Overview

In the course of New Learning, Dr. Cope and Kalantzis have explained what's "New" about "New Learning" and explored three pedagogical paradigms: "didactic," "authentic," and "transformative" learning. Cope and Kalantzis (2015) introduced the multiliteracies pedagogy; they subsequently translated four orientations: Situated Practice, Overt Instruction, Critical Framing, and Transformed Practice in the Learning by Design into the "Knowledge Processes" of experiencing, Conceptualizing, Analyzing, and Applying. Learning by Design not only expects the teacher to become the designer of education but also the learners to become designers of their knowledge and take greater control over their learning. (Cope and Kalantzis, 2015)

This Learning Module is newly designed for Intermediate A learners who learn Chinese as a second language. Learners are expected to know by experiencing, conceptualizing, analyzing, and applying by focusing on the knowledge processes. I hope I can use this module in the future.

Cope and Kalantzis pointed out that the learning-by-design approach also supports learning in the multimodal communications environment. The learning module will use written language, oral language, visual representation, audio representation, tactile representation, and gestural representation to engage students. Many authentic materials, TPR, and QTALK will be used as tools to help students' comprehension.

This module is intended to be used in the in-person classroom; technology will assist most of the learning process. Teachers teach students according to standards and Can-do statements of the American Council of Teaching Foreign Languages (ACTFL). According to TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH (2014), after this learning module, our intended learning outcome for students is to meet the Intermediate Low to Intermediate Mid Proficiency level for all three communication modes of Eat out topics, the reading and writing parts only need to reach Novice High to Intermediate Low proficiency level.

(A) Students at the Intermediate Low proficiency level express meaning in straightforward and personal contexts by combining and recombining what they know, what they read, and what they hear in short statements and sentences. Intermediate Low students are able to understand some information from simple connected statements in oral or written sources. Intermediate Low students are generally understood by sympathetic listeners and readers accustomed to dealing with language learners. Intermediate Low students are inconsistently successful when performing Intermediate-level tasks.

(B) Students at the Intermediate Mid proficiency level express meaning in straightforward and personal contexts by easily combining and recombining what they know, what they read, and what they hear in short statements and a mixture of sentences and strings of sentences. Intermediate Mid students are able to understand some information from connected statements in oral or written sources. Intermediate Mid students are generally understood by sympathetic listeners and readers accustomed to dealing with language learners. Intermediate Mid students are consistently successful when performing Intermediate-level tasks.

What's ACTFL?

ACTFL (American Council on the Teaching of Foreign Languages) is an organization aiming to improve and expand the teaching and learning of all languages at all levels of instruction. ACTFL is an individual membership organization of more than 13,000 language educators and administrators from elementary through graduate education, as well as in government and industry.

Founded in 1967 as a small offshoot of the Modern Language Association (MLA), ACTFL quickly became both a resource and a haven for language educators. Since then, the organization has set industry standards, established proficiency guidelines, advocated for language education funding, and connected colleagues at the ACTFL Annual Convention.

ACTFL World-Readiness Standards for Learning Languages clarify and better illustrate five area goals and eleven standards to guide implementation and influence assessment, curriculum, and instruction.

What are Authentic Materials?

According to Ivanova (2022), authentic materials refer to anything that's created for the native speakers of the target language and that isn't specifically designed for teaching a language. That would include menus, posters, street signs, news, articles, blogs, TV shows, etc.

What's TPR?

Asher (1969) defined Physical Response (TPR) as a method of teaching language or vocabulary concepts using physical movement to react to verbal input. TPR aims to create a brain link between speech and action to boost language and vocabulary learning. The process mimics how infants learn their first language, reducing student inhibitions and lowering stress. Our school uses a lot of sign language to create TPR movements.

What's QTALK?

QTALK® defines itself as a language learning method based on a series of icons placed grammatically and interpreted as complete complex sentences. The pictorial icons serve as visual cues that enable students to talk. Using this method, students go through the three steps of Semantic Memory (i.e., encoding, storage, and retrieval) via continuous language production. It is based on Active Cognition, which means that students are active participants in the learning experience, and the teachers become facilitators.

Intended Learning Outcomes

For Learners

We learned about food and drinks in the past, food and drink names, different types of food, three meals a day, etc.

