Wayne RESA
OS/MAISA > Grade 4 > World Languages > Chinese - Grade 4 (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
XUnit 1: Welcome To My Home!
(Week 1, 5 Weeks)

What do people consider dwellings?

 

 


In this unit of study students access prior knowledge about bedroom furniture, hobbies and daily routines. They identify rooms and furniture in a house and describe activities in the house. Students also compare housing, typical rooms and furnishings in a house in the USA and China. In this unit students design their perfect home and describe it to classmates. They continue to develop recognition of characters within the context of home as well as explore pinyin, radicals, and writing characters.



1. What do you find in a house?

2. How do I describe my house?

3. How does housing compare in the USA and China?

4. What do people do in their house?

 


1. Review bedroom vocabulary, prepositions from 3rd grade, Unit 3, hobbies from 1st grade, Unit 4, and daily routine from 3rd grade, Unit 5.

 

2. Identify rooms and furniture in the house:

dú lì wū, gōng yù, chú fáng, kè tīng, wò shì, shū fáng, jiā tíng huó dòng shì, wèi shēng jiān/ yù shì cān tīng, dì xià shì, chē kù, bīng xiāng, xǐ wǎn jī, wēi bō lú, diàn lú, chá jǐ, bì lú, dà píng mù cǎi (sè) diàn (shì jī), lín yù fáng, yù gāng, mǎ tǒng, xǐ liǎn chí, lóu shàng, lóu xià, yì lóu, èr lóu, hòu yuàn, yáng tái

独立屋,公寓,厨房,客厅,卧室,书房,家庭活动室,
卫生间/浴室,餐厅,地下室,车库,冰箱,洗碗机,微波炉,

电炉,茶几,壁炉,大屏幕彩(色)电(视机),淋浴房,浴缸,马桶,洗脸池,楼上,楼下,一楼,二楼, 后院, 阳台

 

3. Describe activities in a house:

  •  Introduce: shēn shàng (hěn) zāng 身上(很)脏,mǎn tóu dà hàn 满头大汗,(hěn) lèi (很)累,(hěn) kùn(很)困,(hěn) wú liáo(很)无聊,zuò fàn 做饭,shàng wǎng 上网, tǎng 躺,zhǎo 找,dǎ kāi 打开
  • zuò fàn 做饭,zài cān tīng chī fàn 在餐厅吃饭,zài wèi shēng jiān xǐ zǎo 在卫生间洗澡,zài kè tīng kàn diàn shì/ tīng yīn yuè 在客厅看电视/听音乐,zài wò shì shuì jiào 在卧室睡觉,etc.

4. Compare dwellings in the USA and China:

  • single house vs. apartment
  • dining room vs. kitchen
  • family room vs. study room
  • tub shower vs. shower
  • the China cabinet 

5.  Identify characters: 楼,猫,狗

 

6. Introduced but not accessed:

  • Radicals: 木字旁 mù zì páng,反犬旁 fǎn quǎn páng
  • Writing characters: 楼,猫,狗

9. Ongoing review of pinyin and strokes.

 

 

 

 

 

 

 


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).
2. Design, label the “perfect” home using a word bank in both Pinyin and characters. Orally present to the class. (1.2.N.R.a, 1.3. N.S.b)
3. Label the rooms of a house using a word bank in both Pinyin and characters. (1.2.N.R.a)
4. Draw, label a floor plan of your own home using a word bank in both Pinyin and characters. (1.2.N.R.a, 2.1.N.F.c)
5. Describe your "perfect" house orally and have your partner draw the description (1.2.N.L.b).
6. Create and orally present a Gouin series. (1.3.N.S.b)
例如: 我累了,我躺在沙发上听音乐。

我饿了,我打开冰箱找吃的。

我困了,我去卧室睡觉/我躺在床上睡觉。

我满头大汗,我去卫生间洗(个)澡。

我很无聊,我在后院和我的狗玩。

7. Using a Venn diagram, students compare dwellings in the USA and China. (4.2.N.a, 4.2.N.b)

8. Given Chinese characters students match the pictures to the characters. (1.2.N.R.a)


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

 

Monkey king Chinese, Book 1B, Lesson 2

 

Monkey King Chinese, Book 3A, Lesson 1

 

Monkey King Chinese, Book 2A, Lesson 2

 

Chinese Paradise, Book 3B, Lesson 8

 

Chinese Paradise, Book 2A, Lesson 6

 

http://www.thn21.com/base/yu/9335.html, 常见偏旁部首名称

 

本文来自: 华语网 (www.thn21.com)

 

详细出处:http://www.thn21.com/base/yu/9335.html

 

http://www.youtube.com/watch?v=JJzXksiTFnU

 

The Chinese Phonetic Song 汉语拼音歌


XUnit 2: Hanging Out
(Week 6, 7 Weeks)

How do people enjoy their free time?


