Phase 1 unit planner Semester 1 (Quarter 2) · Phase 1 unit planner Semester 1 (Quarter 2) Unit title Personal and social life 个人和社会生活 Teacher(s) Ms. Lee Fun Nee & Mr

Fairview International School MYP Unit Planner 2012/2013

Phase 1 unit planner Semester 1 (Quarter 2)

Unit title Personal and social life 个人和社会生活

Teacher(s) Ms. Lee Fun Nee & Mr Almon

Subject and grade level Mandarin Language - (Beginner Phase 1)

Time frame and duration 8 weeks

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus

Which area of interaction will be our focus? Why have we chosen this?

Significant concept(s)

What are the big ideas? What do we want our students to retain for years into the future?

Health and social education Students can reflect an understanding of self, family and personal relations are inseparable

Awareness and understanding of : Ourselves in our local community –school

and health issues Understanding ourselves - emotions,

interpersonal skills

Reflection on: Ourselves in our local community - school

health & freedom issues

Making choices in terms of: Responsibility for ourselves understanding ourselves - emotions,

interpersonal skills

Culture and communication The importance of the family. The relationship between self, family and personal is inseparable.

MYP unit question

为什么家人对我们来说那么重要？

Why is family so important to us?


Assessment

What task(s) will allow students the opportunity to respond to the unit question?

What will constitute acceptable evidence of understanding? How will students show what they have understood?

Beginner （Phase 1）:

1）Summative Assessment (criterion C): Reading comprehension “我和我的家人”(200 – 300 字)

2）Summative Assessment (criterion D): Writing (100 – 150 字) Students to choose one from the topics below.

i) 我和我的家人

ii) 我的____________ （学生自选家人，如爸爸、妈妈、姐姐……）

iii) 我爱我的家人

Formative Assessment : (Criterion A,B,C,D)

Which specific MYP objectives will be addressed during this unit?

Beginner: Phase 1

A Oral communication

The student should be able to:

request and provide information in a limited range of everyday situations

use basic vocabulary accurately

B Visual interpretation


identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text

recognize basic visual conventions used in texts

C Reading comprehension


recognize basic aspects of format and style

understand and respond to simple written texts.

D Writing


use language appropriate to a very limited range of interpersonal and cultural contexts

understand and use basic language conventions accurately

Which MYP assessment criteria will be used?

Specify assessment tasks, their dates during the teaching weeks of the Unit and the assessment criteria addressed for each.

Criteria C: Reading comprehension—to measure the student’s ability to comprehend written text (week 5)

Criteria D: Writing—to measure the student’s development as a writer of the target language (week 6)


Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the

significant concept(s) for stage 1?

Specify what content will be taught; mention the teaching dates to cover the weeks of the Unit -

Beginner (Phase 1)

Topics:

1) 自我和家庭（两堂课）

2) 自我、家庭和个人的关系（两堂课）

3) 中华文化： 1. 春节传统习俗和唱新年歌

2. 春节活动 -剪纸、春联

4) i) 阅读理解：我的家庭

ii) Revision on Reading comprehension and language knowledge

5) i） Summative Assessment C – Reading comprehension

ii) 写作教学：说明文

6) i) Revision on essay writing skills and language knowledge

ii) Summative Assessment D – Writing

7) 汉语知识与语法：1. 实词（数词、量词、代词、形容词和名词）

2. 虚词（连词和助词）和部首

8) 中国文学： 1. 赏析春节诗歌 – 王安日《元日》

2. 阅读和理解新年故事 - 《年的故事》

Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Students will develop the skills of:-

Organisation

Self management - Organising learning materials under teacher guidance - Setting and reviewing goals termly

Time Management


- Using time effectively in class - Keeping to deadlines

Collaboration

Working in Groups - Understanding the role of each member in a group - Taking responsibility - Demonstrating teamwork

Accepting others - Respecting others’ points of views

Personal Challenges - Respecting cultural differences Information literacy

With guidance:

Accessing information - Researching from a variety of resources - Identifying primary and secondary resources

Selecting and organising information

Referencing - Bibliography - Understanding and respecting academic honesty Communication

Literacy - Developing reading, writing and oral skills

Being informed – Being aware of the variety of presentation tools

Informing others – Presenting information using word processing tool and other communication tools Thinking

Generating ideas

Planning – Using at least 2 graphic organizers

Inquiring - Questioning Reflection

Self Awareness - Seeking positive criticism - Reflecting on areas of perceived limitations

Transfer

Make connections- Use knowledge, understanding and skills across subjects to create solutions and in unfamiliar situations

Learning experiences

How will students know what is expected of them? Will they see examples, rubrics, templates?