This module is designed for six weeks of learning about eating out; after learning it, we expect you can communicate about eating out in Chinese at a Novice-High to Intermediate-Mid level, interact with cultural competence and understanding, Connect with other disciplines and acquire information and diverse perspectives to use the language to function in academic and career-related situations, Develop insight into the nature of language and culture to interact with cultural competence, communicate and interact with cultural competence to participate in multilingual communities at home and around the world.

Below are the intended learning outcomes according to TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH. They focused on three modes of communication: Interpretive, Interpersonal, and Presentational.

(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in various contexts. The student uses a mixture of short statements, sentences, and strings of sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels.

The student is expected to:

(A) ask and respond to questions about and beyond the scope of everyday life with simple elaboration in spoken and written conversation;

(B) express and exchange personal opinions, preferences, and recommendations with supporting statements in spoken and written conversation;

(C) ask and tell others what they need to, should, and must do with supporting reasons in spoken and written conversation;

(D) articulate requests, offer suggestions, and develop plans with supporting statements in spoken and written conversation;

(E) interact and react in the spoken conversation using culturally appropriate expressions, register, and gestures; and

(F) interact and react in writing using culturally appropriate expressions, register, and style.

(2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels.

The student is expected to:

(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;

(B) paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

(D) compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials.

(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases, sentences, and strings of sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels.

The student is expected to:

(A) express and defend an opinion or preference orally and in writing with supporting statements and with recommendations;

(B) narrate situations and events orally and in writing using connected sentences with details and elaboration; and

(C) inform others orally and in writing about a variety of topics using connected sentences with details and elaboration.

Assessments:

You need to finish the survey before you start the course.
During the learning, you must complete the comments and updates in the admin updates before 11:59 pm every Sunday, each comment show includes 50 words, and each update should include at least 100 words and 1 media.
During class, there will be online assignments that can help you to experience new cultures and content.
There are also some collaborative activities for practicing and applying your language in class or in a group. The teacher will observe your language proficiency.
You will need to complete a project and provide two peer reviews; after the peer reviews, revise your project and self-review your project in Week 6.
And at the last week, you will need to complete the standard performance assessments in Seesaw. The interpersonal speaking task will be a one-on-one interaction with your teacher. This exam will measure how well you apply your knowledge, skills, and abilities to authentic or scenario-based problems.

Grades:

1. Scholar Analytics will analyze your comments, updates, projects, and reviews, then show you your scores. Your need seven admin comments, seven peer comments, one project, two peer reviews, and one self-review. We use an A, B, C, D, and F grading system; below is a grade table.

Table 1: A, B, C, D, F Grading system table
90-100	80-89	70-79	*70	Below70
A	B	C	D	F

Six Weeks Averages and Weighting of Grades

Students will have a minimum of three grades per week per subject entered into the grade book.
Students will have a minimum of three exam or major project grades per grading cycle entered into the grade book.
Quizzes shall be weighted as exams
6-8: Exams and Major Projects- 50% Daily Assignments and Homework – 50%
The Integrate performance assessment results will be your language ACTFL proficiency besides your grades on the report card.

An ACTFL language proficiency rating will be listed next to your grade to indicate your language proficiency level.

Image 1: J. Wardle, What's my proficiency level? https://www.lynnjohnston.com/wp-content/uploads/2017/09/ACTFL_-What_s-my-Proficiency-level-_-final.pdf

Survey:

Please finish the pre-course survey before learning the module.

Resources:

1. Below is the link to Google translate; please bookmark it; you can translate by either written language or voice.

https://translate.google.com/?sl=en&tl=zh-CN&op=translate

or you can use Wordreference.com to search the word and explore the meaning and usage.

https://www.wordreference.com/

2. You can use the below link to search character strokes in order; type or paste the character in the search box on the top right, then click the search icon.

https://www.hanzi5.com/

3. Review materials.

Foods and drinks: Click here to access the Quizlet to review food and drink.

Three Meals a day: Click here to access the Quizlet to review three meals a day.

Vegetables: Click here to access the Quizlet to review vegetables.

Fruits: Click here to access the Quizlet to review fruits.

Make a comment: Tell me about your favorite parts from last year's content. Is there any specific content you want to learn about travel? And explain why.

