About the students

There are 16 year 10 students in the class. They started learning Chinese from year 7. Most of
them can conduct simple dialogues such as greetings. They also have rough understanding of
Chinese culture. None of them is background language learner.
Lesson 1

Year Level: Year 10

Duration of each lesson: 60 min

Learning outcomes:
Providing the background knowledge and introducing the purposes of the teaching
sequence:
1. Identify key ideas of a documentary
2. Be able to communicate with target language speakers on the topic of the
documentary- food, which is one of the most important elements of Chinese culture.
3. Demonstrate ability to express emotions and ideas logically on the topic.
Introducing the background information and providing the students with an insight of the
topic.
Curriculum:
(ACLCHU107): Relating prior knowledge to new words and knowledge.
(ACLCHC099): Locate and compare perspectives on people, places and lifestyles in different
areas.
Strategies:
The use of visual aids: A documentary is selected to introduce the background information
to the students.
Linking new information to prior knowledge: In the introduction section, the teacher
builds links to prior knowledge by encouraging students to recall topic related
vocabularies.
Choosing a topic: students are given opportunities to determine the content to learn in
future classes.
Time
min
5

Introduction

45

Introduce the topic by asking questions

about the existing knowledge on
Chinese food to understand students
background knowledge.
The teacher can lead a short
brainstorming in order to review
previously learned vocabularies in
relation to food.

Video Watching
Watch the video (Episode 3 of A bite of
China -the video is English subtitled)
(https://www.youtube.com/watch?v=FxQ3j
7ls1J0&list=PLB28E942197290160&inde

Assessment
The assessment of students prior
knowledge is based on their responses
to the questions.
In the brainstorming section,
students contribution is an important
way of assessing their language level.

x=3)
Provide the students with sufficient
background knowledge.
10

Discussion

Through a discussion on the video,

students are expected to analyse
different perspectives of Chinese food,
such as colour, tastes etc., with the
guidance of the teacher.

Students
performance
in
the
discussion can be utilised in assessing
their understanding of the video.

The top 4 factors will be selected. (In

this sequence the factors are Tastes,
Colour, Ingredients and Nutrition)
Students are split into 4 groups. Each
group will be in charge of 1 factors in
the following classes

Lesson 2
Learning outcome:
To equip students with lexical knowledge on the topic as well as useful sentence
structures. Through reviewing learned words and exploring new vocabularies,
students have opportunities to be frequently exposed to necessary words and phrases
to discuss the topic in the target language.
Links to AC:
(ACLCHU108): Analyse functions of grammatical rules.
Strategies:
Cooperative strategies: Students will be working in groups to finish various
tasks in this class.
Independent learning: Students are encouraged to explore expressions
independently.
Before this class, the teacher prepares 4-6 new words for each group. For example:
for the taste group, words like sweet, bitter, spicy and sour can be prepared to guide
students exploration.
Time
Brief review
Assessment
5

As an introduction the teacher asks

questions in relation to the video
watched in the previous lesson.
The questions can be content
related or they be elaborated from
the discussion in the previous
lesson.

Students responses to the questions

show their understanding of the
documentary played in the previous
class.

15

Explicit Teaching
Exploration
Several factors can be referred in
Using ICT tools such as online assessment:
dictionaries, each group find out
1. Students participation in the
Chinese keywords of their group.
group work.
During this time, the teacher walks
2. Their contribution to the
around and assists students and
group.
make sure the students learn basic
3. The
results
of
their
vocabularies that are prepared by
collaboration- words they find
the teacher. Meanwhile, with the
and their pronunciation and
help of Pinyin, the teacher should
understanding on them.
also make sure that the students
pronounce the words correctly,
especially intonations. At the end
of the activity, students are
expected to recognize Chinese
characters theyve discussed on.

