Wayne RESA
OS/MAISA > Grade 10 > World Languages > Chinese Level 2 (OS/MAISA)
Curriculum, OS/MAISA 
Course Description:
Unit
Overarching Questions and Enduring Understandings
Graphic Organizer
Unit Abstract
Unit Level Standards
Essential Questions
Content (Key Concepts)
Unit Assessment Tasks
Skills (Intellectual Processes)
Lesson Plan Sequence
Resources
XRefreshing My Memory of China and Chinese Language
(Week 1, 6 Weeks)

Why should I study Chinese?


In this unit of study, students assess their knowledge and understanding of important aspects of China and Chinese Language. Students refresh their knowledge of Chinese geography, majority and minority populations, influential people, important national symbols, and their significance to China and its people. They also refresh their use of pinyin and Chinese characters as well as their ability to communicate about themselves, their family, time, interests, and friends. Students identify new areas of interest about China and Chinese language that they will explore throughout the year.



1. What do you remember about China and Chinese language?
2. What new information do you want to know about China and
Chinese language?


  • language: pinyin, characters, tones, sentence structure
  • refresh memory of China geography, population, national symbols, and important people

Sample Performance Assessments

 

1. Locate and label China, oceans and seas on its borders, major rivers and its neighbors, major cities when given a blank world map (2.2.N.G.a, 2.2.N.G.b, 2.2.N.G.c, 3.1.N.a).
2. Identify national symbols of China and influential people in Chinese history describe in English their significance to China and its people (2.1.N.H.b, 2.2.N.C.b, 3.2.N.a).
3. Introduce and describe yourself, a family member and/or friend (include name, age, birthday, phone number, nationality) (1.1.N.SL.a, 1.1.N.SL.b, 1.3.N.S.b, 5.2.N.a).
4. Listen to samples of characters and identify the pinyin and tones that you hear (4.2.N.d).
5. Write a short paragraph in Chinese to describe an event that happened during the vacation (1.1.N.RW.a).
6. Describe a day in your life including the time of your activities and a description of the activities (1.1.N.SL.h, 2.1.N.F.d, 5.2.N.a).


Identifying

Describing
Inquiring


 

Recommended (not required) Resources

 

Teacher Resource
Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 1-164.


XUnit 2: Unique Features of Studying Chinese
(Week 7, 7 Weeks)

What makes Chinese unique?


In this unit of study, students learn about the features of language and culture that make Chinese unique. They learn how the Chinese writing system evolved using simplified and traditional characters. Students learn how to distinguish radicals, to understand their root meaning and how radicals help students use a Chinese dictionary. Students also explore the role of calligraphy in Chinese art, language and culture. Furthermore, students recognize how Chinese and Americans interpret the concept of humility. In addition, students learn to compare study habits of high school students in the USA and China.



1. How did Chinese writing system evolve into the current system of simplified and traditional characters?
2. How are Chinese radicals used for lexical recognition and dictionary use?
3. What is the role of calligraphy in Chinese art, language and culture?
4. How do American versus Chinese students interpret humility?
5. How do Chinese and American educators compare the concept of student learning and good habits?


Concepts of humility
a. How do American students and Chinese interpret “high maintenance” behavior?
b. Compliments: humility and honest feedback
c. What is Virtue: Humility
d. “Being humble is a great virtue”
e. “Humility brings progress”
f. Nali nail role in conversation
6 forms of creating Chinese characters – liu shu
describe time in sequence: ordinal numbers
formation of Chinese characters


Sample Performance Assessments

 

1. Send a classmate a note or email reminding him/her of a coming exam (1.1.N.RW.a, 1.1.N.RW.b).
2. Role play a compliment given and a culturally appropriate response (1.1.N.SL.j,1.1.N.SL.k).
3. Describe the elements of a traditional Chinese picture/poem. Include the essence of the figurative
meaning represented by the picture (1.2.N.R.b).
4. Compare Chinese character in traditional and simplified form (4.1).
5. Identify basic Chinese radicals from a list of characters.
6. Create Chinese calligraphy (2.2.N.C.a).


Describing
Comparing


 

Recommended (not required) Resources

 

Teacher Resource
Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005.
Lessons 7 - 8, pp. 165 - 189.


XUnit 3: School Life
(Week 14, 7 Weeks)

What is the value of education in China?


In this unit of study, students learn about school life in China including the role of teachers and student leaders. They compare Chinese and American parents’ expectations of their high school students. Students also learn about and communicate about school routines and personal responsibilities such as, study habits, high school schedules, extracurricular activities, movement of teachers from class to class, graduation requirements, and preparation for the national high-stakes exams.