For Instructors

Our purpose for this module is to let students can communicate about Eating Out at Novice High – Intermediate level. Students previously learned food, drinks, fruits, and three meals a day, at a Novice Mid – Novice High level. We expect students can identify more information in eating out contexts and express and exchange their opinions and preferences with simple supporting statements.

In this learning module, we will teach students more vocabulary, sentences, conversations, and statements about Eating out. But the most important is to develop students' language performance and proficiency. Some culture differences will be taught and analyzed in the learning modules too,

According to TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH, after this learning module, our intended learning outcome for students is to meet the Novice High – Intermediate Low language level for all three communication modes of travel topics, the reading and writing parts only need to reach Novice Mid – Novice High level.

Click here for more details about the LOTE TEKS of Level II.

According to the World-Readiness Standards for Learning Languages of ACTFL, there are more details about students' language levels.

Below is the PDF of the World-Readiness Standards for Learning Languages of ACTFL.

World-Readiness Standards for Learning Languages

This Learning Module provides formative and summative assessments for students to engage and develop their language.

Before this course, distribute the survey to check students' knowledge, then parse the result to determine if there is anything that needs emphasizing in the class.

Week 1: Chinese table manner and cultures

For Learners

Knowledge objectives:

1. Comparing the differences in food culture between China and U.S., such as food materials, table manners, tableware, and food habits.

2. Know how to use Chinese tableware and arrange a table for Chinese meals.

Knowledge Processes:

1. Use authentic materials to compare and learn the differences in food culture between China and the U.S;

2. Experience how to use Chinese tableware: Chopsticks.

3. Experience arranging a table for Chinese meals and how to sit at a Chinese table.

Individual activities:

Please see the below videos to learn the Chinese table manner.

Media embedded September 25, 2022

Video 1: Eat story, Chinese table manner,https://www.youtube.com/watch?v=onMOOLrrvpM

Chopsticks are essential Chinese tableware that carries many cultures; please watch video 2 below to experience it yourself.

Media embedded September 25, 2022

Video 2: Hi China, Do you understand chopsticks? https://www.youtube.com/watch?v=9kNRtd-q8Rk

Edpuzzle：

There are also some differences between Chinese and U.S eating habits; please log in to your google classroom, and finish the week 1 Edpuzzle assignment. Or you can use this assignment link: https://edpuzzle.com/assignments/6330b793cadb9840d1e051f2/watch.

Group activities:

1. Practice how to use Chopsticks according to the teacher's instructions.

2. Experience and practice how to arrange a table for Chinese meals and how to sit at the table according to different roles.

Make a comment: What is the stand-out culture behind chopsticks? Please comment and share the reason and your feeling.

Make an update: Describe the cultural differences between Chinese dining with friends in China and in the U.S. What do Chinese people like to eat with friends, and what are the differences between Chinese restaurants and U.S restaurants? What are the differences between tableware and cutlery? What are the differences between the two countries' table manners?

For Instructors

In this update, I have prepared some videos for students to experience Chinese table culture; students will compare the new knowledge with their own familiar cultures.
For the Chinese tableware, learners will learn the culture of chopsticks with an authentic video, then practice how to use chopsticks.

Have students experience how to arrange a table, give students a task with a guest list and role introduction, such as the primary guest, partners, and family members of the guest. Let students role-play how to arrange the seats and treat the guests.

After the activities, please assign the Edquzzle assignment in google classroom and have students learn more about the differences between Chinese and U.S eating habits, then comment to evaluate their own and other people's perspectives and interests.

Tips:

1. *You need to prepare some chopsticks and some beans or food models, teach students how to use chopsticks, and have students compete for mastery in a group with some exciting activities. Such as: who can pick most beans in 1 minute; or which group can finish a chopsticks relay race in the shortest time.

2. You can prepare some Chinese common tablewares for students to set a Chinese table.

3. You can walk around the classroom to check if students need help or extra assignments for challenges. If students need extra help to improve their language objectives, you can provide them with a Quizlet self-practice or small group tutorial.