 


In this unit of study students access prior knowledge about hobbies, days of the week, seasons, and family members. They learn to identify and describe when and where leisure activities take place. In addition students compare what people do in their spare time in the USA and China. They continue to develop recognition of characters within the context of activities as well as explore pinyin, radicals, and writing characters.



1. What leisure activities are available to me?

2. What places can a person visit in their spare time?

3. How do seasons and weather conditions influence the leisure activities in which people participate?

4. Where leisure activities take place a city in USA and a city in China?

5. How does culture influence what people do for fun?


1. Review family members from Kindergarten, Unit 4, days of the week from Kindergarten, Unit 3, and 1st grade, Unit 3, hobbies from 1st grade, Unit 4, and four seasons from 3rd grade, Unit 6.

 

2. Identify leisure activities and community locations where activities take place:

  • shè qū huó dòng zhōng xīn 社区活动中心,jiàn shēn/ dǎ lán qiú/ yóu yǒng/ dǎ pīng pāng qiú/ xià xiàng qí健身/打篮球/游泳/打乒乓球/下象棋
  • jiā, kàn diàn shì, dǎ diàn zǐ yóu yì 家,看电视,打电子游戏
  • tú shū guǎn, kàn shū 图书馆,看书
  • diàn yǐng yuàn, kàn diàn yǐng 电影院,看电影
  • gōng yuán, tī zú qiú, dǎ bàng qiú, dǎ gǎn lǎn qiú 公园,踢足球,打棒球,打橄榄球
  • gòu wù zhōng xīn, gòu wù 购物中心,购物
  • cān guǎn, chī fàn 餐馆,吃饭

 

3. Describe leisure activities in spare time and in different seasons:

  • Introduce : yì qǐ 一起, qù 去

Xīng qī liù/ xīng qī tiān,  bà ba, mā ma, dì di hé wǒ yì qǐ qù....                 

星期六/星期天,爸爸,妈妈,弟弟和我一起去......。

  • Introduce: wǒ men 我们,huá xuě 滑雪,liū bīng 溜冰

Xià tiān wǒ men qù yóu yǒng, dōng tiān wǒ men qù liū bīng.                        

夏天我们去游泳,冬天我们去滑雪/溜冰

                

 

4. Compare leisure activities taking place in a city in USA to a city in China:

  • community center
  • shopping mall
  • park

 

5. Identify characters: 打,游,看,踢,吃

 

6. Introduced but not assessed:

  • Radicals: 足字旁 zú zì páng
  • Writing characters: 打,游,看,踢,吃

9. Ongoing review of pinyin and strokes.

 

 

 

 

 

 


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).

2. Given characters for actions swim, play, watch, and eat, students match the characters with the corresponding pictures (1.2.N.R.c)

3. Interview a classmate about what he/she does in his/her spare time. (1.1.N.SL.h, 1.2.N.L.b)

4. Using pictures of leisure activities and locations (provided by teacher), student orally describes the scene. (1.3.N.S.b)

5. Using a T-chart students categorize common leisure activities practiced in China and the USA. (2.1.N.F.d)

 


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Chinese Treasure Chest, Volume 2, pp. 195-197

 

Chinese Treasure Chest, Volume 1, p. 298

 

Chinese Treasure Chest, Volume 2, pp. 303-307

 

Chinese Treasure Chest, Volume 2, pp. 355-361

 

My Chinese Picture Dictionary, pp. 42-43, 146-151

YOUER HANYU 4, Lesson 5, pp. 25-27

 

Mandy and Pandy, Activity Book1, pp. 5-36

 

Chinese Paradise, 3B, Lesson 8, pp. 8-13

 

YOUER HANYU 2, Lesson 6, pp. 31-35

 

YOUER HANYU 3, Lesson 4, pp. 19-22

 

Monkey King Chinese, preschool B, Lesson 1, pp. 2-9

 

Monkey King Chinese, 3B, Lesson 3, pp. 14-19

 

World Young Learners' Chinese, Lesson 4, pp. 29-38

 


XUnit 3: Going Out For Chinese
(Week 13, 6 Weeks)

What role does culture play in dining?