25

15

Lesson 3

Sentence structure
Students will be shown some
previously
learnt
sentence
structures on feeling expression.
After being familiar with these
expressions, they can work in
groups to make sentences using
the explored words and reviewed
expressions.
Poster making
Each group makes a poster
with the new vocabularies and
Pinyin theyve researched. The
number of words should be
between 4-7.
The posters also include all the
sentence structures that have
been taught in the previous
activity.
The posters will be sticked to a
certain area in the classroom so
that the students are able to see
them frequently.

The sentences made by students at the

end of the activity functions as the
basis of assessment evidence.

The teacher assesses students on the

group level in this activity. The
results are based on the spelling of
Chinese characters, pinyin, and
sentence structures.

Learning outcome:
Reinforcing the memorization of vocabularies. The students should not only be able
to use vocabularies they have worked on in their own group, but also understand and
utilise all the words found by other groups.
Links to AC:
(ACLCHU107): Relating prior knowledge to new words and knowledge.
Strategies:
Cooperative strategies: Students will be working in groups to finish various tasks in
this class.
Preparation:
Before the class, the teacher makes flash cards with the words that were developed by
students in lesson 2 on one side, and a picture that explains the meaning on the
other. To prepare the students for the last lesson, the teacher can also include some
already learnt vocabularies that can be used to talk about the food topic.
Time
Warm up
Assessment
10

40

The teacher shows the students the

flash cards and go through each
card by providing necessary
instructions on pronunciation and
building links with the images on
the other side of the cards. The
activity ends when most students
are familiar with the words.
Game: word guessing

As this part is a warm up, the teacher

does not necessarily to assess the
students, however, the class will
continue only when most of the
students have been familiar with the
flash cards. This requires observation
on their performance.

Each group chooses two

representatives who will not see
the cards but will have to guess
the meaning of the words on
cards on the basis of their group
peers description in English.
The peers are allowed to see the
flash cards and are forbidden to
speak the exact word (even in
English).
There will be two competitions
between two groups. The group
spent the least time to finish all
the cards wins. Each group will
be given 3 opportunities to skip
the words, however, they will
have 15 seconds added to their
total time for each skip.
Wrap up

The
performance
is
fairly
straightforward. The shorter a team
spends to finish the game, the more
familiar
they
are
with
the
vocabularies.

10

Frequent
mistakes
will
discussed in this section.

be

Lesson 4
Learning outcome:
The focus of this class is to encourage the students to express their feelings on the
topic in the target language.
Students are expected to apply learned vocabularies and expressions in
conversations to express their opinions and feelings.
Links to AC:
(ACLCHC101): Create own performances to express ideas on personal experiences.
(ACLCHC098): Correspond with peers and teacher, exchanging ideas, negotiating
decisions and inviting others to participate in collective action
Strategies: Applying words and expressions in real life situation.
10

Introduction

20

Brief recap of the content that is learnt

in the previous 3 classes.
Asking questions on vocabularies
learnt.
Raise the question: Whats your
favourite Chinese food, and why do
you like it?

Assessment
The assessment of students
prior knowledge is based on
their responses to the questions.

Speed dating

Students are divided into 2 groups:

one group (interviewer group) sits in a
circle and faces outward, each student
in the other group (interviewee group)
sits down facing a member from
interviewer group. For the first round,
interviewers will be given a specific
question regarding Chinese food;
interviewees are encouraged to
answer the questions in Chinese as
much as possible. Half minute will be
given to answer each question, and
then interviewees move clockwise to
answer the next question. When all
the
questions
are
answered,

Students are assessed via

teachers observation. The
evaluation is based on their
answers in the activity, which
includes
pronunciation,
grammar and sentence structure.

interviewers and interviewees swop

position for the next round. The
questions remain the same.
30

Review
Poster making on their favourite
Chinese food.
Each group should design and draw a
poster, showing their favourite
Chinese food. They should have a
painting of the food and the Chinese
name of the food on their posters.
Then each group will present their
poster to the rest of the class and
each student will be given an
opportunity to express their feelings
of the food in Chinese.

The teacher assesses the

students on the posters they
make as well as the presentation
they deliver. In the final
presentation,
students
are
expected to utilise learnt words
and grammar sophisticatedly.