1. What are the educational responsibilities of secondary students?
2. What influence does the national exam have on a student’s life?
3. How does the national exam in China and the ACT/SAT in the
USA compare?
4. How does your school compare to a school in China?
a. Virtue: Respect the teacher
5. What is the role of student leaders?


  • adverbs: jiu, cai
  • chinese characters
  • confucius – You jiao wu lei, yin cai, shi jiao
  • descriptive compliments: tai, zhen
  • grammar:
  • particles =V + particles (de) + Adv
  • V + object + V + particles (de) + Adv
  • no favoritism - There should be no favoritism. Every individual should be taught according to
  • individual needs. You teach all students, not just those who you want.
  • ordinal numbers
  • steps of learning: preview, study, review
  • verbs: learn, understand, teach, write, read, report
  • view of education
  • vocabulary; school objects, test talk

Sample Performance Assessments

 

1. Write a journal describing a school day (1.1.N.RW.h).
2. Write a letter/email to a pen-pal/key-pal describing how they feel about learning Chinese (1.1.N.RW.k).
3. Describe orally the routines you follow each day. Include a description of daily activities, and comments about your classes and school life (1.1.N.SL.h, 1.1.N.SL.j, 1.1.N.SL.k).
4. Complete your school planner in Chinese including a daily schedule (1.1.N.RW.h).
5. Describe a day of a student’s life including daily routines (1.3.N.S.b).
6. Create a T-chart comparing American and Chinese schools (English/Chinese) (4.2.N.a).
7. Write about the testing system in the USA and China and their influence on a student’s life (English) (2.2.N.E.a, 4.2.N.a).
8. Discuss the testing system in the USA and China and their influence on a student’s life (English) (2.2.N.E.a, 4.2.N.a).


Describing

Comparing

Inquiring




Recommended (not required) Resources

 

Teacher Resource

  • Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005.
  • Lesson 8, pp. 190 - 213.
  • Chinese Link Elementary Chinese. Prentiss Hall. pp 55 – 57.

XUnit 4: Shopping
(Week 21, 6 Weeks)

What are shopping practices in China?


In this unit of study, students learn about the art of shopping in China. Students describe items and negotiate prices. They learn to buy, return and exchange merchandise. They compare Chinese and American shopping products and practices as well as the buying power of Chinese and USA currency.



1. What is Chinese currency and how does it compare to the US
dollar in buying power?
2. How is the role of bartering/haggling in Chinese culture?
3. How do I use Chinese to select, buy, return, and exchange
merchandise?


  • comparisons and superlatives – good, better, best
  • kele/coke, yinyue/music, yao/love
  • poyinzi – when pronunication changes the meaning changes for the same character
  • verbs: auxillary verbs
  • Would like to …xiang
  • Want to …yao
  • vocabulary:
  • Clothing: modern and traditional attire
  • Food: general food items
  • Colors: purple, green, blue, white, black, pink, orange, grey, red
  • Counting words: jian, tiao, shuang, ding
  • Currency
  • No sales tax
  • No tipping
  • Service fee (Taiwan)

Sample Performance Assessments

 

1. Create a shopping list and price list in Chinese (1.1.N.RW.i).
2. Orally describe what you are wearing. Include color, size and price (1.3.N.S.b).
3. Describe a picture of an outfit worn by a celebrity in writing (1.1.N.RW.i).
4. Given a store advertisement, identify the actual cost of a sale item (1.2.N.R.b).
5. In a group, create a store, name the store, define list of merchandise/inventory, prices for each
item (1.1.N.SL.i, 2.1.N.F.c, 2.2.N.F.a).

6. Participate in a shopping day, using a list of items, a budget (1.1.N.SL.a
1.1.N.SL.c, 2.2.N.E.c, 4.1.N.a).
7. Listen to a dialogue about shopping and answer comprehension questions (1.2.N.L.b, 3.2.N.a).
8. Compare shopping practices in the USA and China (i.e. Discuss where can you barter and where
is it not appropriate. (4.1.N.a )
9. Negotiate the price of an item you want to purchase (1.1.N.SL.i).


Comparing
Describing


 

Recommended (not required) Resources

 

Teacher Resource

  • Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005.
  • Lesson 9, pp. 214 - 234.
  • Chinese Link Elementary Chinese. Prentice Hall. pp 203 – 226.
  • Learn Chinese with Me Book 2. People’s Education Press. Unit 5, pp. 172 – 211.

XUnit 5: Weather
(Week 27, 6 Weeks)

How does weather affect life in China?


In this unit of study, students learn to describe weather in different seasons in Chinese. They listen to a weather report and make decisions about which activities and clothing are appropriate given the forecast. Students identify indigenous seasonal products grown in China and how these products influence the Chinese diet. They are able to compare weather and seasons in major cities of the world.



