Grade 9th-10th Mandarin Intermedia LevelThis is a featured page

Unit: Chinese food culture (1) -Mandarin Intermedia Level Grade: 9th-10th
Established Goals (Standards)

ISTE NETS. Standard 1: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products using technology;
Students: apply existing knowledge to generate new ideas, products; Create original work as a means of personal or group expression;


Enduring Understandings Essential Questions
  • All students are able to apply the target language skills taught in Unit " Chinese food" in their actual life;
  • Diet habit is one of the important aspects of culture
  • Understanding of Chinese dining etiquette provides the insight into Chinese culture.
  • How to practise the vocabulary and expressions on Chinese food through real life situation?
  • What is the implications of food culture?
Stage 2 – Assessment Evidence
GRASPS Task Six Facets of Understanding
Goal:
Students demonstrate a live birthday party in the target language Mandarin, which enable students to practice the assigned vocabulary and have the cultural awareness of Chinese food.

Role: Students play the role as hosts for Lisa's birthday party.

Audience: Parents, friends from the other classes and neighbourhood.

Situation: To turn the class into the party place. Students are entertainning the guests:
1) Receiving and greeting the guests;
2) Introducing Chinese food presented on the party;
3) Chatting about how to make those Chinese food.
4) be aware of Chinese dining etiquette.

Product Performance:

  • Video film on the process of cooking Chinese dishes together with the sample instructions in Chinese will be uploaded into Youtube so that the authentic cooking experiences can be shared.

Practical resources for this project:
  1. Worksheet as study guide for Vocabulary and sentence patterns ( handout )
  2. Food recipes ( 5 dishes ) in Chinese
  3. Cooking utensils
 Explain:
  • Small groups share their previous experiences of trying out food--the favourite dish or the terrible dish;
  • To discuss the implication of people's different preferences in food;
  • To recall those Chinese vocabulary and the expressions relating to food, party and the relevant stories, such as Chinese dining etiquette...

Apply: GRASP Task.
  • Obtain the knowledge of Chinese food;
  • Develop the capability of using the target language in real life situation, such as ording food in Chinese restaurant;
  • Develop the capability of organizing an event like holding birthday for family member and friends
  • Learn Chinese cooking at begining level

Interpret:
  • Study the handout worksheet
-Study the assigned vocabulary--word pronunciation, character writing and word meaning;
-Understand Chinese sentence patterns- figour out the sentence structures and see how different Chinese sentence order is arranged.
  • Prepare Birthday Card and Invitation Card in Chinese Characters

  • Quizs to check the academic understanding of the words and sentences


  • To watch the video on Chinese cooking and Chinese dining etiquette.



















  • To play a documentary movie on people's diet habit and the feature of its agriculture


Perspective: Each small group ( 2-3 students) is assigned a presentation project. Each group chooses a favourite dish from the selected food menu. In Target Language, students shall:

1) Introduce the cooking materials included;
2) The cooking steps
3) Why this dish is well-known and popular ( taste, flavour, nutrition, healthy...)

Self-Knowledge:
  • To complete the assigned academic work for this module;
  • To participate in the Unit Test ( reading and writing)


Empathize: To understand the concept of culture. Food is one of the important aspect of different cultures. Find the links in between the diet habit and the features of agriculture and geographical situation accordingly.
Lesson Notes:
Students are encouraged to introduce, recommend their own favourite Chinese food other than the selected 5 dishes via the multi-media tools.



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