CPI Unit Plan Target Students: middle school students high school students Target Proficiency Level: Novice-Mid Unit Theme: What to do when I get sick. 我 病 了, 怎 么 办? Designed by: 许 素 贤, 林 淑 美, 简 幸 敏 Brief Description of the Unit: Students learn vocabularies and expressions related to illnesses. Students also learn how to ask and answer questions at the doctor s office and at the pharmacy. Culture regarding this topic will be introduced in daily lesson, for example, 把 脉, 针 灸, 中 药 Desired Enduring Understandings: Students will understand the differences between Chinese and American perspective regarding illness and able to handle the situation when encountering sickness. Essential Questions that Guide this Unit and Focus Teaching/Learning: What to do if you get sick when traveling (or living) in China? What is the Dr. s visit like in China? How do you read and follow the directions for different medications? What is the main idea of Chinese medicine? National Foreign Language Standards: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2 Content Knowledge: Symptoms of illness Language usage in doctor s office Medication label and directions Traditional Chinese medicine Pharmacy in China versus in America Key Linguistic Structures/Grammar and Vocabulary: Key Structures/Grammar Key Vocabulary 1. 怎 么 了? 2. 我 感 冒 了 / 我 生 病 了 / 我 肚 子 疼 3. 你 哪 儿 不 舒 服? 4. 你 怎 么 还 在 这 儿 / 不 做 功 课 / 不 起 床 / 在 除 了.. 还 有. 玩 电 脑 游 戏 / 在 看 电 视 把 张 开 检 查 5. 多 喝 ( 穿, 睡 ) 点 儿 水 ( 衣 服, 觉 ) 6. 除 了 还 有 7. 也 有 点 儿 疼 / 痛 / 不 舒 服 / 发 烧 8. 把 张 开 / 打 开 9. 没 有 ( 大 问 题 ), 只 是 ( 小 感 冒 / 有 点 咳 嗽 / 有 点 流 鼻 水 / 有 点 拉 肚 子 / 有 点 头 疼 ) 不 舒 服 生 病 肚 子 疼 头 疼 发 烧 感 冒 医 生 量 体 温 身 体 感 冒 打 针 就 好 了 条 子 药 剂 师 药 单 生 病 怎 么 吃 饭 前 饭 后 按 时 吃 次
10. 要 不 要 打 针 / 吃 药 11. 怎 么 吃 ( 做 )? 12. 一 天 吃 次 13. Measure words 14. 一 共 要 吃 天 Skills: Express one s illness when sick. Communicate with the health care profession about a variety of illnesses. Recognize Chinese medicine pharmacy store. Read Chinese medication labels. Connections to Other Disciplines: Health body parts Math conversion between F and C Technology Integration: Power point presentations, videos and internet research on Chinese medicine and related topics. Assessments: Skit Performance Act out a skit being sick, seeing a doctor, and reading direction of medication. Quizzes, Tests, Prompts, Work Samples Vocabulary quizzes Listening comprehension Oral assessment Writing prompts Unprompted Evidence (observations, dialogues) Classroom participation Performances in skits and presentations Can Do Statements from Linguafolio I can Express a variety of illnesses Exchange information with the doctor Read and follow the medication direction Required Resources: A body parts chart PPT Props from doctor s office stethoscope and thermometer Differentiation of Instruction: 2
To meet the needs of different learning styles, new language items are presented with various forms of assistance such as visual aids, written language (pinyin and characters), body movements, audio tapes, videos and manipulative. Students of different abilities in the same class have the flexibility to adjust or surpass the expectations for learning tasks so that every student can maximize his/her growth and individual success. Instructional Strategies: Scaffolding Teacher student interaction through questions and classroom discussions Pair work and group work Dialogues and presentations Role playing Hands on activities Games and competitions Video watching and music appreciation Self-assessment Prior knowledge that will help students learn the new information: Basic knowledge