How will students acquire the knowledge and practise the skills required? How will they practise applying these?

Do the students have enough prior knowledge? How will we know?

Specify learning experiences of each day as per lesson plans to cover the Unit

Teaching strategies

How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?

Specify teaching strategies of each day as per lesson plans to cover the Unit


Week 1 Lesson 1 & 2

Beginner (Phase 1):

“自我和家庭”

ATL: Organisation Time Management - Using time effectively in class - Keeping to deadlines

Communication Literacy - Applying reading, writing and

oral skills to accomplish different tasks

Learner Profile:

Communicators

Language Objective

A Oral communication The student should be able to: • request and provide information in a limited range of everyday situations • use basic vocabulary accurately D Writing The student should be able to: • use language appropriate to a very limited range of interpersonal and cultural contexts • understand and use basic language conventions accurately

1）学生朗读词语。

2）学生理解生字新词的意义和读音。

3）学生进行生字新词书写练习。

4）作业：学生制作“家庭树”。

5) 学生在课堂展示并介绍所制作的“家

庭树”。

6）学生根据教师所给的句型，仿造及回

答问题。

7）学生两人一组进行会话，透过发问激

发思考。

8）语法点：叫、是、的、有、几、谁、

口、哪里、哪国、住在、上、喜欢、

Week 1 Lesson 1 & 2

Beginner (Phase 1):

“自我和家庭”

ATL: Organisation Time Management - Using time effectively in class - Keeping to deadlines

Communication Literacy - Applying reading, writing and oral skills

to accomplish different tasks

Learner Profile:

Communicators

Language Objective


1) 教师展示简报（power point presentation)

指导学生如何自我介绍。

2) 教师解释词语如：姓名、叫、是、今年、

岁、上、年级、住在、哪里、哪国、电话、号

码、家、有、口、人、爸爸、妈妈、姐姐、哥

哥、弟弟、妹妹、喜欢、爱

3) 书写：教师讲解汉字的笔画及如何记算，然

后点名学生写汉字并纠正。

4）教师指导学生制作“家庭树”(作业)。

5) 教师教导以下句型，并引导学生仿造及回

答：

你叫什么名字？

你今年几岁？


爱、电话、号码、什么

9）其他同学可以发问。

10）学生填写反思表，提出对此课题的

看法。

*学生须另学习基本的汉语知识，包括汉

语拼音（声母和韵母）、声调、基本笔

画（横、竖、撇、捺、点、提、横折、

竖钩等）。

你上几年级？

你在哪里读书？

你住在哪里？

你是哪国人？

你家有几口人？

你家有谁？

你家的电话号码是什么？

6) 学生两人一组根据上述问题进行会话。鼓励

学生发问，激发学生的思考。

7) 教师引导学生做出反思以及积极提出看法。

另：教师须教授基本的汉语知识，包括汉语拼

音（声母和韵母）、声调、基本笔画（横、竖、

撇、捺、点、提、横折、竖钩等）。

1）教师准备一篇有关中国地理（备有汉语拼

音）的短文。

2）教师简述短文主题。

3）教师引导学生阅读短文。

Week 2 Lesson 1 & 2

Beginner (Phase 1):

“自我、家庭和个人的关系”

ATL: Reflection Self Awareness - Reflecting on areas of perceived limitations Collaboration Personal Challenges - Respecting cultural differences

Learner Profile:

Caring

Language Objective

B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in

Week 2 Lesson 1 & 2

Beginner (Phase 1):

“自我、家庭和个人的关系”

ATL: Reflection Self Awareness - Reflecting on areas of perceived limitations Collaboration Personal Challenges - Respecting cultural differences

Learner Profile:

Caring

Language Objective

B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in texts


texts

C Reading comprehension The student should be able to: • recognize basic aspects of format and style • understand and respond to simple written texts.

