present a completed travel itinerary with frequently pauses or repeating wording.

Student has difficulty to present the completed travel itinerary. There are lot of wording, grammar and sentence structure errors in the presentation.

By the end of the lesson, students will be able to book an air ticket

After the conversation with the travel agent, student is able to book an air ticket without any difficulty.

After the conversation with the travel agent, student is able to book an air ticket with few pauses and hesitate of the wording.

During the conversation with the travel agent, student is able to book an air ticket with frequently pauses and lacking of vocabulary in the conversation.

Student has difficulty to express his/her preference during the conversation with the travel agent. Student cannot complete the task of booking an air ticket.

By the end of the lesson, students will be able to ask for discounts and to compare airfares and routes when buying tickets

During the conversation with the travel agent, student is able to ask questions about the discount offering, comparing airfare and routes. Student is confidence in conversation and fluently when they present the role play and presentation

During the conversation with the travel agent, student is able to ask about discount offering, compare airfare and routes choice with few pauses. Student can freely express his/her preference. When he/she present the role play, there might be few errors during the presentation.

During the conversation with the travel agent, student is able to ask simple questions about discount offering, compare airfare and routes. There are many errors with frequently pauses. The message in the role play was unclear. During the presentation, student has pattern error in fluency and grammar.

During the conversation with the travel agent, student is unable to esquire discounts, airfare and route information.

By the end of the lesson, students will able to ask for seats and request meal accommodations based on their dietary restrictions or preferences.

Student is able to require a seat assignment and meal preference fluently during the role play activity.

Student might have a few difficulty to express personal preference about the seat assignment and meal with few pauses during the role play activity.

Student is able to request for a preference seat assignment and meal with a lot of difficulties during the role play activity

Student is struggling during the role-play activity. Student cannot express his/her preference about the seat assignment or flight meal..

Task 3 - Interpersonal
By the end of the lesson, students will be able to plan a travel itinerary

Student is able to understand and answer all the questions related to the topic in the pair work activity
Student can fluently express and carry on the conversation with other characters in the role-play.

Student is able to understand and answer all the questions related to the topic in the pair work activity but with some mistakes.
Student might have some hesitation in expressing his/her preference and carry on the conversation with other characters in the role-play.

Student has difficulty to understand and answer all the questions related to the topic in the pair work activity.
Student with a lot of repeating, hesitation and pause during the conversation with other characters in the role-play. Student's response to the question might be very confused and hardly be understood.

The conversation is not efficient. Student has difficulty to carry on the conversation during the pair work interviewing or in the role-play activity.

By the end of the lesson, students will be able to book an air ticket

Student is able to fully inquire information to book the air ticket. Conversation related to the topic in the pair work is fluently.

Student is able to understand and answer all the questions related to the topic during the pair work. There might be some error in grammar structure or pronunciation.

Student is confused when answer the questions related to the topic in the pair work.

Student is unable to meet above requirement of carrying on the conversation to book the air ticket.

By the end of the lesson, students will be able to ask for discounts and to compare airfares and routes when buying tickets

Student is able to carry on the conversation related to the topic in the pair work, Student is able to express his/her preference and could even negotiation about the airfare and route of travel.

Student is able to understand and answer all the questions related to the topic with some difficulty in the pair work.

Student's response to the questions and answer is very confused during pair work. Student is unable to express his/her preference about the airfare, route, seat assignment and meal.

Student is unable to meet any requirement in the role-play activity.

By the end of the lesson, students will able to ask for seats and request meal accommodations based on their dietary restrictions or preferences.

Student is able to express self preference about seat assignment and meal. Student is fully engaged in the conversation in the role-play activity.

Student is able to communicate with others and express his/her preference about the seat assignment and meal preference. However, sometimes student might have difficulty to answer all the questions related to the topic in the pair work.

Student has limited capability in communication with partner in the role-play activity. When answer the questions related to the topic in the pair work, his/her answer is confused to the audience.

Student does not meet basic requirement for communication skill in the conversation.

Activities
Opening Activities / Setting the Stage 

Play Video -Welcome to Beijing (Attachment 1 Activity 1)

Main Activities - Comprehensible Input 

1. Use audio to introduce the text content (Attachment 2 Activity 2)
2. Use visual PPT pictures to support vocabulary/phrases
explanation and learning (Attachment 3)
3. Use visual PPT pictures to provide examples for grammar
structure learning (Attachment 5)

Main Activities - Guided Practice 

1. Activity 1 (Attachment 1): the video clip and China map guide students to learn about China geography and the city of Beijing
2. Activity 2 (Attachment 2): the audio recording and question worksheet help students to fully understand the content of the lesson.
3. Activity 3 (Attachment 3): by using the PPT slides pictures, students are provided with a visual image of the introduced vocabulary and phrases.
4. Activity 5 (Attachment 5): by using the PPT slides to explain the grammar sentences structure helping students to familiar with the grammar pattern.
5. Activity 7 (Attachment 7): providing the interview questions worksheet for students to work in pair and complete the interviewing their classmates.
6. Activity 8 (Attachment 8): providing the role-play guideline for students to follow and expecting them to productively perform in the role-play activity.
7. Activity 9 (Attachment 9): providing the rubric for the independent study.
8. Activity 10 (Attachment 10): request students to follow the rubric of the presentation,

Main Activities - Independent Practice 

1. Activity 4 (Attachment 4): students are requested to finish the
vocabulary assessment.
2. Activity 6 (Attachment 6): students are requested to complete the reading assessment independently.
3. Activity 9 (Attachment 9): students will independently complete his/her own itinerary.

Closure 

Activity 10 (Attachment 10): Presentation of individual itinerary will demonstrate students learning result of this lecture.

Additional Activities or Standards Addressed 

Post lesson feedback about the lecture will help both students and the teacher to review the efficiency of the teaching and learning.

Links to Online Resources
File Attachments
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Image Attachments
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