of a doctor s visit. Basic knowledge of reading directions on prescription medications. Links to relevant web sites: http://www.dailymotion.com/video/xasiz9_enjoy-taiwan-yyyyy-chinese-medcine_lifestyle http://www.chinadaily.com.cn/video/2009-12/30/content_9247126.htm Lessons that support the unit: How do you read and follow the directions for different medications? What is the main idea of Chinese medicine? Activities for Essential Question 1 What to do if you get sick when traveling (or living) in China? Play Simon says with body parts Sing 头 儿, 肩 膀, 膝, 脚 趾 song Activities for Essential Question 2 What is the Dr. s visit like in China? Visit the doctor s office Activities for Essential Question 3 How do you read and follow the directions for different medications? Reading A Culminating Project: A skit performance: act out different scenarios of expressing illnesses, visiting the doctor, and reading medications. 1. Preparation for the project: Students will be informed of the skit at the beginning of the unit. 3
I 2. During the lessons Students practice different scenarios during each class. 3. The day of the skit Students work in pairs and randomly draw one scenario to work one. Students present their skits. Q/A after each skit to check listening comprehension. 4
Day One Lesson Objectives: Ss will learn to describe their sickness. Learning Outcomes: Ss will be able to ask and express about illness Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Setting the stage/ review (5 minutes) Procedure with detailed description and examples/questions 1. Review body parts by playing 老 师 说 (Ss listen and do the motion); by singing 头 儿, 肩 膀, 膝 盖, 脚 ; by asking questions (Teacher points to body parts and ask Ss: 这 是 什 么? Props/Notes/ Reflections Comprehensible input (8 minutes) 1. Use ppt to describe a scenario: 妈 妈 : 你 怎 么 了? 你 怎 么 还 不 起 床 小 明 : 我 不 舒 服 妈 妈 : 你 哪 儿 不 舒 服? 小 明 : 我 头 疼 妈 妈 : 我 看 看 有 没 有 发 烧 来, 量 量 体 温 糟 糕! 三 十 九 度 (.) 小 明 : 我 今 天 不 想 上 学 了 妈 妈 : 你 生 病 了 我 带 你 去 看 医 生 吧! 小 明 : 好 吧! 2. Teach new voc: speaking and writing 不 舒 服 / 生 病 / 肚 子 / 疼 / 发 烧 / 感 冒 / 医 生 / 量 / 体 温 Ppt/pictures/TPR Guided practice Teach Sentence pattern 1. Q: 你 怎 么 了? A: 我 感 冒 了 / 我 生 病 了 / 我 肚 子 疼 / 我 发 烧 了 2. 你 哪 儿 不 舒 服? 我 肚 子 / 头 / 膝 盖 不 舒 服 3. 你 怎 么 还 在 这 儿 / 不 做 功 课 / 不 起 床 / 在 玩 电 脑 游 戏 / 在 看 电 视 Application and extension Assessment and wrap-up (5 minutes) 1. Temperature taking in F (US) and C (China) 2. Conversion between F and C. 1. Listening comprehension check: read a short paragraph to Ss, Ss have to answer the questions on handout. 2. Teacher will show the pictures on ppt again, and use ask and answer format to assess how much and how well the Ss can do (throwing a ball). 5
Homework/ preview (2 minutes) 1. Practice writing new phrases for 8 times. 6
Day Two Lesson Objectives: Ss will learn to express their illness and follow the doctor s instruction on body check up. Learning Outcomes: Ss will be able to answer questions about doctors inquiring of the illness. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and examples/questions Props/Notes/ Reflections Setting the stage/ 1. Review previous lesson PPT review 1. Q: 怎 么 了?/ 你 哪 儿 不 舒 服? (5 minutes) A: 我 感 冒 了 / 我 生 病 了 / 我 肚 子 疼 2. 你 怎 么 还 在 这 儿 / 不 做 功 课 / 不 起 床 / 在 玩 电 脑 游 戏 / 在 看 电 视 Comprehensible input (8 minutes) Use paper puppets to act out the following dialogue. Dialogue: 医 生 : 你 哪 儿 不 舒 服? 病 人 : 我 肚 子 疼 医 生 : 除 了 肚 子 疼, 还 有 哪 儿 不 舒 服? 病 人 : 我 的 头 也 有 点 儿 疼 医 生 : 来 我 检 查 一 下 把 嘴 巴 张 开 ( 医 生 检 查 病 人 ) PPT Paper puppets - 医 生 - 病 人 Guided practice Teach Sentence pattern 1. 