 

 


In this unit of study students access prior knowledge about food. They identify food categories, meats, and utensils. They learn to order a meal in Chinese. Students also compare dining in an American and Chinese restaurant. In this unit, students design a Chinese restaurant menu and orally present a skit ordering a meal in a Chinese restaurant. They continue to develop recognition of characters within the context ofordering food as well as explore pinyin, radicals, and writing characters.



1. What kind of foods are found in an authentic Chinese restaurant?

2. How is an authentic Chinese menu organized?

3. How do you order a meal in China?

4. How does dining out compare in the USA and China?

5. How does culture influence what people eat?

 

 


1. Review food vocabulary from 1st grade, Unit 6 and 3rd grade, Unit 2.

 

2. Identify food categories, meats and utensils:

lěng cài/ lěng pán, rè cài/ rè chǎo, tāng, yǐn liào, shū cài, hǎi xiān, zhū ròu, niú ròu, yáng ròu, dòu fū, jī, yā, kuài z,i chā zi, dāo zi, sháo zi, pán zi, wǎn

冷菜/冷盘,热菜/热炒,汤,饮料,蔬菜,海鲜,猪肉,牛肉 羊肉,豆腐,鸡,鸭, 筷子,叉子,刀子,勺子,盘子,碗
 

 3. Order a meal:

  • Fú wù yuán, cài dān. 服务员,菜单。
  • Nín/ nǐ xiǎng chī shén me? 您/你想吃什么?
  • Yǒu shén me hǎo chī de? 有什么好吃的?
  • ...bú cuò, cháng cháng ba.   ...不错,尝 尝 吧。
  • Hǎo de, lái yí fèn. 好的,来一份。
  • Wǒ xiǎng chī/ hē.... 我想吃/喝...。
  • Hǎo chī jí le! Xiè xie! Qǐng mǎi dān. 好吃极了!谢谢!请买单。
  • Qǐng wèn cè suǒ zài nǎ lǐ? 请问厕所在哪里?

4. Compare dining in an American and Chinese restaurant:

  • Utensils
  • Table layout: round vs. rectangular, lazy Susan
  • Menu categories
  • One person orders for everyone at table
  • No tipping in China 

5. Identify characters: 鸡,鸭,蔬,菜

 

6. Introduced but not assessed:

  • Radicals: 鸟字旁 niǎo zì páng,草字头 cǎo zì tóu
  • Writing characters: 鸡,鸭,蔬,菜

7. Ongoing review of pinyin and strokes

 

 


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).

2. Create and label your favorite Chinese meal using a word bank in both Pinyin and characters. (1.2.N.R.a, 2.1.N.F.c)

3. Create a Chinese restaurant menu using a word bank in both pinyin and characters.(1.3.N.W.a, 2.1.N.F.c)

4. Create and orally present a skit ordering a meal in a Chinese restaurant. (1.1.N.SL.i)

5. Using a Venn diagram, students compare dining in the USA and China. (4.2.N.a)

6. Given Chinese characters students match the pictures with the characters. (1.2.N.R.a)


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Chinese Treasure Chest, Volume 2, pp. 265-280

 

Monkey King Chinese, preschool B, Lesson 4, pp. 26-33

 

Monkey King Chinese, 1A, Lesson 5, pp. 26-31

 

World Young Learners' Chinese, Book 1, Lesson 3, pp. 21-27

 

Mandy and Pandy, Activity Book 1. pp. 12-17

 

Monkey King Chinese, 1B, Lesson 3, pp. 14-19

 

Monkey King Chinese, 3A, Lesson 3, pp. 14-19

 

YOUER HANYU, Book 2, Lesson 4, pp. 20-22

 

YOUER HANYU, Book 3, Lesson 3, pp. 14-18

 

The biggest Chinese restaurant in the world: http://www.youtube.com/watch?v=V0VXQQrvEAY

 

Chinese Food- How to Order at a Chinese Restaurant: http://www.youtube.com/watch?v=9RKhp71XF-s

 

Chinese Restaurant Experience: http://www.youtube.com/watch?v=xD6C_FCKVmQ

 

 

 

 

 

 

 


XUnit 4: What To Wear!
(Week 19, 6 Weeks)

What influences what we wear?


In this unit of study students learn to identify and describe clothing worn in various seasons and climates. They also are able to give compliments. They compare clothing items typically worn in American and Chinese schools. Within this unit of study they use their newly acquired skills to put on a fashion show. They continue to develop recognition of characters within the context of clothing as well as explore pinyin, radicals, and writing characters.