Week 2 lesson: How to have Hotpot

For Learners

Knowledge objectives:

1. Understand key information in the steps of preparing and having a hotpot;

2. Name the Food ingredients Chinese people like to have for hotpot;

3. Identify the ingredients and how to make a dipping sauce for a hotpot.

Knowledge Processes:

1. Use authentic materials to compare and learn the steps of preparing and having a hotpot;

2. Experience how to make a dipping sauce for a hotpot.

3. Taste the flavor of a dipping sauce.

Media embedded September 25, 2022

Video 3: Cat's kitchen, squares hotpot,https://www.youtube.com/watch?v=xIryBt7k1vU

Media embedded September 25, 2022

Video 4: Cat's kitchen, Tomato Hot Pot. https://www.youtube.com/watch?v=XAk48_cuj-8&t=52s

Below is a video about having a Chinese Hot pot in the Dallas area in Texas, please watch the video and learn the process of how to eat out for a hotpot.

Media embedded September 25, 2022

Video 5: Dealmoon TV, Haidilao Hotpot in Dallas, U.S. https://www.youtube.com/watch?v=b630fui2NHU

Edpuzzle：

Let's learn how to make some delicious hot pot dipping sauce; please log in to your google classroom, and finish the week 2 Edpuzzle assignment. Or you can use this assignment link: https://edpuzzle.com/assignments/6333cafa3659e340ee7838a4/watch

Group activities:

1. Taste the sauce and tell the flavors according to the teacher's instructions.

2. Mix a dipping sauce by yourself.

Make a comment: Describe the dipping sauce that you made with the ingredients and the flavors.

Make an update: Make a flow map to describe the steps of preparing and having a hot pot, and introduce it by audio or text.

For Instructors

There are some authentic videos for students to be immersed in the new content; students will learn the steps of preparing and having a hot pot with authentic videos.

To let the students learn taste by experience, you can prepare or ask students to bring some sauces that may be needed for a hot pot dipping sauce.

Prepare some small cups or chopsticks so students learn the sauce names in Chinese and describe the taste. You can also design a guess the taste activity. Put the sauces in a covered cup and let students taste and say the sauce name.

Please assign the Edpuzzle assignment in google classroom; let students learn how to make hot pot dipping sauces with an authentic video.

After the Edpuzzle learning, learners will need to make their dipping sauce and make a comment to describe their dipping sauces with the ingredients and the flavors.

In the make an update part, Students will need to make a flow map to describe the steps of preparing and having a hot pot.

Tips:

1. * Check and ask if any students have food allergies.

2. You can walk around the classroom to check if students need help or extra assignments for challenges. If students need extra help to improve their language objectives, you can provide them with a Quizlet self-practice or small group tutorial.

Week 3: Menu and food categogies

For Learners

Knowledge objectives:

1. Identify and say the categories on a hot pot menu;

2. Understand some food under each category.

3. List the dishes you want to order.

4. Present the dishes you want to order by using sentence structures.

Knowledge Processes:

1. Use authentic materials to learn the categories and dishes on a hot pot menu;

2. Visit the Haidilao hot pot website and fill out an order form.

3. Present the dishes the learners want to order.

In the last lesson, we learned how to have a hot pot; in this update, we will learn about the menu and the dishes and figure out what you want to order. Below is the video showing two customers ordering all the dishes in Haidilao hot pot restaurant.

Media embedded September 25, 2022

Video 6: Two dudes, We Ordered Everything From HAIDILAO Menu. https://www.youtube.com/watch?v=H29OWpWWHA8

In the video, they started with meats and then introduced meatballs, seafood, vegetables, and desserts. Are there any dishes you would like to try?

Group activities:

Now, you will be assigned to a group; please discuss and use the Translator to find out the pronunciations and meaning of each category: 锅底，肉类，河鲜海鲜，丸滑类，蔬菜类，豆面制品类，菌菇类，特色蘸料，小吃甜品，特色饮品。

Please download the word and fill in the Pinyin and meaning.

Order Form

After the group work, you will use Quizlet to learn some essential words and sentences by yourself：https://quizlet.com/_c1asiw?x=1jqt&i=13drq1.

Now click here to explore the website of Haidilao, find out the dishes under each category you want to order, learn the name by yourself, and list them down.

Work in a group again, discuss the menu in your group, and list the dishes you would like to order in the google doc.

Make a comment: What are the differences between the hop pot menu from the regular U.S restaurant menu? Which category is your favorite? Please list some dishes you would try.

Make an update: Make an update to introduce the dishes you want to order according to your group discussion; please use the following sentence structures.

