Chinese Curriculum 7-12

7/31/2019 Chinese Curriculum 7-12

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BRIDGEWATER-RARITAN REGIONAL SCHOOL DISTRICT

Chinese Curriculum

Grades 7-12

Date of Adoption:


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Board of Education

Cindy Cullen, President

Evan Lerner, Vice President

Jeffrey Brookner

Jill GladstoneRichard Guss

Lynne Hurley

Dr. Arvind Mathur

Christine Schneider

Al Smith

Superintendent

Dr. Michael Schilder

Assistant Superintendent

Cheryl Dyer

World Language Supervisor

Dr. Ulrike Klett


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CHINESE PROGRAM SCOPE AND SEQUENCE

Grade 7

Grade 8

Chinese IA

Chinese IIA Chinese IIH

Chinese IIIA

Chinese IVA

Chinese IIIH

Chinese IVH


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Bridgewater-Raritan Regional School District

Bridgewater, New Jersey

Course Name: Chinese Language

Grades: 7

BOE Approval Date: April 24, 2007


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Chinese Grade 7

Chinese Grade 7

Authors: Chia Ying Jeng-Liu

Course Description:

The 7th

Grade Chinese Language is offered to all seventh grade

students in BRRSD, and is the initial phase of a sequential study

for the entire level one program to be completed in grades sevenand eight.

The main goal of Chinese Grade 7 is to enable students to attain

basic language skills for communication in the interpretive,

interpersonal, and presentational modes, as specified in the

National Standards for Foreign Language Learning, and toincrease students awareness and understanding of Chinese-

speaking cultures.

By the end of the school year, the students will be able to engage

in communicative tasks at Novice-Mid proficiency level as

defined by the ACTFL proficiency guidelines.


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Chinese Grade 7

29

Chinese, Grade 7

Unit 1: Learning Pinyin and Chinese Character

Essential

Questions

Description of

Unit

Objectives Including

Language and Culture

Alignment to the NJCCCS Core Activities

Unit1:Le

arningPinyinandChineseCharacter

Why is Chinese

language soimportant

nowadays?

Why are youlearning Chinese?

How does the

Chinese languagesound differently

from English?

Why is the tone an

important elementin Chinesepronunciation?

In this unit,

students will learna brief introduction

of different

phonetic notationsystems, to

differentiate theiradvantages and

disadvantages.Additionally,

students will learn

how to read andpronounce "Pinyin"

which is the

official system forrepresenting

Mandarin with the

Roman alphabet.

Listen to thepronunciation by

scrolling over or

clicking on thePinyin. Practice

these sounds until

you sound like thenative speaker.

.

Introduces Pinyin in a fun and

meaningful way and provides

general information about

Chinese characters

Differentiate pronunciationbetween Chinese & English or

other world languages.

Identify the tone marks.

Demonstrate proper

pronunciation

Perform tone combinations

NJCCCS:

7.1

A. 1, 2, 4,

B. 1,C. 3

7.2

A. 4B. 2

C. 1, 2, 3

Students listen and circle the

correct tone on work sheet.

Students listen and write

down the tone combinationon a small dry eraser board.

Students listen and use

different gestures to presenttone marks.

Students listen to what theyheard in the language lab,

then repeat and record.


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Chinese Grade 7

30

Chinese, Grade 7


Assessment Materials List Technology References andResources

Pacing/Modifications

Unit1:LearningPinyinandChineseCharacter

On-goingpronunciation drill

Classroomparticipation

Homework

Quizzes

Test

Project

Listening Comprehension

Listening and pronunciation

exercises

Speaking Practice

Free response questions andanswers

Pairs and groupscommunicative activities

Reading Comprehension

Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Worksheet

Writing activities

Language lab recordingfacilities

CD Player

Overhead Transparent

Power PointPresentation

Wu, W. and Tsai,H. , Chinese for

Youth Level 1,

The Far EastBook Co., 2006.

Chinese for

Youth Level 1Student

Workbook

Chinese for

Youth Level 1

Audio CD Series

Approximately 5 weeks

Modifications

Modifications of materials

and assessment items willbe made in accordance to

individual student IEPs.

Sample modifications

include extended time,

preferential seating, and

support assistance.


8/135

Chinese Grade 7

31

Chinese, Grade 7

Unit 2: Chinese people

Essential Questions Description ofUnit

Objectives IncludingLanguage and Culture

Alignment to theNJCCCS

Core Activities

Unit2:Chinesepe

ople

How does the Chinese written system

differ from the Roman alphabets writing

system?

Can I differentiate traditional andsimplified Chinese characters?

Can I compare the Chinese culture and

my own culture?

Can I tell my experience with Chinese

culture?

In this unit,

students will learnthe cultural and

historical

background,geographic

location, common

speech and

regional dialectsof China.

Additionally,

students learn theChinese

characters, radicalparts, and stroke

orders pertaining

to the less

Grammatical

structures in thisunit includepersonal

pronouns, present

simple, positive,and negative

sentences.

To identify the

geographic location of

China, including its

neighbor countries.

To learn the history of

Chinese written system.

To describe other

peoples nationalities.

To ask and answerquestions about peoples

nationalities.

NJCCCS:

7.1

A. 1, 2, 3,

B. 1, 5C. 3

7.2

A. 1, 2, 3, 4.B. 2

C. 1, 2

Students will create a

KWL chart on China

and read the

information about the

country in English.

Students choose one of

famous Chinese people,

research and present the

research to the class.

Students will discussthe Chinese New Year

and share their

understanding.


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Chinese Grade 7

32

Chinese, Grade 7


Assessment Materials List Technology References and

Resources


Unit2:Chinesepeople

On-going

pronunciation drill

Classroom

participation

Homework

Quizzes

Test

Project


Listening and pronunciationexercises

Speaking Practice

Free response questions and

answers

Pairs and groups

communicative activities


Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Writing activities

Language lab recording

facilities

CD Player


Power Point Presentation

Wu, W. and

Tsai, H. ,

Chinese forYouth Level 1,


Chinese for

Youth Level 1

StudentWorkbook

Chinese forYouth Level 1

Audio CD Series


Modifications

Modifications of materialsand assessment items will be

made in accordance to


Sample modifications include

extended time, preferential

seating, and supportassistance.


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Chinese Grade 7

33

Chinese, Grade 7

Unit 3: Chinese Names

Essential Questions Description of

Unit



Alignment to the

NJCCCS

Core Activities

Unit3:ChineseNames

How does the Chinese surname

differ from the Western surname?

Can I express the meaning of my

Chinese name?

Why is the Chinese surname soimportant to Chinese people?

In this unit,

students will be

assigned a Chinesename. Students

will learn to tell themeaning of their

names, write theirnames.