1. How does weather influence clothing choices?

2. How do clothing choices compare in schools in USA and China?


1. Review color vocabulary from kindergarten, unit 2, weather vocabulary from 1st grade, Unit 3, and 2nd grade, Unit 3, clothing vocabulary from 3rd grade, Unit 6.

 

2. Identify clothing associated with various seasons and climates.

qún zi, duǎn kù, chèn yī, cháng xiù, duǎn xiù, máo yī, cháng kù, huá xuě shān, xuē zi, yùn dòng xié, mào zi, wéi jīn, wà zi, shǒu tào, yóu yǒng yī/ kù, tī xù shān, jiá kè shān, niú zǎi kù, yī fú, xiào fú

裙子,短裤,衬衣,长袖,短袖,毛衣,长裤,滑雪衫,靴子,运动鞋,
帽子,围巾,袜子,手套,游泳衣/裤,T恤衫,夹克衫,牛仔裤,衣服,校服
 

3. Describe clothing by time of year worn and personal preferences.

For example:

  • chūn tiān chuān jiá kè shān, xià tiān chuān qún zi/ duǎn kù, qiū tiān chuān máo yī, dōng tiān chuān huá xuě shān。

        春天穿夹克衫,夏天穿裙子/短裤,秋天穿毛衣,冬天穿滑雪衫。

  • Wǒ xǐ huān chuān qún zi, bù xǐ huān chuān kù zi. 

        我喜欢穿裙子,不喜欢穿裤子。

  • Wǒ xǐ huān chuān hóng sè de máo yī, bái sè de cháng kù.

        我喜欢穿红色的毛衣,白色的长裤。

 

4. Give compliments:

Nǐ de... hěn piào liàng. 你的...很漂亮。

 

5. Compare children's clothing in American and Chinese schools using a T chart or a Venn diagram. 

 

6. Identify characters: 裙,裤,袜

 

7. Introduced but not accessed:

  • Radicals: 衣字旁 yī zì páng
  • Writing characters: 裙,裤,袜

9. Ongoing review of pinyin and strokes.

 


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).

2. Create a poster/collage of clothing worn by seasons/climate. Label clothing and seasons using a word bank both in Pinyin and characters. Orally present to the class. (1.2.N.R.a, 1.3.N.S.b)
3. Using a Venn diagram, students compare clothing in the USA and China. (4.2.N.b)

4. Given Chinese characters students match the pictures to the characters. (1.2.N.R.a)

5. Put on a fashion show and give compliments during the show. (1.3.N.S.b)


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Chinese Treasure Chest, Volume 1, pp. 250-251, 260-263

Lanbridge Chinese for Young Learners, Book 1A, Lesson 4, pp. 20-21

 

Experiencing Chinese, Book 1, Lesson 5, pp. 36-43

 

Chinese Paradise, Workbook 2B, Unit 6, pp. 28-33

 

Chinese Paradise, Student's Book 2B, Unit 6, pp. 26-34

 

Monkey King Chinese, Preschool A, Lesson 6, pp. 42-47

 

Monkey King Chinese, 1B, Lesson 4, pp. 20-25

 

YOUER HANYU, Book 2, Lesson 10, pp. 55-58

 


XUnit 5: On Stage!
(Week 25, 6 Weeks)

How is Chinese used to tell stories?


In this unit students read a simplified version of the story, Three Little Pigs, in Chinese. Since students are already familiar with the storyline, it is easy for them to follow the plot in the second language. Students use the readers’ theater format to put on a production of the story for an audience. Students focus on fluency, pronunciation and accuracy in the presentation.



1. What are the elements of stories?

2. What is involved in putting on a play?

3. How do I use Chinese in oral presentations?


1. Read a simplified text. The Three Little Pigs document, in reader's theater format, is attached.

 

2. Present a production of the story to an audience.

 

3. Identify characters: 老,有,只,造

 

4. Introduced but not accessed:

  • Radicals: 走之底儿(zǒuzhīdīér) /走之儿(zǒuzhīér)
  • Writing characters: 老,有,只,造

5. Ongoing review of pinyin and strokes.

 


 


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).

