Wayne RESA
OS/MAISA > 9 - 12 > World Languages > Chinese Level 3 (OS/MAISA)
Curriculum, OS/MAISA 
Unit
Overarching Questions and Enduring Understandings
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Unit Abstract
Unit Level Standards
Essential Questions
Content (Key Concepts)
Unit Assessment Tasks
Skills (Intellectual Processes)
Lesson Plan Sequence
Resources
XUnit 1: Recalling My Knowledge of the Chinese Lang
(Week 1, 6 Weeks)

How do I apply the Chinese I have learned?

 


In this unit of study, students assess their knowledge and understanding of important aspects of the Chinese Language. Students refresh their knowledge of the features of the Chinese language through topics such as school life, shopping, weather, travel and transportation. They also refresh their use of pinyin and Chinese characters as well as their ability to communicate about themselves and their daily lives. As a result of this unit, students reinforce previously learned concepts as they gain proficiency in Chinese.

 



1. What do I remember about the Chinese language?

2. What aspects of the Chinese language do I need to review in order to continue developing my language proficiency?

 


language: pinyin, characters, tones, radicals, phrases, and sentence structure

recall previously learned content knowledge from Level 2, Units 1-6

 


Sample Performance Assessments

1. Listen to samples of characters and sentences and identify the pinyin and tones that you hear (3.1.N.a, 4.1.N.b, 4.1.N.d).

2. Write a short paragraph in Chinese characters to describe a shopping occasion (1.1.N.RW.i).

3. Describe your new school schedule in writing including the time of your classes and extracurricular activities and present to the class (1.2.N.L.b, 1.3.N.S.b, 5.2.N.a).

4. Compare the weather in writing from your home city with the weather in a city in China that you would like to visit and present to the class (1.1.N.SL.b, 1.1.N.RW.b, 1.3.N.W.a, 2.2.N.G.a, 3.2.N.a, 5.2.N.a).

5. Describe an experience in writing involving travel during your summer break using Chinese characters and share with the class (1.1.N.RW.i, 1.3.N.S.b, 2.1.N.F.d, 5.2.N.a).

 


Describing

Comparing

 

 


 

Recommended (not required) Instructional Resources

Teacher Resources

Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 165-279.

Integrated Chinese, Level 1 Part 1. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 175-279.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 1-30.

Learn Chinese with Me, Book 1. First Edition. Beijing, China: People’s Education Press, 2003, pp. 104-170.


XUnit 2: Dining Out
(Week 7, 7 Weeks)

What do people consider food?

 


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

 



1.    When do people gather together to eat??

2.    What kinds of food do people have? 

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

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

 


Grammar and phrases:

Yi....ye../ dou….bu/mei

Duo/ shao + V.

Gang/gangcai

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

Reduplication of adjectives: liang liang de/la la de

 

Vocabulary: 

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

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

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

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

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

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

 

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

 

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

 

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

 

Culture:

Compare Chinese table etiquette for special occasions with western one.

·      Customary use of round tables

·      Customary use of even numbers of seats

·      Soup as the last course

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

·      Host’s responsibility to serve guests

 


Sample Performance Assessments

 

 

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

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

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

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

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

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

 


Identifying

Describing

Comparing

Inquiring

 

 




Recommended (not required) Instructional Resources

Teacher Resource

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

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

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

 


XUnit 3: Getting Around the City
(Week 14, 7 Weeks)

What makes up a city?

 


 

In this unit of study, students identify and locate components of a city. They describe places in the community orally and in writing. They also exchange information about the city by asking for and giving directions. Additionally, they compare communities in the USA and China. Through the study of this unit, students compare common modes of transportation in the USA and China. As a result of this unit of study, students demonstrate understanding of both oral and written communication about communities.

 



1. What makes up my city?

2. How do I find things in a city?

3. How do I ask for and give directions?

4. How do means of transportation compare between China and the USA?

 


Grammar and patterns:

Zai…(de)+direction words: e.g. zai jiaoshi de qianmian.