They will alsolearn to ask and

answer their

names.

Grammatical

structures in this

unit includepossessive form.

To learn to recognize and

write their Chinese names.

To demonstrate proper

pronunciation.

To ask and answersomeones name.

To learn the specialfeatures of the Chinese

names.

To utilize the possessive

form in daily conversation

NJCCCS:

7.1A. 1, 3,

B. 1, 4C. 3, 4

7.2

A. 1, 2, 3, 4

B. 2C. 2

Use the Chinese-English

dictionary to define the

meaning of students

names.


name poster to introduce

themselves to the class.

Students write down

Chinese last names from

friends or famous people.


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Chinese Grade 7

34

Chinese, Grade 7




Unit3:ChineseNames

Daily

conversation drill



Homework

Quizzes

Test

Project



exercises

Speaking Practice


answers

Pairs and groups



Flash Cards

Test Book

Writing Practice

Student Workbook

Writing activities


facilities

CD Player



Wu, W. and Tsai,

H. , Chinese for

Youth Level 1,



Student

Workbook

Chinese for

Youth Level 1

Audio CD Series


Modifications


and assessment items will be

made in accordance toindividual student IEPs.

Sample modifications includeextended time, preferential

seating, and support

assistance.


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Chinese Grade 7

35

Chinese, Grade 7

Unit 4 :Students of Chinese


Unit



Alignment to the

NJCCCS

Core Activities

Un

it4:StudentsofChinese

Can I introduce people?

Can I greet people?

Can I address people properly?

In this unit,

students will learn

to identify teacher,students,

classmates, andfriends in various

situations. Theyalso learn to

introduce people

by using this is and that is

Additionally,

students will learn

to address people

properly based ontheir age, sex, and

relationship. They

will also learn togreet people and

respond to peoples

greeting in variousways.

Grammatical

structures in this

unit include noun,descriptive word.

To identify and ask about

the relationships of the

people in the classroomsetting

To introduce someone to

someone else.

To ask and tell

someones name

To ask and tell how

things are going.

To greet and say farewell

to someone.

NJCCCS:

7.1A. 1, 2, 3, 6

B. 1, 2, 3, 5C. 1, 3

7.2

A. 1

B. 1C. 2

Sing the song Where is

my friend?

Students work in pairs

and ask each others

name and names of best

friends.

Create a cartoon poster

with different people

greeting each other.


and prepare a few

sentences to tell the

class about his/her

teachers, friends,

classmate, etc. Allow

students to make upimaginary relationships

on the condition that

they do not offend

anyone.


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Chinese Grade 7

36

Chinese, Grade 7

Unit: 4 Students of Chinese



U

nit:4StudentsofCh

inese

Daily

conversation drill


Homework

Quizzes

Test

Project


Listening and

pronunciation exercises

Speaking Practice

Free response questions

and answers

Pairs and groups



Flash Cards

Text Book

Pictures

Writing Practice

Student Workbook

Worksheet


facilities

CD Player



Wu, W. and Tsai, H. ,

Chinese for Youth

Level 1, The Far East

Book Co., 2006.

Chinese for YouthLevel 1 StudentWorkbook

Chinese for YouthLevel 1 Audio CD

Series

Approximately 6

weeks

Modifications

Modifications of

materials andassessment items will

be made in

accordance toindividual student

IEPs.


include extended

time, preferential



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Chinese Grade 7

37

Chinese, Grade 7

Unit 5: My Family

Essential Questions Description of Unit Objectives Including


Alignment to the

NJCCCS

Core Activities

Unit5:

MyFamily

Can I address my family

member?

?

What is my favorite

occupation?

What am I going to be when Igrow up?

Can I ask and answer howmany people in someones

family?

In this unit, students

will learn to identify

family members andcommon professions.

Students will learn to

count from one to ten.

In addition, students

will also learn torecognize the

numbers on an

authentic object, anduse proper measure

word to describe the

objects.

Grammatical

structures in this unitinclude measure

word.

To count from one to ten.

To identify family members.

To identify common

professions.

To initiate and answer

questions about peoples

job.

To describe objects in plural

format.

To utilize measure word

properly.

NJCCCS:

7.1A. 1, 3, 5

B. 1, 2, 4

C. 2, 3

7.2

A. 1

B. 1, 2

Students make posters

about their family

members.

Students work in groups,

write a scenario about afamily with the dialogs

have learned, then act

out.

Numbers tongue twister.


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Chinese Grade 7

38

Chinese, Grade 7

Unit 5: My Family


Resources


Unit:5MyFamily

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Text Book

Writing Practice

Student Workbook

Writing activities

Picture prompt


facilities

CD Player



Wu, W. and

Tsai, H. ,



Chinese for

Youth Level 1

StudentWorkbook


Audio CD Series


Modifications




Sample modifications includeextended time, preferentialseating, and support

assistance.


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Chinese Grade 7

39

Chinese, Grade 7

Unit: 6 My Younger Brother




Core Activities

Unit:6MyYou

ngerBrother

Can I ask and answer someones

age?

Can I count from one to ninehundred ninety nine?

Can I compare peoples age and

appearance?

In this unit,

students will learnhow to describe

peoples

appearance and

characters.

They will also learn

ask and tellsomeones age and

school grade.

Grammatical

structures in this

unit includecomparative and

superlative.

To describe peoples

appearance.

To describe peoples

characters.

To compare peoples

appearance and characters.

To count from one to nine

hundred ninety nine.

NJCCCS:

7.1

A. 1, 2, 3, 5, 6

B. 1, 2

C. 2

7.2

A. 1, 2, 4,B. 1, 2

C. 2

Students work in group,

each group should create a

family picture with each

member being labeled. Put

up picture of one group.Talk about peoples

heights and ages, use

comparative and

superlative.

Students work in pairs,

interview each other aboutfamily member, ages,

school grades.

Students use hope to make a wish list.


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Chinese Grade 7

40

Chinese, Grade 7

Unit 6: My Younger Brother

Assessment Materials List Technology References andResources Pacing/Modifications

U

nit:6MyYoungerBrother

Daily conversationdrill


Homework

Quizzes

Test

Project



exercises

Speaking Practice




Flash Cards

Text Book

Pictures

Writing Practice

Student Workbook

Writing activities

Picture Prompt


CD Player



Wu, W. andTsai, H. ,

Chinese for

Youth Level 1,The Far East

Book Co., 2006.


Student

Workbook

Chinese for

Youth Level 1Audio CD Series


Modifications





extended time, preferentialseating, and supportassistance.


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Course Name: Chinese LanguageGrade 8

BOE Approval Date: November 25, 2008


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Chinese Grade 8

Chinese Grade 8

Curriculum

Author: Chia Ying Jeng-Liu

Course Description

The 8th Grade Chinese Language course is designed to encourage students

to develop basic communicative competency in listening, speaking, readingand writing as well as an appreciation of the cultures of the Chinese-

speaking world.

