Submitted by Xu Zhang
Objectives:
Content:
Students will:
- Understand the similarities and differences between Beijing and Shanghai
- Understand the similarities and differences between Beijing as a big city and Xishui as a small city
Cultural:
Students will:
- Understand the diversity (sub-cultures) within the Chinese culture inherent in different cities
- Use this acquired understanding to re-examine their cities in their own culture (extension).
Language: Content Obligatory
Students will:
- Use the following words and phrases (see Word List Lesson 13, List 1)
- Use the following structures (see Grammar List Lesson 13, List 1)
Language: Content Compatible
Learning Strategies / Social and Skills Development:
Students will:
- Use the skill of note taking to acquire well-organized information
Time Frame:
1.5 hours
Materials Needed:
- Audio tape recordings
- Reading material from the web site http://www.chinareal.com/news_zhongcheng_0204.asp
Description of Assessment (Performance Project):
Context:
The students, after studying more than half of the course, have had a good knowledge and language basis of Beijing and through the extension exercises have gained some knowledge of the city of Shanghai.Pre-task:
Students read a short piece of news from the web: http://www.chinareal.com/news_zhongcheng_0204.asp and answer the following questions:(1) What are the four major cities mentioned in this piece of news?
(2) Which city has the highest housing price? Which the lowest?
(3) Which city has roughly the same housing price as the lowest major cities?
(4) What will possibly happen for the price in the lowest-price city in the future?The students read and think about these questions individually and then discuss with a person next to them to compare their answers. After the discussion, the teacher discusses the answers together with the whole class. At the same time, the teacher should also raise the students' awareness that Chinese cities are not all alike and that situation varies from city to city.
Task set-up:
Students listen to a conversation about Beijing and Shanghai. They are to listen for three times. The first time they need to listen and find out how many points that are mentioned by the two speakers are different between Beijing and Shanghai. After the first time listening, the teacher discusses with the whole class and lists the major points on the chalkboard. For the second time, the students are to listen for the specific differences within each major point of difference. They may write down on their own paper whatever they think is important for them. Then the students are to listen once again to double check.When they have finished listening, the teacher may ask the students to do a "chain writing" on the blackboard. Beginning from the first student, they come one by one to the front to write into the already listed major categories one point they heard from the audio clip. They do not have to follow a particular order. But no two persons can write down the same point. The students who are not writing will sit at the desk and jot down what others write on the board and think about the accuracy of their peers' information. When the last one finished coming to the front, the teacher discusses with the whole class.
During task:
Students listen to a conversation about Beijing and Xishui. This activity is also a formal practice of note-taking skills. The students are to listen to the recording three times. The first time they are to list the aspects of differences one their own pieces of paper following the format of the previous activity. For the second time they are to fill in the details to the major categories and the third time is for them to double-check. After they finish, the teacher asks them to exchange their notes with their partners to do a peer evaluation by using a different color pencil. The teacher discusses the answers with the students and the students mark, add and correct their peers' notes. Then the teacher collects the notes for after class evaluation.Post-task:
The students are to write a reflective report on what they have learned in class and what insight they have gained after learning these similarities and differences between Chinese cities. They may also reflect on how all this learning has changed/shaped their views on cities in their own country/culture. In class, the students should work in groups of four to brainstorm together what they might be writing in their report. They need to first find out persons with similar interests and with the help of the teacher divide into groups. Then, they need to use a piece of paper to draw their mental image of the brainstorm on it. The teacher goes into each group to facilitate their discussion and brainstorming and to see what the students have come up with. At this point, the teacher does not have to collect the brainstorm, rather, s/he may let the students keep it for reference when the students really start working on it after class.
Assessment:
Embedded in the tasks
References and Resources:
http://www.chinareal.com/news/news_zhongcheng_0204.asp
Marlene
audio files on comparison I: in folder "new_bj_comp_Hubei", including 5 audio files "bi_com_Hubei" 1-5 and a word doc "Description Beijing comp Hubei"