Describe location using direction and location words: [shang, xia, qian, hou, zuo, you, dong, nan, xi, bei, li, wai]+bian/mian/tou, pangbian, zhongjian

Comparative sentences with “mei you” / “bu bi”: mei you wo gao, bu bi wo gao

Indicating degree (mei you)….name: e.g. Didi mei you gege name shuai.

Dao+place+qu+action: e.g. dao sushe qu liao tian

guo: e.g. qu guo zhongguo cheng

Reduplication of verbs: e.g. liao liao tian

As soon as…then…/Yi…..jiu….: e.g. Wo yi shang ke jiu xiang shuijiao.

A li B hen yuan/buyuan/henjin

Inquire about and give directions:

· How to get ….? / zenme qu ….?/ dao …. zenme zou?

· Take/go to…., turn….., go straight, and then you are there./ Shang…., wang…guai, yizhi zou, jiu daole.

Describe location: shang, xia, qian, hou, zuo, you, dong, nan, xi, bei, li, wai, pangbian, zhongjian, li, cong, wang

Identify places: huodong zhongxin, shu dian, yundong chang, di fang, zhongguo cheng, shizi lukou, xuexiao, tushuguan, gongyuan, yiyuan, chengshi, fangzi, yinhang, chaoshi, shangdian, gouwu zhongxin, youju, jiaotang, jie/lu, bowuguan

Express actions using verbs: guai, zhuan, shang, ting shuo, guo, gai

Adverb: yizhi

Culture:

Common modes of transportation: bicycle, motorcycle, bus, taxi

 


Sample Performance Assessments

 

1. Create and label an ideal community. Write a description of your community including a comparison of distance between your home and 3 community places. Present it to the class (1.1.M.SL.f, 1.3.M.W.a).

2. Using the map provided, orally describe the location of five places in the community (1.3.M.S.c).

3. Your friend is coming to spend the weekend with you. Write an email giving him/her directions on how to get to your home from the bus station/airport (1.1.M.RW.f).

4. You are participating in a road rally. Look at the map provided, listen to the clues and highlight each city that is identified (1.2.M.L.a, 1.2.M.L.b).

5. You are organizing a road rally and must create mystery directions for the players. Starting in Detroit, write directions on how to get to 5 different cities. Include distance in miles as well as the four directions North, South, East, and West (1.1.M.RW.f).

6. You are interviewing for work at a travel agency. They want to hire some who has extensive travel experience. You must provide an essay on where you have traveled. Write a paragraph telling about your travel experience (1.1.M.RW.f, 1.3.M.W.c).

7. Your friend is upset with you because you never showed up for his/her party. Write an email to apologize and explain how you got lost (1.1.M.RW.f, 1.3.M.W.b).

8. Your friend from Beijing is planning to spend the summer with you. Write an email telling about places in your community/city that you plan to show him/her (1.3.M.W.b).

9. Your school district will be receiving some Chinese exchange students next month. You have been asked to create a brochure about your school community/city to send to them. Include a brief description of each place mentioned (1.3.M.W.a).

 

 


Identifying

Describing

Comparing

Inquiring

 


 

Recommended (not required) Instructional Resources

 

Teacher Resources

Integrated Chinese, Level 1 Part 2. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 53-79.

 

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 63-100.

 

Learn Chinese with Me, Book 1. First Edition. Beijing, China: People’s Education Press, 2003, pp.189-198.

 

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp. 214-228.

 


XUnit 4: Good Health
(Week 21, 6 Weeks)

How do people enjoy good health?

 



In this unit of study, students use oral and written Chinese to express how they feel. They identify body parts and use Chinese to ask for and give information about their health. Through the study of this unit, students give advice about maintaining good health. They compare health services in China and the USA. Additionally, they also compare the role of doctors in China and the USA. As a result of this unit, students gain a better understanding of how to arrange for medical services while traveling in China.




1. What promotes good health?

2. How do I express what hurts?

3. How do I express well-being?

4. How do medical services compare between the USA and China?

 


“Ba” construction: e.g. ni ba yao chi le.

 

Express times of actions: e.g. Wo da le liang ci zhen. Ta zhao le san ci Wang yisheng.

