Wayne RESA
Curriculum, OS/MAISA 

Common Core Initiative

Overarching Questions and Enduring Understandings

What do people consider food?


Graphic Organizer
Unit Abstract

In this unit of study, students identify food, dishes and mealtimes in Chinese cuisine. Students describe meals, express likes, dislikes and preferences and inquire about others’ food preferences. Students simulate ordering, making a complaint about and paying for a meal. They also compare meals, mealtimes and table etiquette between China and the USA. As a result of this unit, students are able to understand and appreciate the cultural components associated with dining in China.


MI: World Languages (2007)
Novice High (N)
Exchanging Information
1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life
Exchanging Opinions
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
Presentational Language-Writing (W)
1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu
Understanding the artifacts associated with family and community life within the target culture(s) (F)
2.2.N.F.b Identify products that were native to a community, region, or country in which the language is spoken
3.2 Point of View
Students aquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.
3.2.N.a Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one’s own culture than in the target culture
4.2 Comparing Cultures
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
4.2.N.a Identify basic target culture practices and compare them to one’s own
4.2.N.b Identify basic target culture products and compare them to one’s own
5.2 Personal Enrichment
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
5.2.N.a Willingly use the target language within the classroom setting
Intermediate Low & Mid (M)
Exchanging Information
1.1.M.SL.h Ask for and obtain information in everyday situations with a complication that needs to be resolved in the target language, in person or on the telephone relating to restaurants, stores, transportation, and services
Exchanging Information
1.1.M.RW.h Resolve in writing an everyday situation that presents a complication that needs to be resolved in the target language relating to stores, transportation, services, and online purchases
Exchanging Opinions
1.1.M.RW.i Create and use a questionnaire to interview a classmate in the target language about their likes, dislikes, preferences, and opinions, and write a summary of the information
Interperpreting Written Language-Reading
1.2.M.R.a Demonstrate understanding of written classroom language in the target language on familiar topics
1.3 Presentational Communication
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Presentational Language -Speaking (S) or Signed (SL)
1.3.M.S.a Present skits or short plays in the target language
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Unit Level Standards
Essential Questions
Essential/Focus Questions

1.    When do people gather together to eat??

2.    What kinds of food do people have? 

3.    How do meals compare between China and the USA? 

4.    How does meal etiquette compare between China and the USA?


Content (Key Concepts)

Grammar and phrases:

Yi....ye../ dou….bu/mei

Duo/ shao + V.


Resultative complements: e.g. kan qingchu /zuo hao

Reduplication of adjectives: liang liang de/la la de



-Breakfast/ zaofan: mianbao, jidan, zhou, baozi, mantou

-Lunch/ wufan: hanbao, sanmingzhi, miantiao, mifan

-Dinner/ wanfan: shala, yidali mian, tian dian, jiaozi, doufu, tang  -Drinks/ yinliao: niunai, kele, guozhi, doujiang, cha

-Fruits/ shuiguo: xiangjiao, xigua, pingguo, putao, chengzi

-Vegetables/ shucai: shengcai, qincai, bocai, xiao baicai, caihua 

-Dishes/caiming: shucai xiaren, mapo doufu, gongbao ji ding, chao mian, suan la tang, hongshao rou, tang cu yu


Counting words: ge, wan, pan, bei, tiao, kuai, jia


Review: currency, tipping, rate exchange, the bill please / jie zhang, mai dan


Review: I prefer…./ wo xihuan…, I don’t prefer…./ wo bu xihuan…., How is ….? /….. zen me yang? , What would you like to eat/drink? / nin xiang chi/he shenme?



Compare Chinese table etiquette for special occasions with western one.

·      Customary use of round tables

·      Customary use of even numbers of seats

·      Soup as the last course

·      Appropriate use of chopsticks: e.g. not stuck into rice bowl; not pointed at people.

·      Host’s responsibility to serve guests


Unit Assessment Tasks

Sample Performance Assessments



1. Identify five dishes from a Chinese menu and share them with a partner. (teacher note: menu must be in Chinese characters) (1.1.N.SL.h, 1.1. N.SL.k, 1.2.M.R.a, 3.2.N.a).

2. Create and label a Chinese menu. (2.2.N.F.b, 1.3.N.W.a).

3. Create and present a skit ordering a meal in a Chinese restaurant including a complication. (1.1. M. SL.h, 1.1. M. RW.h, 1.3. M. S. a, 5.2.N.a).

4. Create and label a graphic organizer comparing Chinese and American foods and meals. (4.2.N.b, 5.2.N.a).

5. Create a questionnaire to survey your classmates about their food preferences. Summarize your findings and present to the class. (1.1.M.RW.i).

6. List and illustrate at least three examples of Chinese table etiquette. (4.2.N.a).


Skills (Intellectual Processes)







Lesson Plan Sequence
Lesson Plans (Sequence)


Recommended (not required) Instructional Resources

Teacher Resource

Integrated Chinese, Level 1 Part 2. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 1-26.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 31-62.

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp. 126-170.


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