我们点了________汤底；

我们点了____盘______, ____盘______, ____盘______; (肉类）

我们还点了海鲜，有____盘______, ____盘______, ____盘______;

除了荤菜以外，我们还点了蔬菜，我们点了____盘______, ____盘______, ____盘______；

另外，我们还点了___________________（小吃）和____________________。（饮料）

For Instructors

In this update, we will focus more on the languages; students are expected to read the menu, understand the categories and food, and express what they want to order in writing and orally.

Students will learn the dishes in a hot pot restaurant with an authentic video.

Students will learn how to define the categories through collaborative activities and find their pronunciations and meanings, they also need to complete their order forms by filling the dishes into different categories.

Then they will practice the essential words and sentences by Quizlet.

Students need to make a comment to evaluate their own and other people's interests.

In the end, students need to apply what they learn by visiting the website of the Haidilao restaurant, after they filled their order form, they also need to present what they want to order with the sentence structures.

Tips:

You can walk around the classroom to check if students need help or extra assignments for challenges. If students need extra help to improve their language objectives, you can provide them with a Quizlet self-practice or small group tutorial.

Week 4：Learn the Chinese Currency and How to Pay bills

For Learners

Knowledge objectives:

1. Know the value of the Chinese currency;

2. Exchange information about the prices in Chinese.

3. Participate in a conversation about paying a bill in Chinese.

Knowledge Processes:

1. Use authentic materials to learn about Chinese currency;

2. Simulate how to ask and answer prices.

3. Simulate how to pay a bill in Chinese.

Part 1: Learn about the Chinese currency.

Media embedded September 25, 2022

Video 7: Ling Haiyan, Understanding Small RMB in Primary Mathematics Grade 2. https://www.youtube.com/watch?v=_v52sdu4-JQ

Media embedded September 25, 2022

Video 8: Ling Haiyan, Understanding Large Amount of RMB in Primary Mathematics Grade 2. https://www.youtube.com/watch?v=_v52sdu4-JQ

After the introduction video on Chinese currency, you will be assigned to a group; the teacher will provide you with some sample money, learn about cash, and complete some tasks in your group.

Part 2: Learn about the prices.

Below is a video of having a hot pot in Haidilao in Chinese; please compare the price with the food in the USA. Please pay attention to the individual merits and the total cost.

Media embedded September 25, 2022

Video 9: Bojinzai, Order all the dishes in Haidilao. https://www.youtube.com/watch?v=Vy_m14KFboc

After watching the video, please select five dishes and present the prices in Chinese.

Let's learn how to ask and answer the price.

Media embedded September 26, 2022

Video 10: Zhongwen ABC, Learn to Speak and Write Chinese 三十五一共多少钱. https://www.youtube.com/watch?v=GB5Zd1KM56s

Part 3: Learn about paying bills.

Media embedded September 26, 2022

Video 11: Global Hanyu Malaysia, Let's Speak Mandarin Lesson 6: Bill, please! https://www.youtube.com/watch?v=BkYTodhkMCE

The above video shows this is a traditional way to pay a bill in cash. But nowadays, mobile payments are everywhere; let's watch a video and learn how mobile payments work in China.

Media embedded September 26, 2022

Video 12: CCTV, "China Miracle" - How "crazy" is China's mobile payment?https://www.youtube.com/watch?v=vOHdSYkmfmc

Please learn the essential words and sentences about paying a bill by Quizlet.

Make a comment: After watching video 12, please compare the differences in the payment methods between China and the U.S., and analyze why mobile payment is well accepted in China.

Make an update: Please use the sentences by paying a bill and simulate how to use them in different contexts, such as asking the price for fruit, clothes, or toys, buying, and paying for them.

For Instructors

The students learned numbers before; in this update, they will know the Chinese currency with authentic materials, such as videos, real cash, prop money, digital payment apps, etc.

It would be best if you prepared some Chinese currency in cash and printed some prop money for students to experience and practice. Here are some links for the images that you can use:

Printable source for paper money: https://pbs.twimg.com/media/C36LJBPWAAEjjBO?format=jpg&name=small

Printable source for coins: http://5b0988e595225.cdn.sohucs.com/images/20190525/e84224b678bd48e0a93722fd65548bc8.jpeg

Besides cash, there are also many digital payments in China, students can learn about the payment situation in China with an introduction video, and you can also show them the apps and explain how to use them.