Yue lai yue+adj: e.g. yue lai yue teng, yue lai yue hao

 

Reduplication of adjectives: liang liang de / la la de

 

Identify body parts: tou, toufa, erduo, meimao, yanjing, bizi, zui, ya, lian, bozi, jianbang, shou, shouzhi, duzi, bei, tui, xigai, jiao, xinzang.

 

Health Insurance: jiankang baoxian

 

Express physical well-being/illness:

· How are you feeling? / Ni zenme la? Ni na bu shufu? Ni na teng?

· I am healthy. / Wo shenti hen hao. Wo shenti hen jiankang.

· I don’t feel very well. / Wo (shenti) bu shufu.

· I/He/She have/has….: Wo/Ta xiang tu, bu shufu, fashao, sangzi teng, liu biti, kesou, shuaishang le, (dui)….guomin, hen lei, la duzi, gan mao le.

· My/His/Her body part hurts: e.g. Wo/Ta tou teng. Wo/Ta shou yang.

 

Give advice: kan bing, kan yisheng, qu yiyuan, chi yao, da zhen, jiancha shenti, liang ti wen, duo he shui, chi qingdan dianr, haohao xiuxi, zaori kangfu.

 

Culture:

· Comparison of health insurance between China and the U.S.A

· Comparison of where to get medical assistance in China and the USA

· Comparison of degrees (Fahrenheit vs. Celsius) and emergency numbers in China and the USA

 


Sample Performance Assessments

 

1. An extraterrestrial visited your bedroom last night. Draw and label its body parts for the Wanted poster (1.3.N.W.a).

2. You heard that your friend is ill. Send him/her an email, advising what to do to get better and wish him/her well (1.3.M.W.b, 1.1.M.RW.a, 4.1.M.b).

3. Create a skit and role-play a visit to the doctor (1.1.N.SL.b, 1.1.N.RW.f, 1.3.M.S.a).

4. Write a short paragraph describing an injury and share with the class (1.3.M.S.c, 1.3.M.W.b).

5. Create a survey about health problems and interview your classmates. Present your findings to the class (1.1.M.SL.g, 1.1.N.RW.b, 1.3.M.S.c).

6. View a video clip about a visit to the doctor in China and then compare the experience in writing with a doctor’s appointment in the USA (1.2.M.L.a, 1.2.M.L.c, 2.1.M.E.c, 2.1.M.F.c, 3.2.M.a, 4.2.M.a).

 


Identifying

Describing

Comparing

Inquiring




Recommended (not required) Instructional Resources

 

Teacher Resource

Integrated Chinese, Level 1 Part 2. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 111-144.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 133-164.

Learn Chinese with Me, Book 1. First Edition. Beijing, China: People’s Education Press, 2003, pp. 172-182.

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp. 153-159.

 


XUnit 5: Sports and Leisure Time
(Week 27, 6 Weeks)

How do people spend their free time in China?

 


In this unit of study, students identify sports and leisure activities. They express preferences, likes and dislikes about sports and free time activities. Students describe sports and leisure activities to talk about their daily lives. They exchange information about the activities they enjoy or in which they participate. Students compare popular school sports in China and the USA as well as how competition is viewed in both cultures. As a result of this unit, students gain a better understanding of sports culture in China.

 



1. What sports and leisure activities are available to me?

2. What sports and leisure activities are available in China?

3. How to I express preferences, likes and dislikes about sports and leisure activities?

4. How do sports and leisure activities compare between China and the USA?


Grammar:

Mei..+Verb..(le): e.g. Wo yi ge yue mei da lanqiu le.

hao/ nan + Verb: e.g. hao kan/ nan kan.

Tai…le: e.g. tai hao kan le!

Yijing ……le: e.g. Ta yijing yi zhou mei youyong le.

Jiu yao….le: e.g. bisai jiu yao kaishi le.

Verb+ time expression + de + noun: e.g. Wo meitian

ti yi ge xiaoshi de zuqiu.

Verb1 + zhe + verb2: e.g. Tamen bao zhe qiu pao.

Bei/jiao/rang +agent + verb + le: e.g. Wo de qiupai

bei gou yao huai le.