The 8th Grade level builds on language skills acquired in grade 7. As

defined by the NJCCCS for World Languages 7.1 (communication) and 7.2

(culture), this level will emphasize the three modes of language acquisition,

which are: the Interpretive Mode (understanding and interpretation of

spoken or written communication), the Interpersonal Mode (direct oral or

written communication), and the Presentational Mode (spoken and written

communication for an audience).

By the end of the school year, the students will be able to communicate at

the Novice-Mid to Novice-High proficiency level as defined by the ACTFLproficiency guidelines.


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Chinese Grade 8

42

Course Title

Unit 7: Animals

Essential

Questions

Description of

Unit




Unit7:Animals

Can I name the

animals?

What is my favorite

animal? And why?

Can I describe theappearances and

abilities of the

animals?

Why giant pandas

are endangered

species? How dowe protect them?

In this unit,

students will learnthe names of

common animals

and their habitats.

They also learn

measure words are

used along withtypes of objects.

They learn the

measure words ofdifferent animals.

Additionally,

students will learn

the facts of giantpandas and

Chinese golden

monkey.

To identify animals.

To use adjective to describe

animals.

To express likes/dislikes of

animals and provide reasons.

To learn about the Chinese

panda and the Chinese Golden

Monkey.


properly.


pronunciation

NJCCCS:

7.1

A. 1, 2, 4,

B. 1,C. 3

7.2

A. 4B. 2

C. 1, 2, 3

Use TPR or stuffed animals

to introduce animals.

By using different gestures,

students guess what animalsare.

By asking different questions

about the appearances andabilities of the animals,

students guess what they are.

Students create a post of azoo.

Students sing a Chinese

song: Two Tigers


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Chinese Grade 8

43

Course Title

Unit 7: Animals


Resources


Unit7:Animals

On-going

pronunciation drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Worksheet

Writing activities


facilities

CD Player


Power Point

Presentation

Wu, W. and Tsai,

H. , Chinese for


Book Co., 2006.

Chinese for

Youth Level 1

StudentWorkbook

Chinese for

Youth Level 1

Audio CD Series


Modifications



individual student IEP and

ISIPs.


include extended time,preferential seating, andsupport assistance.


22/135

Chinese Grade 8

44

Course Title

Unit 8: My Birthday

Essential Questions Description of Unit Objectives IncludingLanguage and Culture


Core Activities

Unit2:MyBirthday

Can I express the days and dates?

Can I differentiate Chinese lunar calendar and solar

calendar?

Why is Chinese lunar calendar so important to

Chinese people?

How were the twelve animals of zodiacs chosen?

What do the zodiacs symbolize?

In this unit,

students will learn

the date and

calendar. They

also apply

numbers to

someones house

number andtelephone number.

The important note

in this unit is the

Chinese time

concepts are

arranged from the

biggest unit to thesmallest unit.

Additionally, the

typical word order

for a Chinese one-

clause-sentence is

different from

English.

To identify and ask

about someones house

number and telephone

number...

To express the day and

date.

Talk and ask about

someones birthday.

To learn about the

Chinese way of

counting age and the

Chinese Zodiac.

NJCCCS:

7.1

A. 1, 2, 3,

B. 1, 5

C. 3

7.2A. 1, 2, 3, 4.

B. 2

C. 1, 2

Base on their birth

months, students create

a monthly calendar of

the upcoming year.

Students compare and

contrast Chinese lunar

calendar and solar

calendar by developing

a Venn diagram.

Students design a poster

of Chinese Zodiac.

Students discuss the

Chinese Zodiac and

share their

understanding


write a telephoneconversation about

inviting someone to

come over.


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Chinese Grade 8

45

Course Title



Resources


Unit2:Chinese

people



Homework

Quizzes

Test

Project



exercises

Speaking Practice




Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Writing activities


CD Player




Chinese for


Book Co., 2006.


Student

Workbook

Chinese for



Modifications


and assessment items will bemade in accordance to

individual student IEP and

ISIPs.




24/135

Chinese Grade 8

46

Course Title

Unit 9: Speaking Chinese

Essential Questions Description ofUnit Objectives IncludingLanguage and

Culture

Alignment tothe NJCCCS Core Activities

Unit9:SpeakingChinese

How does the Chinese differ from English?

Why am I learning Chinese?

Can I express my favorite leisure activity? And

why?

Can I describe why Tai chi and Chinese martial arts

are good for someones health?

In this unit,

students will be

assigned aChinese name.

Students willlearn to tell themeaning of their

names, write

their names.

They will also

learn to ask and

answer theirnames.

Grammaticalstructures in this

unit include

possessive form.

To talk about

languages and how

people feel aboutlearning a language.

To identify hobbiesand how people feel

about learning a

hobby.

To ask someone for

help learning how to

do something.

To learn about

Chinese musicalinstruments, songs,

dances, and martial

arts.

To demonstrate properpronunciation.

NJCCCS:

7.1A. 1, 3,

B. 1, 4C. 3, 4

7.2

A. 1, 2, 3, 4B. 2

C. 2

Students differentiate

English and Chinese.

Students will share

their experience

about learning

Chinese.

Students learn to use

the online Chinese

English dictionary,

and become lifelonglanguage learners.

Students work in

pairs; interview each

other about their

leisure activities.


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Chinese Grade 8

47

Course Title



Resources



Dailyconversation drill

On-going

pronunciation drill


Homework

Quizzes

Test

Project



exercises

Speaking Practice




Flash Cards

Test Book

Writing Practice

Student Workbook

Writing activities


CD Player




Youth Level 1,

The Far East

Book Co., 2006.

Chinese forYouth Level 1Student

Workbook

Chinese for

Youth Level 1

Audio CD Series


Modifications



individual student IEP andISIPs.



assistance.


26/135

Chinese Grade 8

Course Title

Unit 10 :Chinese Breakfast



Core Activities

Unit10:Chin

eseBreakfast

How do I differentiate Chinese breakfast

and Western breakfast?

Why is breakfast important to everyone?

Why is Chinese tea an important of

Chinese culture?

Can I describe the characteristic of Chinese

eating and drinking habit?




teacher, students,

classmates, and

friends in various

situations. They

also learn to

introduce people by

using this is

and that is

Additionally,

students will learn

to address people

properly based on

their age, sex, andrelationship. They

will also learn to

greet people and

respond to peoples

greeting in various

ways.

Grammatical

structures in this

unit include noun,

descriptive word.

To talk about breakfast.

To preferences for

breakfast foods and drinks.

To ask about past

experiences.