1. How is weather described?
2. How does weather affect lifestyle?
3. How does weather influence eating habits (scarcity and abundance)?


  • Comparisons and superlatives- good, better, best
  • Describe time in sequence: ordinal numbers
  • Grammar:
  • Particles= Bu + V + particle (le)
  • Particle= V + particle (le)
  • Don’t use AND (he). Use of connectors to connect sentences
  • Phrase: Both… and with adjectives/adverb you…you…
  • No only…but also budan…erqie
  • Pronunciation of characters determines meanings- he/huo, hao/(3)/hao(4)
  • Temperature systems: Celsius, Fahrenheit
  • Time expressions: before, after, during
  • Verbs : Future tense (hui + verb)
  • Auxillary verbs
  • Would like to…xiang
  • Want to…yao
  • Can do/will do…hui
  • Vocabulary: you, zai, bi

Sample Performance Assessments

 

1. Describe weather during different seasons (1.1.N.SL.b).
2. Describe your favorite season (1.1.N.SL.k).
3. Compare weather from town to town in writing (2.2.N.G.d).
4. Describe for a friend what you are going to wear for different activities according to the weather report (1.1.N.SL.b).
5. Concept of rain: How many ways can we describe rain? (4.1.N.a)
6. Listen to Chinese weather report and create a graph of weather (1.2.N.L.c).
7. Using the data from weather forecast, compare the 7-day weather forecast in two major cities. Share information with a classmate (1.1.N.RW.b, 1.2.N.L.c, 1.3.N.S.c).
8. Create a visual to identify/label seasonal products in China (map, T-chart, graphic organizer, poster) (1.3.N.W.a, 2.2.N.F.b).
9. Given characters, give different pronunciation for different meanings (4.1.N.d)


Describing
Inquiring


 

Recommended (not required) Resources

 

Teacher Resource

  • Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005.
  • Lesson 10, pp. 235 - 256.
  • Chinese Link Elementary Chinese. Prentiss Hall. pp 227 – 292.
  • Learn Chinese with Me Book 1. People’s Education Press. pp. 125 – 135.

XUnit 6: Travel and Transportation
(Week 33, 5 Weeks)

How does transportation affect life in China?


In this unit of study, students identify various modes of public transportation used in Chinese daily life and for vacations. They learn to read a schedule and make plans to travel from one location to another. Students compare the use of public transportation in USA and China. Students explore how families in both countries plan vacations. In addition they learn to offer holiday greetings and express personal gratitude for help received from others while traveling.



1. What is the role of public transportation in daily life?
2. What is the role of public transportation for travelers?
3. How do I travel from one point to another?
4. How do Chinese spend their vacation/”Golden Week”?


  • Choices using or haishi/huozhe
  • Every Mei…dou
  • Express emotions - nervous, embarrassed, happy, troubled, worried, polite
  • Grammar
  • Topic-comment sentence/word order
  • Had better: Haishi…ba
  • Modes of transportation: car, bus, train, subway, taxi, airplane, boat, bike, moped, motorcycle,
  • walking, community transportation
  • Sequence words: First, then, finally/xian, ranhou, zuihou
  • Verb- hua (to spend time/money)
  • da (1) jichengche-To take a taxi (Taiwan)
  • da (3) di/chuzuche-To take a taxi (China)

Sample Performance Assessments

 

1. Ask for and give directions from one point to another orally (1.1.N.SL.i).
2. Write a thank you note or email to express gratitude after receiving a kindness or gift (1.1.N.RW.k).
3. Using a train schedule, plan a trip orally and in writing from one point to another (1.1.N.RW.i).
4. Plan a trip to China and present it to the class. Select an area to visit, itinerary, clothing to match the weather, transportation possibilities, side trips to a variety of areas, and a budget. Compete a shopping list of souvenirs (1.3.N.S.b, 1.3.N.W.a, 2.1.N.F.c, 2.2.N.F.a, 2.2.N.E.c).
5. Compare vacations and a major holiday in the USA (Christmas) and China (Chinese New Year) (2.1.N.F.e, 2.2.N.F.d, 4.2.N.a).
6. Write an article (paragraph) describing an experience of traveling or driving on a highway(1.1.N.RW.h).


Describing

Comparing

Inquiring




Recommended (not required) Resources

 

Teacher Resource

  • Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005.
  • Lesson 9, pp. 257 - 279.
  • Chinese Link Elementary Chinese. Prentiss Hall. pp 203 – 226 (Haiyan).
  • Learn Chinese with Me Book 2. People’s Education Press. Unit 1., pp. 10 – 18.

Wayne RESA