1）学生朗读词语。


3）学生进行生字新词书写练习。

4）学生通过认字游戏，加强对所学过的

生字新词的记忆。

5) 学生朗读一篇有关我的家人的短文。


7）学生在本子上进行生字新词书写练

习。

8) 学生根据教师的指导仿造句子。

我有很多亲戚。

我们一家人关系良好，家庭和

谐。

爸爸赚钱养家。

妈妈在家照顾我们。

父母给我们无私的爱。

父母辛苦养育我们，我们要孝

顺父母。

9) 教师纠正学生所朗读的词或造句的语

音语调。

10) 教师鼓励学生发问，激发学生的思

考。

11) 教师引导学生做出反思以及积极提

出看法。

C Reading comprehension The student should be able to: • recognize basic aspects of format and style • understand and respond to simple written texts.

1）教师展示简报（power point presentation),

介绍自家亲属的辈份称呼。

2) 教师解释词语如：

奶奶、爷爷、外公、外婆、伯伯、叔叔、

姑姑、舅舅、姨姨

亲戚、亲情、爱护、孝顺、赚钱、照顾、

养育、互相帮忙、愉快、听话、报答、

疼、相处、养育之恩、功课、家庭主妇、

教师、家务

3) 认字游戏。教师点名两位同学进行认字比

赛。谁能准确读出教师所出示的 flash卡为胜

方，并能继续参加下一轮的比赛。输者淘汰。

4) 教师准备一篇有关我的家人（备有汉语拼

音）的短文。

5) 教师简述短文主题。

6) 教师指导学生阅读短文。

7) 教师解释词语：父母、亲戚、亲情、爱护、

孝顺、赚钱、照顾、辛苦、养育之恩、互相帮

忙、愉快、听话、报答、疼、相处、功课、家庭

主妇、教师、家务

8) 书写：教师讲解生字的笔顺。可点名学生写

汉字并纠正。

9) 教师教导以下句型，并指导学生仿造。

我有很多亲戚。

我们一家人相处的十分愉快。

爸爸赚钱养家。

妈妈在家照顾我们。

我们要报答父母的养育之恩。

父母辛苦养育我们，我们要孝顺父

母。

10) 教师纠正学生所朗读的词或造句的语音语

调。

11) 教师鼓励学生发问，激发学生的思考。

12) 教师引导学生做出反思以及积极提出看法。


Week 3 Lesson 1

Beginner (Phase 1):

文化课题:“ 春节传统习俗和唱新年

歌”

ATL: Thinking Inquiring - Questioning and challenging

information and arguments; developing guiding questions

Collaboration Accepting others - Respecting others’ points of views Personal Challenges - Respecting cultural differences

Learner Profile:

Open-minded

Inquirers

Language Objective

A Oral communication The student should be able to: • request and provide information in a limited range of everyday situations B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text D Writing The student should be able to: • use language appropriate to a very limited range of interpersonal and cultural contexts

1）学生须尝试明白春节短片的内容。

2）学生与老师交流，提出对春节的看

法，或提出疑问，以便对春节有更深的

了解。

制作海报：

3）学生分组制作春节海报，将春节的传

统文化与习俗、春节的食物、春节的禁

忌等课题写及画在卡片上。

小组呈现：

Week 3 Lesson 1

Beginner (Phase 1):

文化课题:“ 春节传统习俗和唱新年歌”




Learner Profile:

Open-minded

Inquirers

Language Objective

A Oral communication The student should be able to: • request and provide information in a limited range of everyday situations B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text D Writing The student should be able to: • use language appropriate to a very limited range of interpersonal and cultural contexts

1）教师播放有关春节的短片。

2）教师讲解春节的传统文化与习俗（红包或压

岁钱、团圆饭、守年夜、祝贺词）、春节的食

物、春节的禁忌等课题。

制作海报：

3）教师指导学生分组制作春节海报，将春节的

传统文化与习俗、春节的食物、春节的禁忌等课

题写及画在卡片上。

小组呈现：


4）各组呈现春节的传统文化与习俗、春

节的食物、春节的禁忌等课题。

5）其他组学生可发问或提出看法。

6）学生唱新年歌。

反思：

7）学生填写反思表，提出对此学习：春

节的传统文化与习俗的看法与感想。

4）各组呈现春节的传统文化与习俗、春节的食

物、春节的禁忌等课题。

5）其他组学生可发问或提出看法。

6）教师指导学生唱新年歌。

反思：

7）学生填写反思表，提出对此学习：春节的传

统文化与习俗的看法与感想。

Week 3 Lesson 2

Beginner (Phase 1):