除 了 还 有 2. 也 有 点 儿 疼 / 痛 / 不 舒 服 / 发 烧 3. 把 张 开 / 打 开 / Pair practice Teach new voc: speaking and writing 除 了 还 有 / 把 / 张 开 / 检 查 Application and extension Assessment and wrap-up (5 minutes) Homework/ preview Act it out- visiting the doctor T shows a video clip about how Chinese doctor exams patients in comparison to the US doctors. E.g. 把 脈, 看 脸 色 www.dailymotion.com/video/xasiz9_enjoy-taiwan-yyyyychinese-medcine_lifestyle 1. Listening comprehension check: read a short paragraph to Ss, Ss have to answer the questions on handout. 2. Teacher will show the pictures on ppt again, and use ask and answer format to assess how much and how well the Ss can do (throwing a ball). Practice writing new phrases for 5 times. 7 PPT
(2 minutes) 8
Day Three Lesson Objectives: Ss will learn to respond doctor s diagnosis about their illness. Learning Outcomes: Ss will be able to answer questions about doctors inquiring of the illness. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and examples/questions Props/Notes/ Reflections Setting the stage/ 1.Review previous lesson Picture review 1.Q: 你 怎 么 了? 你 哪 儿 不 舒 服? (5 minutes) A: 我 感 冒 了 / 我 生 病 了 / 我 肚 子 疼 / 我 发 烧 了 我 肚 子 / 头 / 膝 盖 不 舒 服 2. 你 怎 么 还 在 这 儿 / 不 做 功 课 / 不 起 床 / 在 玩 电 脑 游 戏 / 在 看 电 视 3. 除 了 还 有 4. 也 有 点 儿 疼 / 痛 / 不 舒 服 / 发 烧 5. 把 张 开 / 打 开 / Comprehensible input (8 minutes) Use paper puppets to act out the following dialogue. Dialogue: 医 生 : 你 的 身 体 没 有 大 问 题 只 是 小 感 冒 病 人 : 我 要 不 要 打 针? 医 生 : 不 用 吃 点 药 多 休 息 多 喝 点 儿 水 多 穿 点 儿 衣 服, 就 好 了 ( 医 生 写 条 子 ) 病 人 : 谢 谢 医 生 Guided practice Application and extension Assessment and wrap-up (5 minutes) Teach new voc: speaking and writing 身 体 / 感 冒 / 打 针 / 就 好 了 / 条 子 Teach Sentence pattern 1. 没 有 ( 大 问 题 ), 只 是 ( 小 感 冒 / 有 点 咳 嗽 / 有 点 流 鼻 水 / 有 点 拉 肚 子 / 有 点 头 疼 ) 2. 要 不 要 打 针 / 吃 药 Pair practice Teach new voc: speaking and writing 身 体 / 感 冒 / 打 针 / 就 好 了 / 条 子 T shows a video clip of Chinese acupuncture and leads a discussion about the topic. www.dailymotion.com/video/xasiz9_enjoy-taiwan-yyyyychinese-medcine_lifestyle 1.Listening comprehension check: read a short paragraph to Ss, Ss have to answer the questions on handout. 2.Teacher will show the pictures on ppt again, and use ask and answer format to assess how much and how well the Ss can do 9 PPT
(throwing a ball). Homework/ preview (2 minutes) Practice writing new phrases for 5 times. 10
Day Four Lesson Objectives: Ss will learn reading prescription medicine Learning Outcomes: Ss will be able to read the labels on the directions. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and examples/questions Props/Notes/ Reflections Setting the stage/ 1. Review vocabularies (speaking) with pictures/tpr Picture review 2. Review Chinese characters with vocabularies hunting game (5 minutes) 3. Review sentences with sentence constructions Comprehensible input (8 minutes) Guided practice 1. 1. Comprehensible input with a short story; based on scenario given and short story, Ss have to match the pictures and pinyins. Direction for medication 药 剂 师 : 你 好! 请 你 给 我 你 的 药 单 病 人 : 在 这 儿 医 生 说 我 感 冒 了 药 剂 师 : 是 的 这 是 你 的 药 病 人 : 怎 么 吃? 药 剂 师 : 一 天 ( 吃 ) 三 次, 一 次 两 粒 饭 後 吃, 一 共 要 吃 五 天, 请 按 时 吃 要 多 喝 水 多 休 息 病 人 : 谢 谢 2. Teach New Vocabularies 药 / 药 剂 师 / 药 单 / 生 病 / 怎 么 吃 / 饭 前 / 饭 后 / 按 时 吃 / 一 共 / 粒 (measure words) 3. 汉 字 4. Sentences: Teach Frequency: 一 天 吃 次 一 共 要 吃 天 Other examples: 一 天 三 次, 一 次 两 包 (measure words) 两 个 月 一 次, 一 次 十 个 人 一 个 星 期 三 次, 每 次 两 个 小 时 Teach measure words: Use song 朋 友 or Ten Little Indians melody, change the lyrics to teach measure word. 怎 么 + verb: 怎 么 吃? 怎 么 写? 怎 么 做? 怎 么 游? 怎 么 骑? Application and extension Compare pharmacies in China and America: 3. Drive through/appearance 4. The products sold in two countries 5. Chinese traditional pharmacy Handouts 2 11
