STT14 Chinese -Colors 顔色

Lesson Profile
Student Level 
Elementary (3-5)
Target Language 
Chinese
Teaching Context 
Traditional
Target Proficiency Level 
Novice
Topics 
Other
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Objectives and Standards
Objective 1 
Students will be able to say 5 colors in Chinese
Objective 2 
Students will be able to identify the colors with a short sentence pattern " This is red, orange,..."
Objective 3 
Students will be able to understand the significant color meaning in Chinese culture
Objective 4 
Students will be able to write the Chinese characters of those colors
Objective 5 
Students will be able to describe their preferences of the colors
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.
California Standards
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Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

1)The teacher and the co - teacher will show different objects to the students to let them identify the colors.

2) Students will also comprehend the words written on the board and say them before writing them in their exercise books.

This interpretive activity will also be used to assess their comprehension/performance.

Performance Task 2 - Presentational 

Students will participate in class activity by preparing a short conversation in groups of two, and will present it in-front of class.

Performance Task 3 - Interpersonal 

Students will work with partners. students will show color card and ask / answer each other the questions using the sentence pattern / what is this? This is ...( color)

Functions, Structures, Vocabulary and Culture
Functions 

Students will be able to communicate their likes/dislikes colors and use the sentence pattern " what is this? this is ..."
Students will be able to write the Chinese characters of colors.

Structures 

what is this?
This is ...
I like/dislike ....

Vocabulary 

greeting words ( 你好 )
phrases ( what is this ? 这是什么? This is...这是...
I like/dislike... 我喜欢/我不喜欢... )
white ( 白色)
black ( 黑色)
orange ( 桔色)
red (紅色)
brown (咖啡色)

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Students will be able to say 5 colors in Chinese

will be able to name all 5 colors

will be able to name 3-4 colors

will be able to name 1-2 colors

will be able to name zero color

Students will be able to identify the colors with a short sentence pattern

N/A

 
 
 
Students will be able to understand the significant color meaning in Chinese culture

students will be able to choose the corresponding colors (100 - 95%)correctly that represent the significant meaning according Chinese culture.

students will be able to choose the corresponding colors ( 80 - 95%)correctly that represent the significant meaning according Chinese culture.

students will be able to choose the corresponding colors (60 - 80%)correctly that represent the significant meaning according Chinese culture.

students will be able to choose the corresponding colors (zero%)correctly that represent the significant meaning according Chinese culture.

Students will be able to write the Chinese characters of those colors

N/A

 
 
 
Students will be able to describe their preferences of the colors

N/A

 
 
 
Task 2 - Presentational
Students will be able to say 5 colors in Chinese

N/A

 
 
 
Students will be able to identify the colors with a short sentence pattern

N/A

 
 
 
Students will be able to understand the significant color meaning in Chinese culture

N/A

 
 
 
Students will be able to write the Chinese characters of those colors

will be able to write 90-100% Chinese characters correctly

will be able to write 80-90% Chinese characters correctly

will be able to write 60-80% Chinese characters correctly

will be able to write zero% Chinese characters correctly

Students will be able to describe their preferences of the colors

will be able to describe the preferences of there colors 90-100% correctly

will be able to describe the preferences of there colors 80-90% correctly

will be able to describe the preferences of there colors 60-80% correctly

will be able to describe the preferences of there colors zero % correctly

Task 3 - Interpersonal
Students will be able to say 5 colors in Chinese

N/A

 
 
 
Students will be able to identify the colors with a short sentence pattern

will be able to answer all 5 questions in complete sentence correctly

will be able to answer 3-4 questions in complete sentence correctly

will be able to answer 1-2 questions in complete sentence correctly

will be able to answer 0 question in complete sentence correctly

Students will be able to understand the significant color meaning in Chinese culture

N/A

 
 
 
Students will be able to write the Chinese characters of those colors

N/A

 
 
 
Students will be able to describe their preferences of the colors

N/A

 
 
 
Activities
Opening Activities / Setting the Stage 

1. Ice breaking activity ( YouTube Chinese New Year in Red color )
the opening activity integrates the 'Culture' component into the lesson.
(The URL of the YouTube 1.1, 1.2 has been uploaded)

2. Greeting – Nihao, shaking hands, telling each others' names.
Learn the main vocabulary words and phrases about - greetings and introductions.
Reference 1.1

Main Activities - Comprehensible Input 

with construction color paper, colors on the clothing or colorful objects in the classroom, to teach students how to identify and express these five colors in target language.
Students receive five colorful cards, listen to descriptions and identify the color being described in Chinese .

Main Activities - Guided Practice 

Through demonstration teacher and the co teacher will reinforce the concept of directions through gestures. They will ask simple questions to the students and assist them to give answers initially. Students will then begin to give responses on their own.

A) Twister game, students step on the color paper following the calling out in Chinese from teacher and another student.
Reference 1.3
B)Student say the color to other one, the other pick up the color to match.
Reference 1.3
C) one calls out one of five colors, another hit the color papers by using fly swat.
Reference 1.3

Main Activities - Independent Practice 

hands out the Chinese character writing papers, students write down the five colors in Chinese characters.
Reference 1.2

Closure 

By the end of the class, at exit, I will ask the students to response the colorful cards, if appropriate answer is given, the students can go, if not, they will return back to the exit line.
Reference 1.1

Additional Activities or Standards Addressed 

During the Chinese holiday season, students will be arranged to visit China town for holiday celebration. (Community)
(The students will be exposed to a real life context so that they can practically use the language that they have learned.)

Links to Online Resources
File Attachments
PDF icon
Image Attachments
Reference 1.2 chinese character writing sheet.png
Reference 1.3 fly swatter game.JPG