文化课题:“ 春节活动 -剪纸、春联”




Learner Profile:

Open-minded

Inquirers

Language Objective

A Oral communication The student should be able to: • use basic vocabulary accurately B Visual interpretation The student should be able to: • recognize basic visual conventions used in texts D Writing The student should be able to: • understand and use basic language conventions accurately

1）学生习写春联：福、春、新年快乐或

新年进步等。

Week 3 Lesson 2

Beginner (Phase 1):

文化课题:“ 春节活动 -剪纸、春联”




Learner Profile:

Open-minded

Inquirers

Language Objective

A Oral communication The student should be able to: • use basic vocabulary accurately B Visual interpretation The student should be able to: • recognize basic visual conventions used in texts D Writing The student should be able to: • understand and use basic language conventions accurately

1）教师指导学生习写春联：福、春、新年快乐

或新年进步等。


2) 春节活动：挥春比赛

作品展示：

3）学生将作品张贴/展示在布告栏。

4) 其他学生可发问或提出看法。

反思：

5）学生填写反思表，提出对此活动：春

联比赛的建议和感想。透过反思，学生

也思考如何提高青少年对写春联的兴

趣。

另：若时间许可，学生学习剪纸。

2) 春节活动：挥春比赛

作品展示：

3）学生将作品张贴/展示在布告栏。

4) 教师鼓励学生发问或提出看法。

反思：

5）学生填写反思表，提出对此活动：春联比赛

的建议和感想。透过反思，学生也思考如何提高

青少年对写春联的兴趣。

另：若时间许可，教师可指导学生剪纸。

Week 4 Lesson 1 & 2

Beginner (Phase 1):

1. 阅读理解：我的家庭 2. Revision on Reading comprehension and language knowledge ATL: Organisation Self management - Organising learning

materials independently Information literacy Accessing information - Researching from a variety of resources

Learner Profile:

Inquirers

Thinkers

Language Objective

C Reading comprehension The student should be able to: • recognize basic aspects of format and style • understand and respond to simple written texts. D Writing The student should be able to: • use language appropriate to a very limited range of interpersonal and cultural contexts • understand and use basic language conventions accurately

Week 4 Lesson 1 & 2

Beginner (Phase 1):

1. 阅读理解：我的家庭 2. Revision on Reading comprehension and language knowledge

ATL: Organisation Self management - Organising learning materials

independently Information literacy Accessing information - Researching from a variety of resources

Learner Profile:

Inquirers

Thinkers

Language Objective



1）学生了解评估标准及要求。

2）学生进行阅读理解及回答问题。



4）学生做出反思以及积极提出看法。

1）教师准备“我的家庭”（备有汉语拼音）的

短文。

2）教师指导学生进行阅读理解及答题技巧。

3）教师讲解评估标准及要求。

4）教师诠释题目的主题以及说明题目的要求。

5）认字游戏。教师点名两位同学进行认字比



6）教师引导学生做出反思以及积极提出看法。

Week 5 Lesson 1 & 2

Beginner (Phase 1):

1. Summative Assessment C – Reading comprhension

2. 写作教学：说明文

ATL: Collaboration Working in Groups- Deciding their own

responsibilities

Transfer Make connections - Use knowledge,

understanding and skills across subjects to create solutions and in unfamiliar situations

Learner Profile:

Knowledgeable

Open-minded

Language Objective


Week 5 Lesson 1 & 2

Beginner (Phase 1):

1. Summative Assessment C – Reading comprhension


ATL: Collaboration Working in Groups- Deciding their own

responsibilities

Transfer Make connections - Use knowledge,

understanding and skills across subjects to create solutions and in unfamiliar situations

Learner Profile:

Knowledgeable

Open-minded

Language Objective




“说明文”的写作技巧

1）学生在学习单上记录上写作的步骤。

2）学生学习写一篇字数 100-150字的

“说明文 – 我的家人”。

3）学生运用思维技能，如 De Bono 的

“六顶思考帽子” 积极发问及思考，并

将相关资料记录在本子上。



“说明文”的写作技巧

1）教师简介文章的格式。

2）教师说明写作的步骤。

3）教师举例讲解“说明文”的写作技巧。

4）教师提供题目“我的家人”，引导学生学习

书写“说明文”。

5）教师鼓励学生运用思维技能，如 De Bono 的

“六顶思考帽子”筛选相关资料。


Week 6 Lesson 1 & 2

Beginner (Phase 1):

1. Revision on essay writing skills and language knowledge ATL: Thinking Planning – Selecting appropriate graphic

organizers

Organisation Self management - Organising learning materials under teacher guidance

Learner Profile:

Thinkers

Principled

Language Objective

A Oral communication The student should be able to: • request and provide information in a limited range of everyday situations • use basic vocabulary accurately B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in texts

Week 6 Lesson 1 & 2

Beginner (Phase 1):

1. Revision on essay writing skills and language knowledge ATL: Thinking Planning – Selecting appropriate graphic

organizers

Organisation Self management - Organising learning materials under teacher guidance

Learner Profile:

Thinkers

Principled

Language Objective

A Oral communication The student should be able to: • request and provide information in a limited range of everyday situations • use basic vocabulary accurately B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in texts


D Writing The student should be able to: • use language appropriate to a very limited range of interpersonal and cultural contexts • understand and use basic language conventions accurately

1. Revision on essay writing skills and language knowledge

1）学生朗读作文内容“我的家人”。

2）学生进行订正。




2. Summative Assessment (criterion D): Writing (100 – 150 字) Students to choose one from the topics below.


ii) 我的____________ （学生自

选家人，如爸爸、妈妈、姐姐……）


D Writing The student should be able to: • use language appropriate to a very limited range of interpersonal and cultural contexts • understand and use basic language conventions accurately

1. Revision on essay writing skills and language knowledge

1）教师讲解评估标准及要求。

2）教师点名学生朗读上一堂课所写的作文内容

“我的家人”。

3）学生呈现时，教师纠正学生的语音语调。

4）教师纠正错处（如用词不当、句子的结构

等）。

5）认字游戏。教师点名两位同学进行认字比



6）教师鼓励学生发问，激发学生的思考。


2. Summative Assessment (criterion D): Writing (100 – 150 字) Students to choose one from the topics below.


ii) 我的____________ （学生自选家人，

如爸爸、妈妈、姐姐……）


Week 7 Lesson 1 & 2

Beginner (Phase 1):

汉语知识与语法：

1. 实词（数词、量词、代词、形容词

和名词） 2. 虚词（连词和助词）和部首 ATL: Thinking Inquiring - Questioning and challenging


Week 7 Lesson 1 & 2

Beginner (Phase 1):

汉语知识与语法：

1. 实词（数词、量词、代词、形容词和名

词） 2. 虚词（连词和助词）和部首 ATL: Thinking Inquiring - Questioning and challenging



Reflection Self Awareness - Reflecting on areas of perceived limitations

Learner Profile:

Reflective

Thinkers

Language Objective


1. 实词（数词、量词、代词、形容词

和名词）

1）学生从文章“我的家庭”内容中找出

实词。

2）学生根据所找出的实词仿造句子。

3）学生朗读所造的句子。



1）学生从文章“我的家庭”内容中找出

虚词，并辨别其部首。

2）学生根据所找出的虚词仿造句子。

3）学生朗读所造的句子。



Reflection Self Awareness - Reflecting on areas of perceived limitations

Learner Profile:

Reflective

Thinkers

Language Objective


1. 实词（数词、量词、代词、形容词和名

词）

1）根据第四周所给的短文“我的家庭”，教师

指导学生从文章内容中找出实词。

2）教师指导学生根据所找出的实词仿造句子。

3）教师点名学生朗读所造的句子，并纠正错处

（如用词不当、句子的结构等）。


1）根据第四周所给的短文“我的家庭”，教师

指导学生从文章内容中找出虚词, 并辨别其部

首。

2）教师指导学生根据所找出的虚词仿造句子。

3）教师点名学生朗读所造的句子，并纠正错处

（如用词不当、句子的结构等）。

4）朗读时，教师纠正学生的语音语调。

5）教师鼓励学生发问，激发学生的思考。



Week 8 Lesson 1 & 2

Beginner (Phase 1):

