Talking about breakfast

Lesson Profile
Student Level 
Middle (6-8)
Target Language 
Chinese
Teaching Context 
Heritage
Target Proficiency Level 
Intermediate
Topics 
Food and nutrition
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 
01:00 h
Objectives and Standards
Objective 1 
Students will be able to comprehend ideas and familiar information related to ordering food when listening to simple speech and reading simple text of breakfast manu
Objective 2 
Students will be able to recreate a restaurant scene with classmates that includes getting someone's attention, making suggestions, ordering food and beverages, and paying the check
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
Intermediate Range
Communication 
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.
Cultures 
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.
Structures 
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.
Settings 
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
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Students understand other students' introduction and are able to read other's mini menu and coupons.

Performance Task 2 - Presentational 

Students construct the restaurant breakfast menu and a coupon, and present orally.

Performance Task 3 - Interpersonal 

Students ask and answer questions about breakfast menu.

Functions, Structures, Vocabulary and Culture
Functions 

students are able to use full sentences to describe the breakfast menu and order from the menu

Structures 

Students are able to use the following sentence structure to introduce the menu and do the oral presentation:
"从......起。“
”给我来一个......套餐。“
”你们有......套餐吗?"
"我可以用这张优惠券吗?“
"这套套餐里有......"

Vocabulary 

豆浆种类 Type of soy bean milk:
原味豆浆 Regular soy bean milk
甜豆浆 sweet soy bean milk
咸豆浆 stuffed soy bean milk

粥类 Type of Congee:
大米粥 rice congee
鲜虾大米粥 Rice congee with shrimp

主食 Main Course:
烧饼 shaoping
油条 youtiao
煎饺 hort pork sticker
包子 baozi

蛋类 Type of egg:
煎蛋 sunny side-up
煮鸡蛋 hard boiled egg
荷包蛋 porched egg,

茶类 Tea:
Green Tea
红茶 Red Tea
花茶 Flower Tea

量词 Measuring words:
一杯 One glass/cup
一碗 One bowl
一份 one meal

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 comprehend ideas and familiar information related to ordering food when listening to simple speech and reading simple text of breakfast manu

Student is able to read and understand the menu with all the vocabulary and grammar structure.

Student has a little problem to read and understand the menu. Not completely understand the grammar structure

Student has a difficulty to reconize all the vocabularies. Student needs assistance to understand the grammar structure

Student cannot understand the providing information about the vocabularies and grammar structure.

Task 2 - Presentational
Students will be able to comprehend ideas and familiar information related to ordering food when listening to simple speech and reading simple text of breakfast manu

Student is able to order breakfast with learned vocabularies and grammar structures.

Student has a little difficulty to order breakfast with learned vocabularies and grammar structures.

Student needs assistance to order breakfast with learned vocabularies and grammar structures.

Student is not able to order breakfast with learned vocabularies and grammar structures.

Task 3 - Interpersonal
Students will be able to comprehend ideas and familiar information related to ordering food when listening to simple speech and reading simple text of breakfast manu

Student is able to discuss the breakfast items and put different items together and make several family meals.

Student has a little difficulty to discuss the breakfast items and put different items together and make several family meals.

Student need teacher's assistance to discuss the breakfast items and put different items together and make several family meals.

Student is not able to discuss the breakfast items and put different items together and make several family meals.

Activities
Opening Activities / Setting the Stage 

Teacher posts a variety of colored newspaper ads, pictures of each kind of breakfast items, and pictures of three type of teas from local Chinese restaurants.

Main Activities - Comprehensible Input 

Teacher use power point to show many slides of colored newspaper advertisements, web sites, menus from several local restaurants.
The name of the each food items are typed in the TL next to the pictures.

Teacher asks the students write down what they saw from the picture in English on a piece of paper. This assures that the students are focusing on the lecture and have instant recognition on the items.

Teacher starts to use TL introducing the name of each item: bao zi, soy bean milk, congee, shaoping, youtiao, and hot pot sticker. Teacher will introduce three type of tea: black tea, green tea and jasmine tea.

Teacher will introduce three type of soy bean milk: regular soy bean milk, sweet soy bean milk, staffed soy bean milk.

Teacher tells students what she usually eats for breakfast when she lives in China.
Teacher provides visuals for each item and some pictures of local restaurants in Beijing, China.
Teacher asks students to raise their hand if they would like to try certain of the foods and the type of tea from the pictures.
"你想试试这个吗? Do you want to try this one?"
“你想要一份吗? do you want to order one"
"我想试试这个。I want to try this one."
”这份套餐20元。This meal is 20 yuan“
”这是找给您的钱。This is your change, “

Teacher also asks students to indicate any of the food they had tried before and whether they like or dislike these foods by showing a thumbs-up or thumbs-down.

Main Activities - Guided Practice 

Teacher will guide the students to create a mini menu and coupon book for a Chinese restaurant. The students will prepare and write out a series of Happy Breakfast hour.

Teacher separates students into two groups and ask each group to create
1. four family breakfast meals they would like to include in their Happy Breakfast Hours and
2. two coupons.

豆浆种类 Type of soy bean milk:
原味豆浆 Regular soy bean milk
甜豆浆 sweet soy bean milk
咸豆浆 stuffed soy bean milk

粥类 Type of Congee:
大米粥 rice congee
鲜虾大米粥 Rice congee with shrimp

主食 Main Course:
烧饼 shaoping
油条 youtiao
煎饺 hort pork sticker
包子 baozi

蛋类 Type of egg:
煎蛋 sunny side-up
煮鸡蛋 hard boiled egg
荷包蛋 porched egg,

茶类 Tea:
Green Tea
红茶 Red Tea
花茶 Flower Tea

量词 Measuring words:
一杯 One glass/cup
一碗 One bowl
一份 one meal

The teacher offers several choices of combination of breakfast meal and ask for various set of food. This introduces the vocabulary and sentence structure of asking for and adding items to the meal.

Main Activities - Independent Practice 

Teacher has prepared a one paragraph long of a text that introduce a restaurant breakfast menu (without illustrations). The students, in pairs, work to decipher the menu finding out what kind of breakfast this restaurant offers.

Individually, the students choose one breakfast meal from the menu alone with the provided pictures to create a mini menu with both item names and illustrations, and a little coupon. Students will present his or her menu and coupon to the classmates.

Closure 

Two volunteer students stand in front of classroom and share their mini menu and coupon with the entire class.

Links to Online Resources
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