To learn about Chinese

breakfast and Chinese tea.

To differentiate Chinese

breakfast and Western

breakfast.

NJCCCS:

7.1

A. 1, 2, 3, 6

B. 1, 2, 3, 5

C. 1, 3

7.2

A. 1

B. 1

C. 2


my friend?

Students interview

others about what

breakfast they had

before.

Create a Chinese

breakfast menu.

Students taste the

authentic Chinese

breakfast samplers.

48

hi d


27/135

Chinese Grade 8

Course Title

Unit 10 :Chinese Breakfast Assessment Materials List Technology References and

Resources


Unit10:ChineseB

reakfast

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



exercises

Speaking Practice


answers

Pairs and groups



Flash Cards

Text Book

Pictures

Writing Practice

Student Workbook

Worksheet

Language lab recording facilities

CD Player




Chinese for Youth


Book Co., 2006.

Chinese for YouthLevel 1 Student

Workbook

Chinese for Youth

Level 1 Audio CD

Series


Modifications

Modifications of

materials and

assessment items will

be made in accordance

to individual student

IEP and ISIPs.


include extended time,preferential seating, and

support assistance.

49

Chi G d 8


28/135

Chinese Grade 8

Course Title

Unit 11:Fruit



Core Activities

Unit1

1:Fruit

Can I address my family member?

What is my favorite fruit? And why?

Can I describe the taste of the fruit?


will learn to identifyfamily members and

common

professions.

Students will learn

to count from one to

ten.


will also learn to

recognize thenumbers on an


word to describe the

objects.

Grammatical

structures in thisunit include anexclamatory

sentence.

To identify and talk about

fruits.

To express preferences

and the tastes of a varietyof fruit.

To express that one is

angry or happy.

To learn about the

Chinese Litchi.

.

NJCCCS:

7.1

A. 1, 3, 5

B. 1, 2, 4C. 2, 3

7.2

A. 1B. 1, 2

Use authentic

materials or pictures to

introduce fruits.

Students design aposter of fruit store.

Students work in

groups, develop a

scenario about a

family with the

dialogs have learned,and then act out.

Numbers tongue

twister.

50

Chinese Grade 8


29/135

Chinese Grade 8

Course Title

Unit 11:Fruit Assessment Materials List Technology References and

Resources


Unit11:F

ruit

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Text Book

Writing Practice

Student Workbook

Writing activities

Picture prompt


facilities

CD Player



Wu, W. and

Tsai, H. ,


The Far East

Book Co., 2006.

Chinese for

Youth Level 1

StudentWorkbook

Chinese for



Modifications



made in accordance toindividual student IEP and

ISIPs.



assistance.

51

Chinese Grade 8


30/135

Chinese Grade 8

Course Title

Unit: 12 Final Review Essential Questions Description of

Unit

Objectives

Including

Language and

Culture

Alignment

to the

NJCCCS

Core Activities

Unit:12FinalRevi

ew

Why is Chinese family value so important to Chinese culture?

How does language and culture associate to each other?

What are the important values of Chinese culture?

How might Chinese culture influence the world culture?

In this unit,

students will

review what they

have learned inthis book, i.e.

pronunciations,

tones, characters,

family, friends,

occupations,

animals, calendar,

leisure activities,

food.

Grammatical

structures in this

unit include

possessives,

comparative,

superlative. Basic

clause structure.

To engage

conversation in

Chinese.

To utilize the

conversation in

daily life.

To gain the

general

knowledge about

Chinese culture.

To count from

one to nine

hundred ninety

nine.

NJCCCS:

7.1

A. 1, 2, 3, 5,6

B. 1, 2

C. 2

7.2

A. 1, 2, 4,

B. 1, 2

C. 2

Students work in

groups, choose any

topic from this book,

create a scenario,

develop a dialogue,

and perform in the

class.

Students study the

Chinese tea

ceremony.

Study design theirown tea pot and

write a letter to an

advertising company

and ask them whether

they would use

the students work.

Students create a

KWL chart about

learning Chinese.

Students have a field

trip to China town in

New York City.

52

Chinese Grade 8


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Chinese Grade 8

53

Course Title

Unit: 12 Final Review


Resources


Unit:12FinalRe

view

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Text Book

Pictures

Writing Practice

Student Workbook

Writing activities

Picture Prompt


facilities

CD Player



Wu, W. and

Tsai, H. ,


The Far East

Book Co., 2006.

Chinese for

Youth Level 1

StudentWorkbook

Chinese for



Modifications




ISIPs.



assistance.


32/135



Course Name: Chinese I Academic

Grades: 9-12

Updated: January 13, 2009

Chinese I A


33/135

Chinese I A

Curriculum

Author: Chia Ying Jeng-Liu

Course Description

The Chinese I A Language course is designed to encourage students to

develop basic communicative competency in listening, speaking, readingand writing as well as an appreciation of the cultures of the Chinese-

speaking world.

As defined by the NJCCCS for World Languages 7.1 (Communication) and

7.2 (Culture), this level will emphasize the three modes of language

acquisition, which are: the Interpretive Mode (understanding and

interpretation of spoken or written communication), the Interpersonal Mode(direct oral or written communication), and the Presentational Mode (spoken

and written communication for an audience).


the Novice-Mid proficiency level as defined by the ACTFL proficiency

guidelines.

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Essential

Questions

Description of

Unit




Unit1:L

earningPinyinandChineseCharacter

Why is Chinese

language soimportant

nowadays?

Why are youlearning Chinese?

How does theChinese language

sound differentlyfrom English?

Why is the tone an

important elementin Chinesepronunciation?

In this unit,

students will learna brief introduction

of different

phonetic notationsystems, to

differentiate theiradvantages and

disadvantages.Additionally,

students will learn

how to read andpronounce "Pinyin"

which is the

official system forrepresenting

Mandarin with the

Roman alphabet.

Listen to thepronunciation by

scrolling over or

clicking on the

Pinyin. Practicethese sounds until

you sound like thenative speaker.

.

Introduces Pinyin in a fun and

meaningful way and provides

general information about

Chinese characters

Differentiate pronunciation

between Chinese & English orother world languages.

Identify the tone marks.

Demonstrate proper

pronunciation

Perform tone combinations

NJCCCS:

7.1

A. 1, 2, 4,

B. 1,C. 3

7.2

A. 4B. 2

C. 1, 2, 3

Students listen and circle the

correct tone on work sheet.

Students listen and write

down the tone combinationon a small dry eraser board.

Students listen and use

different gestures to presenttone marks.

Students listen to what theyheard in the language lab,

then repeat and record.

