Indian Hill High School Mandarin Chinese I Curriculum

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Indian Hill High SchoolMandarin Chinese I CurriculumGrade Level(s): 9‐12ACTFL Standards for Foreign Language Learning – 5 C’sCOMMUNICATION : Communicate in Languages Other Than EnglishStandard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchangeopinionsStandard 1.2: Students understand and interpret written and spoken language on a variety of topicsStandard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.CULTURES : Gain Knowledge and Understanding of Other CulturesStandard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culturestudiedStandard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culturestudiedCONNECTIONS: Connect with Other Disciplines and Acquire InformationStandard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign languageStandard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreignlanguage and its culturesCOMPARISONS : Develop Insight into the Nature of Language and CultureStandard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied andtheir ownStandard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied andtheir own.COMMUNITIES : Participate in Multilingual Communities at Home & Around the WorldStandard 5.1: Students use the language both within and beyond the school settingStandard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment andenrichment.

Essentialunderstanding andskills1. Students canidentify majorproducts,traditional andmodern Chineseculture;Achievement andhidden me toChinaChinese Pin YinSystem2. Introduce self toothers usingculturallyappropriatelanguage and bodylanguage.3. Demonstrate thebasic knowledge ofChinese writingACTFLNationalStandardDoing research on China to establish a basicknowledge of China, Chinese history, its cultureand the importance of learning MandarinChinese1.2Talking about the civilization of China and thegeography of the countryVocabulary: greetings, introductions,nationality, names of the cities, etc.2.13.13.24.1.4.2Culture: the Chinese major inventions and theirinfluence on the American culture2. Studentsdemonstrate theunderstanding ofbasic ChinesePinyin system, anduse it as a guide toaccuratepronunciation;1. Demonstrateculturallyappropriatebehaviors in theclassroom;Observable Proficiencies/SkillsAssessments 9‐12Given a map, students will be able to locate China and itsmajor cities.Given the history timeline of China, Students should beable to demonstrate their understanding of thedevelopment of the Chinese history.Demonstrate their knowledge of the Chinese population,dialects, the development of Chinese history, and Chinesemajor inventions by completing the true or falsestatements.Given a list of questions, students will be able to doresearch on China and complete the questions.Mastering and recognizing Chinese Pin Yin, theChinese pronunciation system, itsCompare and contrast similarities and differencesbetween the Chinese culture and their own.Demonstrate their understanding of Chinese Pin Yin,which is the pronunciation system currently being used inChina, and the correctness in pronouncing “Pin Yin” andthe tones.Let’s IntroduceOurselvescomponents, (which includes 23 initials, 24vowels, 16 special sounds, 4 tones) and thewriting system1.1Comparing the Chinese writing system toEnglish2.1Using the appropriate vocabulary for greetings,introduction, asking one’s name, saying theirnames, and creating dialoguesAsking how someone is and saying how you areIntroducing people and saying where they arefromVocabulary: words and expressions of1.22.23.13.24.14.2Given a work sheet, Students listen and circle the correctsound and the right tone.Students read the Chinese characters and write theirmeanings.Students describe the development of the Chinese writingsystem.Students create and present simple conversations usingappropriate expressions to demonstrate their learningachievement.Students define the vocabulary correctly by matching thewords and their definitions.

system and itsevolutiongreetings, introduction, etc.Students greet each other and introduce themselves.Grammar: introducing the basic sentencestructuresAsk and answer where others are from – demonstrate anunderstanding of the Mandarin Chinese language worldInteract with others in scripted conversations (emotions,health and wellness)1. Demonstrate the Chinese numberunderstanding ofand Calendarsignificantmeanings ofChinese number;what numbers areconsider fortunateand what not; howChinese peopleavoid using thoseunlucky numbersas much as possiblein their daily life;2. Identify thesimilarities anddifferences of theChinese calendarvs. U.S. andChinese uniqueLunar Calendar1. Demonstratethe understandingof using theappropriate termsof address whenintroducingyourself to othersor getting to knowsomeone;2. Demonstrate theCounting and writing from one to one thousand1.1Identifying Chinese calendar, naming andwriting the days of the week, the 4 seasons andthe months1.2Asking and giving phone numbers2.2Solving the math problems in MandarinChinese3.1Vocabulary: numbers, the time of the day, date,the days of the week, seasons, telephonenumbers, addition, subtraction, multiplication,division, etc.2.13.24.14.2Grammar: creating questions and responses,basic sentence structures, etc.Students use the numbers correctly by solving the mathproblems.Students generate dialogues in pairs asking and givingphone numbers, asking and telling the days of the week,the dates and the time.Students identify vocabulary by matching correctly theMandarin Chinese characters and their definitions.Given the clock, Students recognize and tell the time inMandarin Chinese.Students identify and sequence a typical daily routine frommorning until bedtime on a school day and during theweekend, including grooming habits and time.Students pantomime in pairs their daily routine for eachother, and then describe their partner’s morning routine inthe target language.Vocabulary quiz by dictationGetting toKnow SomeoneMy BirthdayAsking information, such as name, age,birthday, including year of birth and identity ofsomeone1.1Introducing and describing themselves1.3Vocabulary: age, birthday, etc.2.1Grammar: pronouns, questions and the basicsentence structuresAsking someone’s birthday, and the zodiacsigns1.22.23.1Students create and present a dialogue in pairs asking forinformation of someone.Students demonstrate the writing skills by creating a shortparagraph about themselves using the appropriate wordsand expressions.Vocabulary quizStudents interview at least four classmates and find outtheir classmates’ birthdays and the zodiac signs.Students compare and contrast similarities and differences