Assessment and wrap-up (5 minutes) Homework/ preview (2 minutes) Watch a video clip of the conversation between a pharmacist with a patient. A short Q & A will follow. PPT 12
Day Five Lesson Objectives: Using performance-base task for students to act and interact in the simulated situation of being sick, seeing a doctor and reading prescription medication. Learning Outcomes: Ss will be able to express illness, converse with a doctor, and read medication labels. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Setting the stage/ review (5 minutes) Procedure with detailed description and examples/questions T shows PPT to review main sentence patterns and vocabularies in this unit. Props/Notes/ Reflections PPT Unit assessment pair perform skit 15 minutes Skit performance 20 minutes Homework/ preview (2 minutes) 1. T shows PPT on direction of the skit performance 2. T assigns pair for the skit 3. Team draws the scenario for their skit. 6. Each team performs the skit and the class listens. 7. T asks 3 questions and called on different students to answer. 8. Repeat steps 1 and 2 until all teams perform. Bring all notes and handouts for this semester begin reviewing final. - PPT - Drawing sticks - List of the scenarios - Grading rubric - props 13
Skit Performance Direction 1. Teacher pairs up the students prior to this activity. 2. Each team will draw from one of the following scenarios. The team will write a script and act out the skit. Your skit has to include but not limited to this unit s sentence patterns and vocabularies. You have 10 minutes to prepare the skit. Scenario A: Create a dialogue between a family member and a sick person regarding the illness. Scenario B: Create a dialogue between a patient and the doctor in the doctor s office about the illness. Scenario C: Create a dialogue between a patient and the pharmacist regarding the direction of taking medicine. 3. Each team member needs to have at least four speaking lines using as many sentences patterns as possible and vocabularies. 4. There will be Q/A after each skit. Teacher will call students to answer the questions. So you need to listen carefully and take notes regarding each skit. Unit Performance Skit Rubric 名 字 : 日 期 : Category Organization (both oral and written) Oral Fluency Presentation/ Pronunciation Vocabulary/ Sentence Team Work 1 5 Audience has difficulty following because the skit is not logical. The speech is neither fluent nor connected. Student s voice is low. Student has many pronunciation errors. Student uses little vocabularies and sentence patterns. Student participates and contributes less than fair share. 还 好 6 8 Student performs in a moderately logical, meaningful, and interesting sequence that audience can usually follow. The speech is mostly fluent and connected. Student uses a clear voice and correct pronunciation most of the time. Student uses moderate vocabularies and sentence patterns. Student participates and contributes fair share. 很 好 / 非 常 好 9 10 Student performs in a logical, meaningful, and interesting sequence that audience can follow. The speech is very fluent and connected. Student uses a clear voice and correct pronunciation. 分 数 /10 / 10 /10 Student uses varied and descriptive vocabularies and sentence patterns. /10 Student participate and contribute fair share or more than required. /10 Total Points Teacher comments: /50 14