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Resources


Unit1:Learn

ingPinyinandCh

ineseCharacter



Homework

Quizzes

Test

Project



exercises

Speaking Practice




Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Worksheet

Writing activities


CD Player




Youth Level 1,


Chinese for

Youth Level 1Student

Workbook

Chinese for

Youth Level 1

Audio CD Series


Modifications





include extended time,

preferential seating, andsupport assistance.

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Essential Questions Description ofUnit Objectives IncludingLanguage and Culture Alignment to theNJCCCS Core Activities

Unit2:Chinesep

eople

How does the Chinese written system

differ from the Roman alphabets writing

system?

Can I differentiate traditional and

simplified Chinese characters?

Can I compare the Chinese culture and

my own culture?

Can I tell my experience with Chinese

culture?

In this unit,

students will learnthe cultural and

historical

background,

geographiclocation, common

speech and

regional dialectsof China.

Additionally,students learn the

Chinesecharacters, radicalparts, and stroke

orders pertaining

to the less

Grammatical

structures in this

unit includepersonal

pronouns, present

simple, positive,and negative

sentences.

To identify the

geographic location of

China, including its

neighbor countries.

To learn the history of

Chinese written system.

To describe other

peoples nationalities.

To ask and answer

questions about peoplesnationalities.

NJCCCS:

7.1

A. 1, 2, 3,

B. 1, 5

C. 3

7.2

A. 1, 2, 3, 4.B. 2

C. 1, 2


KWL chart on China

and read the

information about the

country in English.

Students choose one of

famous Chinese people,

research and present the

research to the class.

Students will discuss

the Chinese New Yearand share their

understanding.

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Unit2:Chinesep

eople

On-going

pronunciation drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Writing activities


facilities

CD Player



Wu, W. and

Tsai, H. ,


The Far East

Book Co., 2006.

Chinese for

Youth Level 1

StudentWorkbook


Audio CD Series


Modifications






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Core Activities

Unit3:ChineseNam

es

How does the Chinese surname

differ from the Western surname?

Can I express the meaning of myChinese name?

Why is the Chinese surname soimportant to Chinese people?

In this unit,

students will be

assigned a Chinesename. Students

will learn to tell the

meaning of their

names, write theirnames.

They will alsolearn to ask and

answer their

names.

Grammatical

structures in this

unit includepossessive form.

To learn to recognize and

write their Chinese names.


pronunciation.

To ask and answersomeones name.

To learn the specialfeatures of the Chinese

names.

To utilize the possessive

form in daily conversation

NJCCCS:

7.1A. 1, 3,

B. 1, 4

C. 3, 4

7.2

A. 1, 2, 3, 4

B. 2C. 2

Use the Chinese-English

dictionary to define the

meaning of students

names.


name poster to introduce

themselves to the class.

Students write down

Chinese last names from

friends or famous people.

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Resources


Unit3:Chine

seNames

Daily

conversation drill



Homework

Quizzes

Test

Project



exercises

Speaking Practice


answers

Pairs and groups



Flash Cards

Test Book

Writing Practice

Student Workbook

Writing activities


facilities

CD Player



Wu, W. and Tsai,

H. , Chinese for

Youth Level 1,



Student

Workbook

Chinese for

Youth Level 1

Audio CD Series


Modifications






assistance.

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Unit 4 :Students of Chinese




Core Activities

U

nit4:StudentsofCh

inese

Can I introduce people?

Can I greet people?


In this unit,

students will learn

to identify teacher,students,

classmates, and

friends in various

situations. Theyalso learn to

introduce people

by using this is and that is

Additionally,

students will learn

to address people


relationship. They

will also learn to

greet people andrespond to peoples

greeting in variousways.

Grammatical

structures in this

unit include noun,

descriptive word.

To identify and ask about

the relationships of the

people in the classroomsetting

To introduce someone to

someone else.

To ask and tell

someones name

To ask and tell how

things are going.

To greet and say farewell

to someone.

NJCCCS:

7.1A. 1, 2, 3, 6

B. 1, 2, 3, 5

C. 1, 3

7.2

A. 1

B. 1C. 2


my friend?


and ask each othersname and names of best

friends.

Create a cartoon poster

with different people

greeting each other.


and prepare a few

sentences to tell the

class about his/her

teachers, friends,

classmate, etc. Allow

students to make upimaginary relationships

on the condition that

they do not offend

anyone.

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Unit: 4 Students of Chinese


Resources


Unit:4StudentsofC

hinese

Daily

conversation drill


Homework

Quizzes

Test

Project


Listening and

pronunciation exercises

Speaking Practice

Free response questions

and answers

Pairs and groups



Flash Cards

Text Book

Pictures

Writing Practice

Student Workbook

Worksheet


facilities

CD Player




Chinese for Youth


Book Co., 2006.

Chinese for Youth

Level 1 StudentWorkbook

Chinese for YouthLevel 1 Audio CD

Series

Approximately 6

weeks

Modifications

Modifications of

materials andassessment items will

be made in

accordance toindividual student

IEPs.


include extended

time, preferential


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Unit 5: My Family



Alignment to the

NJCCCS

Core Activities

Unit5

:MyFamily

Can I address my family

member?

?

What is my favoriteoccupation?

What am I going to be when Igrow up?

Can I ask and answer howmany people in someones

family?



family members andcommon professions.

Students will learn to

count from one to ten.


will also learn torecognize the

numbers on an


word to describe theobjects.

Grammatical

structures in this unitinclude measure

word.

To count from one to ten.

To identify family members.

To identify common

professions.

To initiate and answer

questions about peoples

job.

To describe objects in plural

format.


properly.

NJCCCS:

7.1A. 1, 3, 5

B. 1, 2, 4

C. 2, 3

7.2

A. 1

B. 1, 2

Students make posters

about their family

members.

Students work in groups,

write a scenario about a

family with the dialogs

have learned, then act

out.

Numbers tongue twister.

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Unit 5: My Family



Unit:5MyFam

ily

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Text Book

Writing Practice

Student Workbook

Writing activities

Picture prompt


facilities

CD Player



Wu, W. and

Tsai, H. ,


The Far East

Book Co., 2006.

Chinese for

Youth Level 1

StudentWorkbook


Audio CD Series


Modifications




Sample modifications includeextended time, preferentialseating, and support

assistance.

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Unit: 6 My Younger Brother


Unit



Alignment to the

NJCCCS

Core Activities

Unit:6MyYo

ungerBrother

Can I ask and answer someones

age?

Can I count from one to nine

hundred ninety nine?

Can I compare peoples age and

appearance?

In this unit,

students will learnhow to describe

peoples

appearance and

characters.

They will also learn

ask and tellsomeones age and

school grade.

Grammatical

structures in thisunit includecomparative and

superlative.

To describe peoples

appearance.

To describe peoples

characters.

To compare peoples

appearance and characters.