understanding ofChinese zodiactradition;Role playing a birthday party3.2Vocabulary: names of the 12 animals in theChinese zodiac, food, gifts, etc.4.1Grammar: sentence patterns4.2Students demonstrate their knowledge of the Chinesezodiac and the connection to the animal symbols.Writing: Write a birthday invitation to a friend5.1Students role play a birthday party.Create a dialogue in pairs1.1Students create a birthday invitation to a friend.Culture:1.21. Compare and contrast the way thatChinese celebrate their birthdays2. Gain knowledge of the Chinesezodiac, Chinese traditionally use 12 animals in adefinite order to designate different years ofbirth3. Listing 12 animals in the Chinesezodiac, and telling its story1.3Students compose and present a dialogue of a birthdayparty.2.12.23.13.24.1Identifying objectsAsking who owns an object, if things belong tosomeone, etc.between the Chinese way of celebrating their birthdaysand their own, and share in the class.Vocabulary quizGiven pictures of objects, SWBAT identify them.Students will work and practice in pairs asking who ownsthe objects, if things belong to someone, etc.Students will generate dialogues to demonstrate theirlearning achievement.4.25.1Grammar: sentence structures: how to askquestions and respond1. Understand theculturalsignificance ofChinese traditionalholidays; Compareand contrast themwith U.S. holidays;2. Participate inschool or localChinesecommunityChinese Cultureand HolidaysWhere are Youfrom?Researching information about the Chineseculture, the Chinese holidays, Chinese NewYear, Chinese Moon Festival, Chinese Zodiac,Sun Zi Bing Fa and famous Tang Poet, Li Bai,etc. and analyzing their influence on theAmerican culture1.1Comparing and contrasting traditionalAmerican festivities to those in China2.2Expressing congratulations and gratitude forcelebrations; recognizing vocabulary for1.2Students demonstrate their knowledge of the Chineseculture and holidays by creating at least eight slides of aPowerPoint presentation.1.3Students will share in the class.2.1Students create and present dialogues talking about one’snationality.3.13.2Students write a personal profile using appropriate wordsand expressions.Given other people’s personal profiles, Students read and

Chinese Lunar NewYear Celebrations;parties, traditions and Chinese holidays4.1Talking about their nationalities4.2Asking and describing one’s language ability5.1answer the questionsReading comprehension: read other people’spersonal profilesListening comprehension: listen to somepersonal profiles and then answer questions1. Understand thetraditional Chinesefamily structure,and roles ofparents andchildren;2. Demonstrate theunderstanding ofhow familystructure havechanged in the past30 yeas3. Identify pros andcons of China’s“One Child Policy”4. IdentifyConfucian conceptsand practicesrelated to family;5. Compare howconcepts of familyare similar ordifferent in Chinaand the U.S.6. Discuss howMy FamilyGrammar:1.1 1.2Personal pronounsYes/no questions and answersSentence structuresVocabulary: names of the countries, theirlanguages, etc.1.32.12.2Writing: write a personal profile3.1Talking about their family members, theirrelationships, their occupations, age andhobbies3.2Talking about where they live4.2Talking about the difference between thetraditional Chinese families and the 21stcentury Chinese families4.1Given a list of questions, which someone will often hearpeople say when he/she visits China, Studentsdemonstrate their understanding of the questions bywriting the response in each situation.Vocabulary quizTest preparationStudents will work in pairs and talk about each other’sfamily members and their occupations. They will completea record sheet of their conversation.Students create and present a family tree including adetailed description of each family member, incorporatingpossessive adjectives to describe their relationships.AT conduct a survey in pairs by asking and answering thequestions.Students write a short paragraph describing their families.Project: show the photos of the familymembers and introduce them to theclassmatesVocabulary quiz – Given picture cards, Students recognizethem and write in Mandarin Chinese.Vocabulary: words and expressions about thefamily, professions, hobbies, etc.Students correctly create 5 sentences with the new wordslearned.Grammar: Using possessive adjectives withfamily members