Students will also explore and analyze the cause of why digital payments are well accepted and commonly used in China in their comments.

For the language objectives, students will use the Quizlet to learn and practice the essential words and sentences and learn the conversations with the video.

Students must simulate how to use the languages in different contexts and make their own updates.

Tips:

Week 5: Eating out in a restaurant

For Learners

Knowledge objectives:

1. I can interact with peers about what to order in a restaurant;

2. I can interact with servers about having a seat, ordering food, and paying a bill in Chinese

Knowledge Processes:

1. Watching authentic materials about the processes in a restaurant;

2. Learning outing out with Edquzzle.

3. Learning vocabulary and sentences with Quizlet.

4. Simulate eating-out procedures.

We learned the eat-out process from many videos before; in this update, we will use Edquzzle to learn more about the process and the languages used in a restaurant. It will start from the wait-to-be-seated area, move on to order food, then go on to the paying bill step. Please complete the Edpuzzle assignment and take notes of the words and sentences.

Please learn the essential word and sentences with Quizlet.

Media embedded September 27, 2022

Video 13: Ms. Li's Mandarin Class, Restaurant Mandarin Chinese, order food in Mandarin. https://www.youtube.com/watch?v=7uIVZXSW8YU&t=9s

Let's watch the eating-out process and group up to role-play the scene.

Make a comment: In many states of the U.S., restaurant servers receive little wage and rely on tips to get by. In China, restaurant servers count on wages; people are not required to pay tips. Which system do you like better? Please state your reasons.

Make an update: Interact with your peer and discuss what you want to order in Chinese and record it; write your dialogue lines in the update below your video and translate them.

For Instructors

In this update, we will focus on how to use the languages in restaurants; students are expected to interact with their peers and servers during the whole procedure of eating out.

The students learned Chinese food cultures, how to have a hot pot, order food, pay a bill, etc. In this update, students will learn how to use Chinese to eat out in a Chinese restaurant. They will learn a video material in Edpuzzle, take some notes, and then practice the content with Quizlet.

Students need to comment on wages and tips differences between China and the U.S. and evaluate their perspectives on it.

After this, students are expected to simulate the eating-out process with peers and teachers. The teacher can be invited to play the server role and make the situation more authentic.

Tips:

1. You can recommend some famous Chinese hot pot restaurants and the average prices in your area for your students, such as Squares Hot pot in Plano and Haidilao Hot Pot in Frisco.

2. You can also recommend some online Chinese supermarkets for students who would like to purchase some hot pot seasoning and cook at home, such as Ranch 99 supermarket and Weee Asian market online.

Week 6: Project and Assessment

For Learners

Now that you have learned all the content about travel with some simple supporting statements, it's time to show your knowledge. You will need to do a project about eating out.

Knowledge outcomes:

I can interact with peers about what dishes to order.
I can interact with waiters in a Chinese restaurant in Chinese.

Part 1: Project

Project options:

Option 1: Make a scene play with your partners about having hot pot in a Chinese restaurant, including telling how many people you have, ordering food, and paying a bill.

Option 2: Eat out in a real restaurant and take a video showing telling how many people you have, ordering food, and paying a bill.

Goal setting: Start your project and use the Rubric to fulfill your task.

Project Name: Eating out

Time: Two days to do your work with your peer, one day for peer reviews, and the rest of the week to revise the work and self-review (This can be finished out of the classroom).

Basic vocabulary: 两位，服务员，点餐，要，买单，多少钱，一共，咸，辣

Basic sentences: 你要吃什么？我要吃……

您要喝什么？我要喝……

服务员，点菜！

服务员，买单！

一共多少钱？一共……

Advance sentences: 除了……以外，我们还点了……

另外，我们还点了……

Requirements:

Starting your Project:

Check the Work Request in your Notifications. Click on this link to open the "Untitled Work" in Creator. Then, change the title, and begin the first draft. Go to About This Work => Project => Description for further project information.
For what you need to do to write a good research project, go to Feedback => Reviews => Rubric. Keep the Rubric open and refer to it as you write.
Use the functions on the top to add multimedia to your work.
When you are ready to submit, click "Submit for review" below the work.
Check the Peer Review Request in your Notifications. Use the same Rubric to review your peers' works.
Revise your work according to the peer's review comments.