To count from one to nine

hundred ninety nine.

NJCCCS:

7.1

A. 1, 2, 3, 5, 6

B. 1, 2

C. 2

7.2

A. 1, 2, 4,B. 1, 2

C. 2

Students work in group,

each group should create a

family picture with each

member being labeled. Put

up picture of one group.

Talk about peoples

heights and ages, use

comparative and

superlative.


interview each other about

family member, ages,school grades.

Students use hope to make a wish list.

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Chinese I A

Unit 6: My Younger Brother

Assessment Materials List Technology References

andResources


Unit:6MyYoungerBrother

Daily conversation drill

Classroom participation

Homework

Quizzes

Test

Project

Listening

Comprehension

Listening and

pronunciation

exercises

Speaking Practice

Free responsequestions and answers

Pairs and groupscommunicative

activities

ReadingComprehension

Flash Cards

Text Book

Pictures

Writing PracticeStudent Workbook

Writing activitiesPicture Prompt

Language lab

recording

facilities

CD Player

OverheadTransparent


Wu, W. and

Tsai, H. ,

Chinese forYouth Level

1, The Far

East Book

Co., 2006.

Chinese for

Youth Level1 Student

Workbook

Chinese for

Youth Level

1 Audio CD

Series


Modifications

Modifications of

materials and

assessment items will bemade in accordance to


Sample modificationsinclude extended time,


support assistance.

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Unit 7: Animals


Unit

Objectives

IncludingLanguage and

Culture

Alignment to the

NJCCCS

Core Activities

Unit7:Anima

ls

Can I name the animals?

What is my favorite animal? And why?

Can I describe the appearances and abilities ofthe animals?

Why giant pandas are endangered species? How

do we protect them?

In this unit,students will

learn the

names ofcommon

animals andtheir habitats.

They also

learn measure

words are usedalong with

types of

objects.

They learn the

measure wordsof different

animals.

Additionally,students will

learn the factsof giant

pandas and

Chinesegolden

monkey.

To identify animals.

To use adjective to

describe animals.

To express

likes/dislikes of

animals and

provide reasons.

To learn about the

Chinese panda and

the Chinese Golden

Monkey.

To utilize measure

word properly.

To demonstrate

proper

pronunciation

NJCCCS:

7.1

A. 1, 2, 4,B. 1,

C. 3

7.2

A. 4

B. 2

C. 1, 2, 3

Use TPR or stuffedanimals to introduce

animals.

By using different

gestures, students guesswhat animals are.

By asking different

questions about the

appearances andabilities of the animals,

students guess what

they are.

Students create a post

of a zoo.

Students sing a Chinese

song: Two Tigers

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Unit 7: Animals


Resources


Unit7:An

imals

On-going

pronunciation drill

Classroom

participation

Homework

Quizzes

Test

Project



exercises

Speaking Practice


answers



Flash Cards

Map

Pictures

Writing Practice

Student Workbook

Worksheet

Writing activities


facilities

CD Player


Power Point

Presentation

Wu, W. and Tsai,

H. , Chinese forYouth Level 1,

The Far East

Book Co., 2006.


Student

Workbook

Chinese for

Youth Level 1

Audio CD Series


Modifications

Modifications of materialsand assessment items will

be made in accordance toindividual student IEP and

ISIPs.

Sample modificationsinclude extended time,


support assistance.

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Chinese I A

Unit 8: My Birthday



Alignment to the

NJCCCS

Core Activities

Unit2:M

yBirthday

Can I express the days and dates?

Can I differentiate Chinese lunar calendar and solar

calendar?

Why is Chinese lunar calendar so important to

Chinese people?

How were the twelve animals of zodiacs chosen?

What do the zodiacs symbolize?

In this unit,

students will learn

the date and

calendar. They

also apply

numbers to

someones house

number andtelephone number.

The important note

in this unit is the

Chinese time

concepts are

arranged from the

biggest unit to the

smallest unit.

Additionally, the

typical word order

for a Chinese one-

clause-sentence is

different from

English.

To identify and ask

about someones house

number and telephone

number...

To express the day and

date.

Talk and ask about

someones birthday.

To learn about the

Chinese way of

counting age and theChinese Zodiac.

NJCCCS:

7.1

A. 1, 2, 3,

B. 1, 5

C. 3

7.2A. 1, 2, 3, 4.

B. 2

C. 1, 2

Base on their birth

months, students create

a monthly calendar of

the upcoming year.

Students compare and

contrast Chinese lunarcalendar and solar

calendar by developing

a Venn diagram.

Students design a poster

of Chinese Zodiac.

Students discuss the

Chinese Zodiac and

share their

understanding


write a telephone

conversation about

inviting someone to

come over.

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Chinese I A



Unit


Language andCulture

Alignment to

the NJCCCS

Core Activities


How does the Chinese differ from English?

Why am I learning Chinese?

Can I express my favorite leisure activity? And

why?

Can I describe why Tai chi and Chinese martial arts

are good for someones health?

In this unit,

students will be

assigned aChinese name.

Students will

learn to tell themeaning of their

names, write

their names.

They will also

learn to ask andanswer their

names.


unit include

possessive form.

To talk about

languages and how

people feel aboutlearning a language.

To identify hobbiesand how people feel

about learning a

hobby.

To ask someone for

help learning how todo something.

To learn about

Chinese musicalinstruments, songs,

dances, and martial

arts.

To demonstrate properpronunciation.

NJCCCS:

7.1A. 1, 3,

B. 1, 4

C. 3, 4

7.2

A. 1, 2, 3, 4B. 2

C. 2

Students differentiate

English and Chinese.

Students will share

their experienceabout learning

Chinese.

Students learn to use

the online Chinese

English dictionary,

and become lifelonglanguage learners.

Students work in

pairs; interview each

other about their

leisure activities.

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Chinese I A



Resources



Daily

conversation drill



Homework

Quizzes

Test

Project



exercises

Speaking Practice


answers

Pairs and groups



Flash Cards

Test Book

Writing Practice

Student Workbook

Writing activities


facilities

CD Player



Wu, W. and Tsai,

H. , Chinese for

Youth Level 1,



Student

Workbook

Chinese for



Modifications




ISIPs.


extended time, preferential


assistance.

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Chinese I A




Alignment to the

NJCCCS

Core Activities

Unit10:ChineseBreakfast

How do I differentiate Chinese breakfastand Western breakfast?

Why is breakfast important to everyone?

Why is Chinese tea an important of

Chinese culture?

Can I describe the characteristic of Chinese

eating and drinking habit?




teacher, students,

classmates, and

friends in various

situations. They

also learn tointroduce people by

using this is

and that is

Additionally,students will learn

to address people


relationship. They

will also learn to

greet people and

respond to peoples

greeting in various

ways.


unit include noun,

descriptive word.