“赏析春节诗歌 – 王安日《元日》、

唱新年歌”

“阅读和理解新年故事 - 《年的故

事》”

ATL: Communication Literacy - Developing reading, writing and

oral skills Thinking Applying knowledge and concepts -

Logical progression of arguments

Learner Profile:

Thinkers

knowledgeable

Language Objective

B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in texts C Reading comprehension The student should be able to: • recognize basic aspects of format and style • understand and respond to simple written texts

1）学生朗读和聆听教师讲解及赏析春节

诗歌 - 王安日《元日》、《年的故

事》。


3）学生在本子上进行生字新词书写练

习。

4）学生唱新年歌。

5）学生理解新年歌的内容。

Week 8 Lesson 1 & 2

Beginner (Phase 1):

“赏析春节诗歌 – 王安日《元日》、唱新年

歌”

“阅读和理解新年故事 - 《年的故事》”

ATL: Communication Literacy - Developing reading, writing and oral

skills Thinking Applying knowledge and concepts - Logical

progression of arguments

Learner Profile:

Thinkers

knowledgeable

Language Objective

B Visual interpretation The student should be able to: • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in texts C Reading comprehension The student should be able to: • recognize basic aspects of format and style • understand and respond to simple written texts

1）教师介绍赏析春节诗歌 – 王安日《元

日》、http://www.youtube.com/watch?v=_BPqhg1QCuY 《年的故事》http://www.ewstudy.com/newyear/cjqy/2008/01/2008-01-0711631.html 2）教师准备“年的故事”供学生阅读。教师讲

解新词生字，并指导学生朗读。

3）书写：教师讲解生字的笔顺。可点名学生写


6）学生可提问或提出看法：

如何发扬传统习俗；

比较西方的“新年”。

反思：

7）学生填写反思表，针对如何发扬传统

习俗提出建议与看法。

汉字并纠正。

4) 教师指导学生唱新年歌。

5）教师解释新年歌的内容。

6）教师纠正学生的语音语调。

7）教师鼓励其他学生思考，并提出看法:

如何发扬传统习俗；

比较西方的“新年”。

反思：

8）学生填写反思表，针对如何发扬传统习俗提

出建议与看法。

Resources What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?

Resources: 1) Some current Newspaper cuttings related to environment and travel issues in the community and the world

2) Projector

3) Screen on wall

4) Books and magazines in the library

5) Mahjung papers, manila card and colour pens

6) Computers and laptops to do the research on the Internet.

7) Task sheet and rubrics of power point presentation

8) Learners feedback form

9) Chinese Make Easy (K1 & 2) Textbook & workbook

10) Suitable websites for research/reference:

人民教育出版社 http://www.pep.com.cn/czls/xs/lszs/201101/t20110111_1014409.htm

春节送福（挥春）http://www.youtube.com/watch?v=WnbwlLRIRIg

春节的禁忌 http://www.xywq.com/jieri/files/f-21/jinji-37.htm

王安石《元日》http://www.youtube.com/watch?v=AfB4ze_lBa0

《年的故事》http://www.youtube.com/watch?v=uhfHcJSNhYU&feature=related

英语学习网 http://www.ewstudy.com/newyear/cjqy/2008/01/2008-01-0711631.html

文学城：与春节食品习俗相关的英语词汇荟萃 http://bbs.wenxuecity.com/mysj/42322.html

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachers

http://www.youtube.com/watch?v=uhfHcJSNhYU&feature=related

http://www.ewstudy.com/newyear/cjqy/2008/01/2008-01-0711631.html


What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?

What inquiries arose during the learning? What, if any, extension activities arose?

How did we reflect—both on the unit and on our own learning?

Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated

action?

Possible connections

How successful was the collaboration with other teachers within my subject group and from other subject groups?

What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment

Were students able to demonstrate their learning?

How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?

Data collection

How did we decide on the data to collect? Was it useful?

Figure 12

MYP unit planner

Documents

Phase 1 unit planner Semester 1 (Quarter 2) · Phase 1 unit planner Semester 1 (Quarter 2) Unit title Personal and social life 个人和社会生活 Teacher(s) Ms. Lee Fun Nee & Mr