Lesson Plan

Topic area: Chinese Stage of Learner: S4 Syllabus Pages: P39 &P42

Revision – Writing
Date: Location Booked: Lesson Number: /
29/10/2018 Room 18
Time: 75 minutes Total Number of students: 19 Printing/preparation
- Internet-connected devices
- Projector
- Speaker
- PPT slides

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
Outcome 4.UL.2: a student
demonstrates understanding of the
main ideas and supporting detail in
written texts and responds
appropriately.
Outcome 4.UL.4: a student applies a
range of linguistic structures to express
own ideas in writing
Outcome 4.MLC.1: a student
demonstrates understanding of the
importance of appropriate use of
language in diverse contexts
Lesson assessment -students learn about the
-students complete structures and features of
worksheet individually specific text types in order to
interpret key features of the
text, such as heading,
introduction, visual support
-the importance of
understanding the intention of
the author and the context in
interpreting meaning
-linguistic features of texts,
sch as decryptions, narratives
and correspondence
-students learn about the
purpose and context of
communication and their
influence on the choice of
structure, format and
vocabulary
-manipulation of known
structures for writing in new
contexts
-the importance of the logical
development of ideas in
constructing text
- students learn to skim and
scan text to predict meaning
-identify roles and relationships
between participants in text
-identify specific information
by answering questions in
English or Chinese
-students learn to plan, draft and
edit when constructing own text
-select and incorporate
modelled linguistic structures in
own writing
-express ideas and provide
additional details in series of
linked sentences
-recognise linguistic choices
made according to purpose, e.g
to instruct, request, suggest
-identify ways in which texts
vary according to their intended
audience

-students learn about

appropriate choices made to
achieve communication goals

-the importance of
recognizing audience in
communication

Time Teaching and learning actions Organisation Centred

T/S
0-5 Mark roll Students line outside the classroom Teacher

Reminds students to get ready for learning Asks students to enter the classroom quietly

Hands out worksheet to each student Reminds students to put their bags under the chair &
take their hats off (if anyone is wearing a hat)

Asks students to take out their laptops, notebooks and

pencil cases
5-15 Slide 1 Teacher
Introduces lesson focus
 Informs students that the worksheet will be
collected by the end of the lesson
Slide 2
Asks students to copy the key grammar from
PPT slide into their Chinese book.
Explains each of them to the class
15-30 Slide 3
Uses sentence a) from Session one on
worksheet as an example to instruct students
to complete the task
Students write down the meaning of 什 (shén)
么(me)
30-45 Slide 4
Explains the purpose of session 2.
Hand outs dialogue 1 to each student
Leads the class to read the word in glossary
one by one
Read dialogue 1
Students will be given 5 minutes to answer
the questions, collect papers
Hand outs dialogue 2 to each student
Leads the class to read the word in glossary
one by one
Read dialogue 2
Students will be given 5 minutes to answer
the questions, collect papers
Note: if there is not sufficient time to
complete both two reading and responding.
Leave dialogue 2 to the end.
45-70 Slide 5 & 6
Explains the purpose of session 3.
Hand outs worksheet to each student
Teacher leads the class to read out the words
in glossary and explain new vocabulary
Reads the email
Asks students to identify the number of
answers in the email and highlight/underline
each of them
Provides instruction to guide students to write
a reply email
Students try to write a reply email on their
Walk around the classroom to check students’ notes
Differentiation: Slide 2
7Jade, 7Opal, and top students from other classes, ask
volunteer students to make one sentence using one
grammar
Low ability classes: students copy the notes and
examples from PPT slide.
student
Walk around the classroom to check students’ notes
Differentiation: Slide 3
7Jade and 7Opal: students will be given 15 minutes to
complete Session 1
Low ability classes: teacher goes through each answer
with them
Differentiation: Slide 4 Student
7Jade and 7Opal: teacher appoints two students to role-
play the dialogue. Then asks the class to give the gist of
the dialogue.
Low ability classes: teacher reads out the dialogue for
the students. Students repeat after teacher. After
reading, teacher asks the class to give the gist of the
dialogue.
Differentiation: Slide 4
7Jade and 7Opal: teacher will not go through the
answers with the students. Paper will be marked by
teacher
Low ability classes: teacher will go through the
answers with the class
Differentiation: Slide 5 & 6 Student
7Jade and 7Opal: teacher asks volunteer students to
read out the email. One student reads one sentence
only. Asks students to give the meaning of each
sentence.
Low ability classes: teacher reads out the dialogue for
the students. Students repeat after teacher. After
reading, teacher asks the class how many questions
were asked in the email.
Differentiation: Slide 5 & 6
7Jade and 7Opal: students attempt to write a reply
email on their own, paper will be collected and marked
by teacher. Worksheet will be given back to them in
next lesson.
 own. Low ability classes: students will be given 10 minutes
to try their best to complete the email. Scaffold will be
Collects papers provided on PPT to guide students.

70-75 Wraps up the class

Students stand behind their chair

Teacher dismisses the class

Note: teacher makes sure all the worksheet

are collected before dismiss the class