To talk about breakfast.

To preferences for

breakfast foods and drinks.

To ask about past

experiences.

To learn about Chinese

breakfast and Chinese tea.

To differentiate Chinese

breakfast and Western

breakfast.

NJCCCS:

7.1

A. 1, 2, 3, 6

B. 1, 2, 3, 5

C. 1, 3

7.2

A. 1

B. 1

C. 2


my friend?

Students interview

others about what

breakfast they had

before.

Create a Chinese

breakfast menu.

Students taste the

authentic Chinese

breakfast samplers.

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Chinese I A



Resources


Unit10:ChineseBreakfast

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



exercises

Speaking Practice


answers

Pairs and groups



Flash Cards

Text Book

Pictures

Writing Practice

Student Workbook

Worksheet

Language lab recording facilities

CD Player




Chinese for Youth


Book Co., 2006.

Chinese for Youth

Level 1 Student

Workbook

Chinese for Youth

Level 1 Audio CD

Series


Modifications

Modifications of

materials and

assessment items will

be made in accordance

to individual student

IEP and ISIPs.


include extended time,preferential seating, and

support assistance.

74

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Unit 11:Fruit Essential Questions Description of Unit Objectives Including


Alignment to the

NJCCCS

Core Activities

Unit11:Fruit

Can I address my family member?

What is my favorite fruit? And why?

Can I describe the taste of the fruit?

In this unit, studentswill learn to identify

family members and

common

professions.

Students will learnto count from one to

ten.

In addition, studentswill also learn to

recognize the

numbers on anauthentic object, and

use proper measure

word to describe theobjects.

Grammaticalstructures in thisunit include an

exclamatory

sentence.

To identify and talk about

fruits.

To express preferencesand the tastes of a variety

of fruit.

To express that one is

angry or happy.

To learn about the

Chinese Litchi.

.

NJCCCS:

7.1

A. 1, 3, 5

B. 1, 2, 4C. 2, 3

7.2

A. 1

B. 1, 2

Use authentic

materials or pictures to

introduce fruits.

Students design a

poster of fruit store.

Students work in

groups, develop a

scenario about a

family with the

dialogs have learned,

and then act out.

Numbers tongue

twister.

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Unit 11:Fruit


Resources


Unit11:F

ruit

Daily conversationdrill


Homework

Quizzes

Test

Project



exercises

Speaking Practice




Flash Cards

Text Book

Writing Practice

Student Workbook

Writing activities

Picture prompt


CD Player




Chinese for


Book Co., 2006.


Student

Workbook

Chinese for



Modifications


and assessment items will bemade in accordance to

individual student IEP andISIPs.


extended time, preferentialseating, and support

assistance.

76

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Chinese I A


Essential Questions Description of Unit Objectives

Including

Language and

Culture

Alignment

to the

NJCCCS

Core Activities

Unit:12FinalReview

Why is Chinese family value so important to Chinese culture?

How does language and culture associate to each other?

What are the important values of Chinese culture?

How might Chinese culture influence the world culture?


will review what they

have learned in this

book, i.e.

pronunciations, tones,characters, family,

friends, occupations,

animals, calendar,

leisure activities, food.

Grammatical structures

in this unit includepossessives,

comparative,

superlative. Basic

clause structure.

To engage

conversation in

Chinese.

To utilize the

conversation in

daily life.

To gain the

general

knowledge aboutChinese culture.

To count from

one to nine

hundred ninety

nine.

NJCCCS:

7.1

A. 1, 2, 3, 5,

6B. 1, 2

C. 2

7.2

A. 1, 2, 4,

B. 1, 2

C. 2

Students work in

groups, choose any

topic from this book,

create a scenario,develop a dialogue,

and perform in the

class.

Students study the

Chinese tea

ceremony.

Study design theirown tea pot and

write a letter to an

advertising company

and ask them whether

they would use

the students work.

Students create a

KWL chart aboutlearning Chinese.

Students have a field

trip to China town in

New York City.

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Resources


Unit:12Fina

lReview

Daily conversation

drill

Classroom

participation

Homework

Quizzes

Test

Project



Speaking Practice


answers

Pairs and groups



Flash Cards

Text BookPictures

Writing Practice

Student WorkbookWriting activities

Picture Prompt


facilities

CD Player



Wu, W. and

Tsai, H. ,



Chinese for

Youth Level 1

StudentWorkbook


Audio CD Series


Modifications



ISIPs.



assistance.


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Course Name: Chinese II Academic / Honors

Grades: 9-12

BOE Approval Date: Summer 2008

Chinese II A/H

Chinese II Academic / Honors


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Chinese II Academic / HonorsCurriculum

Author: Hai-Lan Tsai

Course Description

Chinese II Academic is open to students who have completed middle school

Chinese (grades 7 and 8 with a B- or better) and students who passedChinese IA in high school. Chinese II Honors is open to students who have

the same qualifications and tested into the Chinese honors program. This

course represents the second phase of a sequential study level II to AP.

The goal of Chinese II A/H is to further develop student listening and

speaking skills. Also, students will continue to add grammar concepts to

facilitate better communication using verbal and written Chinese, with afocus on character writing.

As defined by the NJCCCS for World Languages 7.1 (communication) and

7.2 (culture), this level will emphasize the three modes of language

acquisition, which are: the Interpretive Mode (understanding and

interpretation of spoken or written communication), the Interpersonal Mode

(direct oral or written communication), and the Presentational Mode (spoken

and written communication for an audience).

The Academic class will have increased lesson time covering the basic

grammar concepts to facilitate speaking and writing. The Honors class will

feature more independent learning to expand the grammar concepts at a

faster pace. The examinations are different for Academic and Honorsstudents.


the Novice High proficiency level as defined by the ACTFL proficiency

Chinese II A/H

Chinese II A/H

L 1 Chi f Y th B k O


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Lesson 1: Chinese for Youth Book One

Essential

Questions

Description of

Unit




Lesson1:MySchool

W

hat are thedifferences between

American school

and Chinese school?

Where is yourschool?

Is your schoolclose to yourhouse?

Do you like yourschool? Why?

This lesson

describes a school

in the point of view

of an Americanexchange student

and a native

Chinese student. Italso introduces the

vocabularies and

key structures ofthe theme.

To identify locations To talk about the distance

between two objects

To talk about the schoolpopulation

To talk about Chinese class

To identify Beijinglandmarks on a map

Use / to describedistance

the concept of

The school grades: and

etc.

Use to estimate amount The difference between

and

The use of between anadjective and a noun

7.1 Communication

A 1,2,4,5,6

B 1,2,3,4,5

C 1,2

7.2 Culture

A 1,2,3,4B 1,2

C 1,2

Students will create

dialogues in which they:

Describe theelementary school,

middle school, and

high school locations,populations, and

Chinese classes.