 

Review: Times of actions e.g. Wo da liang ge

xiaoshi de lanqiu

 

Identify sports: lanqiu, paiqiu, wangqiu, zuqiu, ganlanqiu, pingpangqiu, yumaoqiu, bangqiu, qugunqiu, youyong, huabing, huaxue, huaban, paobu, qi che, da taijiquan, zuo yujia, zuo ticao, da baolingqiu, da gaoerfu

 

Identify leisure activities: kan bisai, du xiao shuo, zuo fan, kan dianying, shangwang, ting yinyue, change, tiaowu, jiyou, xia qi

 

Verbs: hui / buhui, xue / jiao, duanlian, zuo yundong, da / ti, wan, ying / shu, ya, bao, la, pai, zuo, shang chang; review: xihuan / bu xihuan

 

Conjunction words: you de….you de….e.g. You de ren xihuan da lanqiu, you de ren xihuan da wangqiu

Culture:

  • Compare common sports and leisure activities between China and the USA
  • Compare sports competition in China and the USA, e.g. classroom-to-classroom competitions in China versus school-to-school competitions in USA
  • Compare the variety of sports broadcasting and the use of “sports channels” between the USA and China
  • Origins of sports (e.g. soccer, ping pong, football) in China and the USA

 


Sample Performance Assessments

1. Identify and label sports and leisure activities using a word bank (1.2.M.R.a).

2. Listen to descriptions of sports/leisure activities and identify them in writing (1.2.M.L.a).

3. Write a short email to your pen-pal in Beijing describing the sports offered in your school (1.1.M.RW.a, 1.3.M.W.b).

4. You are taking your pen-pal from Beijing to a sports game. Describe and explain in writing how the game is played (1.1.M.RW.f, 2.2.M.F.c).

5. Create a survey and interview your classmates about the leisure activities they like/participate in. Present your findings to the class using a graphic organizer (1.1.M.SL.g, 1.1.M.SL.i, 1.1.M.RW.i, 1.2.N.L.b, 4.1.M.b).

6. You are applying online for a job at a Sports Store. Write your Personal Statement about why your background is suitable for this position (1.3.M.W.b).

7. You are the captain of a sports team. Prepare a flyer/brochure to recruit more members for the team (1.3.M.W.a).

8. Compare popular American sports and sports figures with those in China using a T-chart (2.1.M.F.d, 2.2.M.F.b, 2.2.M.F.c).

9. Write a short essay in English comparing sports programming on TV in China and the USA (3.2.N.a).

10. In English explain how classroom versus school spirit is displayed in sports competitions in China and the USA (4.2.N.a).

 


Describing

Comparing

Identifying

Inquiring


 

Recommended (not required) Instructional Resources

Teacher Resource

Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 211-234.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 227-256.

Learn Chinese with Me, Book 1. First Edition. Beijing, China: People’s Education Press, 2003, pp.183-187, 199-204.

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp.42-84.

 


XUnit 6: Celebrating With Friends
(Week 33, 5 Weeks)

How do people celebrate special events?

 


In this unit of study, students identify items needed to celebrate a special event. They extend and reply to an invitation. They use Chinese to describe a celebrated event from their lives as well as participate in skits about a celebration. They compare and exchange information about the Chinese Zodiac and Western horoscopes. Additionally, they gain insight into and appreciation of Chinese gift-giving customs. Students also become familiar with foods used on special occasions. As a result of this unit, students are prepared to apply their knowledge and understanding of Chinese customs when celebrating a special event in China



1.    What kinds of events are celebrated?

2.    How are events celebrated? 

3.    How do I extend and reply to an invitation? 

4.    How do foods and gift gifting customs compare between

       China and the USA?

5.    How does the Chinese Zodiac compare with Western  

       horoscopes?


Grammar:

Zai + Verb: e.g. Wo zai kan liwu.

Yao / yinggai + Verb: e.g. Wo yao qu ta jia.

Rang + someone + verb: e.g. Ni rang ta gei wo da

ge dianhua.

Hai + mei / bu: e.g. Tamen hai mei lai.

