Unit 2: Pets Lesson 3: Pets’ Names

Room Environment The language classroom should be rich with literacy, with visuals, words, charts, diagrams, timelines, etc. figuratively dripping from the walls. Ideally, a high proportion of these visuals should be created in front of the students’ eyes for “brain imprinting” and a “vested interest” in the charts, so the beginning of the year or series will have fewer visuals than the end. Standards

World Language Content Standards (California Department of Education)

Standards for Foreign Language Learning (American Council on the Teaching of Foreign

Languages) Content 1.1 Students address discrete elements of daily life, including greetings and introductions. Cultures 1.0 Students use appropriate rehearsed cultural situations. Settings 1.0 Students use language in highly predictable common daily settings.

Communication 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Comparisons 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Objective Student will express the words for different pets in Chinese. Student Work

Interpersonal Presentational Interpretive

Role Play: Use the following sentence pattern to ask someone the pet’s name. A:“你的宠物叫什么名字？ ” B:“牠叫...”

Have the students design their own zoos and present them to the class.

Bring in the printout of the San Diego Zoo Map. Ask the students to locate the different animals.

Domains of Language

Listening Speaking Reading Writing

Listen to the teacher’s pronunciation when introducing different animals’ names.

Ask their classmates whether they like/dislike certain animals.

Recognize Chinese vocabulary. Read the textbook.

Create their own vocabulary book. Write in both Chinese characters and pinyin.

Evidence of Learning - Assessment

Informal or Formal (Circle the appropriate form of assessment)

1. Randomly ask students to introduce their pets’ name in Chinese.

Greetings at the Door Always begin with a smile. Every student is greeted by the teacher in the target language and is encouraged to respond in the target language, too. These greetings should be charted and kept near the door, so students can refer to the chart to remember how to respond. The chart should indicate at least two settings: common, casual settings and a more formal setting. The chart stays up or is accessible all year and new ideas are added.

Casual Everyday Introducing Formal, Polite Introducing Someone

这是我的朋友，他 (她)叫_________。 这位是我的朋友，他 (她)叫_________。

Warm Up with Language Through Repetition-Rhythm-Rhyme Repetition of songs, chants, and poems should be a daily routine in the world language classroom. Ideally, the song or chant should be related to the content or cultural aspects being studied, although some that are just for fun will also be useful. Authentic chants, poems, and songs from the home culture of the target language should be used whenever appropriate, although Stage I learners may need to start with simplified chants based on songs or patterns they already know in their home language. Teacher Modeling of Communication Followed by Student’s Structured Practice

Message Functions/Structures

Key Vocabulary/Phrases Strategies for Oral Practice

Ask others what their pet’s name is.

A:“你的宠物叫什么名字？ ” B:“我的宠物叫...”

Use a puppet to model the phrase. Students will also use the sentence phrase to ask their partners.

Identify common pet names in Chinese.

小黄 小花 小白 小黑

Use picture examples to introduce common pet names.

宠物 Introduce Signal Word:

Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate)

Classroom routine: Greeting. A: “老师好。” B: “同学们好。”

Have students greet their neighbor. Repeat with several neighbors. A: “你好吗？” B: “我很好，谢谢。”

1. Introduce the common names of pets in Chinese. Explain to students that Chinese often name their pets based on a pet’s physical appearance. Common names include 小黄，小黑，小白，小花。

2. Give each student different pictures of dogs or cats and ask them how they would name their animals based on the outer appearance. If a cat is white, Chinese would generally name this cat 小白。 If a dog has spots, Chinese would generally name the dog 小花。

3. Group students into partners and practice asking their partner what their pet’s name is.

A:“你的宠物叫什么名字？ ”B:“牠叫...”

Debrief in English

• Go over the vocabulary. • Go over the sentence phrase: A:“你的宠物叫什么名字？ ”B:“牠叫...” • Answer questions that students might have regarding the lesson.

Extend the Learning: School-Home Connection

• Each student will draw a pet and name the pet based on its appearance. They will introduce their pet to the whole class in the following lesson.

End with a Song! “When We Get Together!”

当我们同在一起，在一起，在一起， 当我们同在一起，其快乐无比。 你对著我笑嘻嘻，我对著你笑哈哈。 当我们同在一起，其快乐无比。

Instructional Resources & References Any appropriate textbook