Compare the schoolsdistance from home

Talk about a Chinesecity and its

landmarks on a map Describe a dream

school

Students will use multipleaudio and video activities as

the basis for conversation

Chinese II A/H

Chinese II A/H

Lesson One: My School


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Lesson One: My School

Assessment Materials List Technology References and Resources Pacing/Modifications

Lesson1:MySchool

class quiz of new

words

core activity student workbook reading

comprehension

worksheet laboratory

listening

comprehension -

quiz

laboratoryquestion / answer

- quiz

laboratorywriting

picture story

Textbook informationsee

References andResources

Online Maps of Chinaand the city of Beijing

Internet research ofnation and school

locations

Audio CD

InternetMicrosoft XP

Chinese character

CD player

Chinese for Youth RevisedEdition Level 2 Student

Book,W. Wu and H. Tsai,

The Far East Book Co., Ltd

2007

Chinese for Youth RevisedEdition Level 2 Workbook

W. Wu and H. Tsai,

The Far East Book Co., Ltd2007

Chinese for Youth RevisedEdition Level 2 Audio CDSeries

W. Wu and H. Tsai,


2007

Approximately 4 weekswill be required to

complete Lesson 1.

Modifications will vary

from year to year and

student to student.

Particular attention shouldbe paid to the studentsIndividual Educational

Plan (IEP).

Chinese II A/H

Chinese II A/H

Lesson 2: Riding School Bus to School


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Alignment to the

NJCCCS

Core Activities

Lesson

2:RidingSchoolBus

toSchool

What kind of

vehicles do you

like to ride on?

How do you go toschool every day?

What are theadvantages and

disadvantages of

driving versus ridingthe train to work?

This lesson

introduces various

transportationvehicles and the

individual riders

preferences amongthese vehicles.

It also introduces the

facilities on some

vehicles.

To identify vehicles To talk about riding

different vehicles

To describe the vehicles invarious ways, e.g. color,

module, speed, etc.

To talk about theadvantages anddisadvantages of certain

vehicles

To express transportationvehicle preferences

Use to questionthe vehicle chosen

the concept of verb + +adverb

Use pattern todescribe the color of a

vehicle

Use pattern Use pattern

7.1 Communication

A 1,2,4,5,6

B 1,2,3,4,5C 1,2,3

7.2 CultureA 1,2,3,4

B 1,2

C 1,2

Students will create

dialogues in which they:

Compare family carsin various ways

Talk about theeveryday school busride

Talk about howparents go to work

Describe personaldream cars

Students will use multiple

audio and video activities asthe basis for conversation.

Chinese II A/H

Chinese II A/H



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83


Assessment Materials List Technology References and Resources Pacing/Modifications

Le

sson2:RidingSchoo

lBustoSchool

class quiz of

new words

core activity student

workbook

readingcomprehensionworksheet

laboratorylistening

comprehension -

quiz

laboratoryquestion /

answer - quiz

laboratorywriting

picture story

Textbooks information seeReferences and

Resources

Authentic pictures ofvarious vehicles

Internet research ofChinese schooltransportation information

Audio CD

InternetMicrosoft XP

Chinese

CharacterCD player

Chinese for Youth RevisedEdition Level 2 Student

Book,W. Wu and H. Tsai,


2007

Chinese for Youth RevisedEdition Level 2 Workbook

W. Wu and H. Tsai,

The Far East Book Co., Ltd2007

Chinese for Youth RevisedEdition Level 2 Audio CDSeries

W. Wu and H. Tsai,


2007

Approximately 4 weeks willbe required to complete

Lesson 2.

Modifications will vary from

year to year and student to

student. Particular attention

should be paid to thestudents IndividualEducational Plan (IEP).

Chinese II A/H

Chinese II A/H

Lesson 3: My daily Routine


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84

y y



Alignment to the

NJCCCS

Core Activities

L

esson3:MydailyRo

utine

What is your dailyschedule?

What time doyou get up every

day?

What time of

day do you

play sports?

What do you doat night?

This lesson

introduces how to

tell time and parts of

the day. It alsointroduces a

students daily

schedule andextracurricular

activities. This

lesson talks aboutsports and related

activities.

To ask / tell time and partsof the day

To talk about dailyschedules

To identify sports To answer questions about

sports

To talk about someextracurricular activities

To tell the time and placeof a future appointment in

the

sequence

Use + adjectivetoexpress surprise

Use pattern Use / pattern

7.1 Communication

A 1,2,4,5,6

B 1,2,3,4,5

C 1,2,3

7.2 Culture

A 1,2,3,4B 1,2

C 1,2

Students will create dialogues

in which they:

Talk about their dailyschedules andextracurricular

activities Talk about their

favorite sports

Make a futureappointment tell the

time and place

Describe their personaldream daily schedule

Students will use multiple

audio and video activities asthe basis for conversation.

Chinese II A/H

Chinese II A/H

Lesson 3: My daily Routine


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85


Resources


Lesson3:Myda

ilyRoutine

class quiz ofnew words

core activity student

workbook

readingcomprehension

worksheet

laboratorylistening

comprehensio

n - quiz

laboratoryquestion /

answer - quiz

laboratorywriting

picture story

Textbooks information seeReferences and Resources

Student created real dailyschedule form

Student created dream dailyschedule form

Audio CD

Internet

Microsoft XP

Chinese CharacterCD player

Chinese for YouthRevised Edition Level 2Student Book,

W. Wu and H. Tsai,

The Far East Book Co.,Ltd

2007

Chinese for YouthRevised Edition Level 2Workbook W. Wu and H.

Tsai,

The Far East Book Co.,Ltd 2007

Chinese for YouthRevised Edition Level 2Audio CD

Series

W. Wu and H. Tsai,The Far East Book Co.,

Ltd 2007

Approximately 4 weeks willbe required to complete

Lesson 3.

Modifications will vary fromyear to year and student to

student. Particular attentionshould be paid to the

students IndividualEducational Plan (IEP).

Chinese II A/H

Chinese II A/H

Lesson 4: Todays Weather


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86


Unit



Alignment to the

NJCCCS

Core Activities

Lesson4:TodaysWea

ther

Is the summer weather in the US hotter than in

China?

How is todaysweather?

What istomorrowshighesttemperature?

Were you afraidof the heat orcold? Why?

This lesson

introducesweather types

and

temperatures.It also

compares the

weather indifferentplaces. It also

introduces

somenecessities for

different

weather

conditions, e.g.umbrellas,

raincoats, etc.

To identify weather types To describe weather types To talk about the daily

Documents

Chinese Curriculum 7-12