Rubric:

Fig. 2: Self and Peer Review Rubric

Make a Comment: If you have questions about the project or how to use Creator in Scholar, you can comment; if you know how to solve a problem, you can answer the comment by addressing them.

Part 2: Integrate Performance Assessments

You will have a one-on-one interpersonal listening and speaking assessment with your teacher. Your teacher will start by talking about themselves and ask you some questions. You will have 1 minute for each question; please answer the question as completely as you can in either words, phrases, or sentences.

For Instructors

In this update, students start their projects in Creator in Scholar. This project enables them to apply and use the knowledge they learned.

Before the project, review the rubric and the requirements with the students.

To start the project, you will need to set up dates and feedback settings for the projects; annotations are not needed in this project.

Students will be provided two days to do their work, two days for peer review, one day to revise the work, and a self-review.

During all the Chinese classes this week, students must complete some common performance assessments. The assignment will be in three communication modes: interpretive, interpersonal, and presentational. According to the district grading policy, they will all be assigned and recorded in Seesaw.

Interpretive mode:

Reading: Students will read some statements and match them with pictures.

Listening: Students must listen to some statements or conversations and answer the multiple-choice questions by choosing the correct answers.

Presentation:

Writing: Students must fill out their order form by writing dished under each category.

Speaking: Students must present what they want to order in a hot pot restaurant.

Interpersonal:

You will have the one-on-one speaking/listening assessment with students according to their sign-up Spreadsheet. This assessment is in the same format as AAPPL Form A listening and speaking part. Please use the AAPPL Novice and Intermediate Can-do Statements in the update of Intended Learning Outcomes as your grading rubrics. The proficiency level will be graded only by the below questions.

Below is a file about score descriptions and AAPPL interpersonal listening/speaking assessment strategies. You can use it as a rubric to grade the assessment.

AAPPL Interpersonal Listening/speaking Assessment Score Descriptions and Strategies

ACTFL Interpersonal Listening and Speaking score descriptions and strategies

Assessment questions:

你喜欢去餐厅吃饭吗？

你吃过中国菜吗？你喜欢吃什么菜?

去火锅店，你想点什么菜？

出去吃一次饭，大概要多少钱？

你想知道什么？问我一个问题吧！

Tips:

1. Check students' project processes every class, and provide some help when necessary.
2. If students can't understand the questions, body language and gestures can be provided, but students' proficiency level might be moved down to Novice Low or Mid.
3. If students can answer with consistent sentences, don't hesitate to give the Intermedia mid or high levels according to their language proficiency.

References

Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53(1), 3–17. https://doi.org/10.2307/322091

Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. A Pedagogy of Multiliteracies, 1–36. https://doi.org/10.1057/9781137539724_1

Cope, B., & Katlantzis, M. (n.d.). Multimodality - New Learning Online. New Learning Online. Retrieved September 29, 2022, from https://newlearningonline.com/learning-by-design/multimodality

Ivanova, M. (2022, February 5). How to start incorporating authentic materials in your classroom in 3 easy steps. General Educator Blog. Retrieved October 9, 2022, from https://www.fluentu.com/blog/educator/authentic-materials/

NCSSFL-ACTFL. (2017). NCSSFL-ACTFL Can-Do Statements. ACTFL Language Connect. Retrieved June 16, 2022, from https://www.actfl.org/resources/ncssfl-actfl-can-do-statements

QTALK®. (n.d.). About us: Qtalk-publishing. QTALK. Retrieved June 16, 2022, from https://www.qtalkpublishing.com/about-us

Texas Secretary of State. (2014). TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH. Texas administrative code. Retrieved September 24, 2022, from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=114&rl=40

Let's Enjoy Eating Out in a Chinese Restaurant

Learning Module

Abstract

Overview

Intended Learning Outcomes

For Learners

For Instructors

Week 1: Chinese table manner and cultures

For Learners

For Instructors

Week 2 lesson: How to have Hotpot

For Learners

For Instructors

Week 3: Menu and food categogies

For Learners

For Instructors

Week 4：Learn the Chinese Currency and How to Pay bills

For Learners

For Instructors

Week 5: Eating out in a restaurant

For Learners

For Instructors

Week 6: Project and Assessment

For Learners

For Instructors

References