Chinese familieslife style arechanging as a resultof moderneconomicdevelopment &newer generations’different familyperspective;Measure words “ge”, etc.Writing: write about their familiesCulture: Explain the traditional Chinese familyCompare and contrast the way thatChinese address their family members tothe American wayIdentifying/describing animals, expressingfeelings toward animalsStudents demonstrate their knowledge of pandas bywriting a one‐page report and presenting it in class.1. Identify thesimilarities anddifferences ofraising the pets athome in China andthe U.S.2. Identify thepopular sports andactivities forChinese people andhigh Schoolstudents;3. Analyze andreport thedifferences andoverlaps on thepopular sports ofthe two countries;4. Demonstrate theunderstanding ofthe range ofPets at HomeTalking and describing their pets1.1I Like SwimmingSearching information about giant pandas, andwriting a report1.2Grammar: numerals, measure words andantonymsVocabulary: supplementary words, living thingsaround usWriting: Write a short paragraph describingtheir petsWrite a family portrait1.32.12.23.13.24.14.2Talking about their favorite sports, the sportsthey like or dislikeAsking if someone likes sports, what sportshe/she likesCreating a short paragraph describing theStudents use the vocabulary learned and generate adialogue in pairs, practice and share in the class.Given picture cards of animals, Students identify and namethem correctly.With given information, Students write a short paragraphwith at least eight sentences to describe their pets, andshare in the class.Students write a family portrait describing their familymembers and their pets, and present in the class.Given picture cards, Students say correctly the name ofthe sportStudents will discuss with their partners about the sportsthey like or dislike, and share in the class.Students conduct a survey in the class by creating a list ofquestions and write down the answers.Students compose a short paragraph

popular extracurricular activitiesChinese studentsenjoy.1. Compare andcontrast dating andsocial interactionstyles for teenagersfrom China and inU.S.sports they likeVocabulary: like, dislike, names of the sports,etc.My FriendsGrammar: sentence structures, verbs, etc.1.1Students introduce their friends in groups.Introducing their friends to other people1.2Asking someone’s identity, the grade someoneis in, and responding to them1.3Students compose and present a short paragraph inMandarin Chinese to describe their friends utilizing theappropriate words and expressions.Talking about their friends2. Develop aChinese Pen-paland write to him/her on what theylike to do outsideof school;Talking about and comparing the schools inAmerica and in China and acquiring a basicknowledge of school life in ChinaResearching information about Confucius andhis influence on the culture of China and othercountriesUtilizing adjectives learned to describecorrectly the appearance of someone2.12.23.13.24.14.25.1Given pictures, students will demonstrate their languageskills to describe verbally the appearance of that person.Given a description of a missing person, Students make anidentity card.Students participate a competition to create an alien andgive his/her facial descriptions.Students write a letter to their new friends or pen palsusing appropriate words and expressions.Vocabulary quizVocabulary: words and expressions, adjectivesto describe people, school, school subjects, etc.1. Demonstrate theunderstanding ofculturalsignificance ofChinese foodculture, anddifferences on thedinning practicesand table mannersbetween U.S. andChina.2. Learn to cook aChinese dish;I am HungryGrammar:1.1Sentence structuresLetter writing techniquesHow to write an envelopeWriting:1.2Write a short paragraph to describetheir friendsWrite a letter to your new friendIdentifying and naming the list of food and thebeverage correctly2.12.23.13.24.14.2Given picture cards, Students name them correctly both inspoken and written Mandarin Chinese.Students will design heir lunch menus.Students interview their partners and ask his/her favoritefood and beverages. After the interview, find out what themost popular food and beverages are for the whole class.Students will create a short paragraph

Asking and describing their favorite food5.1Vocabulary: names of the food, beverages,breakfast, lunch, dinner, adjectives, such ashot, sweet, salty, sour, etc.Listing and explaining ingredients for makingdumplingsFood & drinksyou likeGrammar: adjectives, sentence structures1.1describing the food they like in Mandarin Chinese.Culture: demonstrating the skills of holding andusing the chopsticks1.2Students will create the recipe of dumplings, and illustratein groups.Writing:Proficiency-basedfinal assessment onstudentscommunicativeability to performan authentic reallife-like task usingthe target languageFinal Review2.12.2Chopstick competitionCreate a short paragraph describing thefood they likeWrite the recipe of dumplings3.1Given supermarket circulars, students will work in pairsand ask each other the names of the food.3.2Vocabulary quizIdentifying, naming and describing the fruits4.1Talking about the fruit they like or dislike4.2Given the pictures of fruit, Students name and write themcorrectly.Creating dialogues in pairsStudents will create a short paragraph describing the fruitthey like or dislike.Vocabulary: names of the fruit and adjectives ofcolors, taste, shape, etc.Class exercises and activitiesGrammar: sentence patterns – “prefer”Vocabularies quiz matching pictures of fruit and thenames.Students will have the study guide and work onthem in class for the final exam preparation.Students will demonstrate mastery of material learned inlistening, speaking, reading and writing in MandarinChinese.Students will write a paper describingthemselves, their families, hobbies, pets, etc.Final exam

Mandarin Chinese characters and their definitions. Given the clock, Students recognize and tell the time in Mandarin Chinese. Students identify and sequence a typical daily routine from morning until bedtime on a school day and during the weekend, including grooming habits and time.