Verb de noun: e.g. pengyou song de pingguo

Verb + duration of time: Wo zai Shanghai zhu le

yinian.

(Shi)….de: e.g. Ni (shi) gen shui qu de Beijing?

Verbs: qingzhu, kai, chufa, jianyi, song, jie, shoudao, yaoqing, ganbei, xuyuan, qing jin, qing zuo, qing hecha

Identify nouns: liwu, xian hua, shuiguo, dangao, yinliao, qiqiu, kapian, lazhu, wanhui / juhui / wuhui, shengri juhui, biye juhui, beizi, panzi, canjin zhi, daocha, lingshi, shiwu, yinyue, youxi; review family members

Counting/measure words: ba, ben, zhang, ge, kuai,

gen, lan, fen, jian, tiao

Identify activities: qu yecan, kan dianying, kai wuhui, qu jiaoyou, qu youlechang, qu huachuan, qu diaoyu, qu ting yinyuehui, yeying / luying, guoye.

Culture:

  • Compare special birthday foods between China and the USA (e.g. noodle vs. cake).
  • Compare birthday gift customs between China and the USA (e.g. clock, not opening gifts in presence of guests).
  • Compare Chinese zodiac with Western horoscope (e.g. use of Chinese Zodiac to determine a baby’s name, finding a spouse, in an employment interview, moving to a new house, picking a date for a special occasion, etc.).
  • Compare customs of opening gifts between China and the USA.

Review: Chinese zodiac

 


Sample Performance Assessments

 

1. Design an invitation card for a celebration and include the occasion, the date, time, and location (1.1.N.RW.d, 1.3.N.W.a).

2. You are planning a birthday party for an exchange student from China. Check off the items you will need from the list (Note to teacher: create a list and include some false items) (1.2.M.R.a).

3. In groups of three, create and present a telephone conversation about inviting friends to a birthday party (1.1.M.SL.c, 1.1.M.SL.g, 1.1.N.RW.i, 1.1.M.RW.c. 1.3.M.S.a).

4. Create and present a skit about attending a party including gift giving (1.1.M.SL.g, 1.3.M.S.a, 4.1.M.a, 4.1.M.b).

5. Describe a good or bad party you have attended (1.3.M.W.b, 4.1.M.a, 4.1.M.b).

6. In English compare gift giving customs and selections between China and the USA using a Venn diagram (4.2.M.a, 4.2.M.b).

7. Make a T-chart showing how the Chinese Zodiac and Western horoscopes impact people’s lives and present to the class (1.1.M.RW.j, 2.2.M.F.b).

8. Create a table using the Chinese zodiac and Western horoscope, indicating friends and family members in the appropriate box and present to the class. See example below (1.1.N.RW.b).

 

Rat

Ox

Tiger

Rabbit

Dragon

Snake

Horse

Goat/Ram

Monkey

Rooster

Dog

Pig

Aries

 

Taurus

 

 

 

 

 

 

 

 

 

 

 

 

Gemini

 

gege

 

 

 

 

 

 

 

 

 

 

Cancer

 

 

 

 

 

 

 

 

 

 

 

 

Leo

 

 

 

 

 

 

 

 

 

 

 

 

Virgo

 

 

 

 

 

baba

 

 

 

 

 

 

Libra

 

 

 

 

 

 

 

 

 

 

 

 

Scorpio

 

 

 

 

 

 

 

 

 

 

 

 

Sagittarius

 

 

 

 

 

 

 

 

 

 

mama

 

Capricorn

 

 

 

 

 

 

 

 

 

 

 

 

Aquarius

 

 

 

 

 

 

 

 

 

 

 

 

Pisces

 

 

 

 

 

 

 

 

 

 

 


Describing

Comparing

Identifying

Inquiring


 

Recommended (not required) Instructional Resources

 

Teacher Resource

Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 81-109, 145-168.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 101-132, 168-198.

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp. 110-125.

Chinese Zodiac website:

· http://www.c-c-c.org/chineseculture/zodiac/zodiac.html

· http://www.rainfall.com/horoscop/chinese.htm

 


Wayne RESA