2. Read orally a simplified version of the story, The Three Little Pigs, and identify story elements.(1.2.N.R.b)
3. Present a production of the story to an audience with the following team: (1.3.N.S.a, 5.2.N.a)
-actors: learn and present their parts through readers’ theater
-set designers: create props
-director/s: direct the play
-stage hands: set up and tear down props


Identifying

Describing

 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

The three little pigs in Chinese: http://www.youtube.com/watch?v=BBdeOmEm2XI

 

The three little pigs Chinese mandarin cartoon: http://www.youtube.com/watch?NR=1&v=FAyzWpS6VAI&feature=endscreen

 

Three Little Pigs Chinese-English bilingual text with pinyin, by C J Lee: http://www.amazon.com/Three-Little-Pigs-English-Chinese-ebook/dp/B009OPU9HQ

 

Three Little Pigs presented by Singapore Repertory Theatre: http://www.amazon.com/Three-Little-Pigs-English-Chinese-ebook/dp/B009OPU9HQ



XUnit 6: The Best Vacation!
(Week 31, 7 Weeks)

How do people spend their vacation time?


In this unit students talk about how people spend their vacation time.They learn to identify and talk about vacation seasons and modes of transportation. They describe their preferences and plans for vacation. Additionally they compare major vacation seasons and vacation choices in USA and China. They continue to develop recognition of characters within the context of vacation as well as explore pinyin, radicals, and writing characters.

 

 



1. When do people go on vacation?

2. Where do people go on vacation?

3. How do people go on vacation?

4. What do people consider a vacation in China versus the USA?


 


1. Review beach activities from 3rd grade, Unit 6, leisure activities from 4th grade, Unit 2.

 

2. Identify vacation seasons and modes of transportation:

  • Review twelve months of the year from 2nd grade, Unit 3.
  • Introduce:   huǒ chē, qì chē, lún chuán yóu/ lún, fēi jī 火车,汽车,轮船/邮轮,飞机 chūn jià, shǔ jià, gǎn ēn jié jià qī, shèng dàn jié jià qī, hán jià   春假,暑假,感恩节假期,圣诞节假期, 寒假      

3. Ask and give information about preference and plans for vacation: 

  • Introduce: dù jià 度假,jì huà 计划,zhuǐ bèi 准备, shān lǐ 山里, hǎi biān 海边, sēn lín lǐ 森林里

        Nǐ xǐ huān qù nǎ lǐ dù jià? 你喜欢去哪里度假?

        Wǒ xǐ huān qù shān lǐ/ hǎi biān/ sēn lín lǐ dù jià. 我喜欢去山里/海边/森林里度假。

        Wǒ xǐ huān qù (name of place) dù jià. e.g. 我喜欢去中国度假。

        Nǐ xǐ huān hé shéi yì qǐ qù dù jià? 你喜欢和谁一起去度假?
        Wǒ xǐ huān hé... yì qǐ qù dù jià. 我喜欢和...一起去度假。

        Nǐ men jì huà zěn yàng qù? 你们计划怎样去度假?

        Wǒ men jì huà zuò fēi jī qù/ zuò huǒ chē qù/zì jǐ kāi chē qù. 我们计划坐飞机去/

        坐火车去/自己开车去。

        Nǐ men zhǔn bèi shén me shí hou qù? 你们准备什么时候去?

        Wǒ men zhǔn bèi chūn jià/ shǔ jià/gǎn ēn jiě jià qī/ shèng dàn jié jià qī qù.我们准

        备春假/暑假/感恩节假期/圣诞节假期去
 

你你  xiax火车火车3.33333   4. Compare vacations and major vacation seasons  in USA and China.

 

5. Identify characters: 火车,汽车,轮船,飞机

 

6. Introduced but not assessed:

  • Radicals: 车字旁 chē zì páng,舟字旁 zhōu zì páng
  • Writing characters: 火车,汽车,轮船,飞机

7.  Ongoing review of pinyin and strokes.

 

 

 

 


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).

2. Given characters for modes of transportation, students match the characters with the corresponding pictures. (1.2.N.R.a)

3. Interview a classmate about his/her vacation plan and orally present to the class. (1.1.N.SL.i, 1.1.N.SL.j, 1.3.N.S.b, 2.2.N.F.a)

4. Using a list of vacation times (e.g. Winter Break, Chinese New Year, summer break, etc.) students label a Venn diagram according to when they are typically taken in China and USA. (4.2.N.a)

 

 


ingIdentify

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Kuaile Hanyu, Lesson 22, 23

 

YOUER HANYU, Book 4, Lesson 9 & 10, pp. 50-60

 

YOUER HANYU, Book 3, Lesson 10, pp. 55-60

 

Monkey King Chinese, 3A, Lesson 4, p. 20

 

Monkey King Chinese, 2B, Lesson 2, p. 8

 

Monkey King Chinese, 1B, Lesson 6, pp. 32-37

 

Chinese Paradise, Student's Book 3B, Unit 5, pp. 24-29

 

Chinese Paradise, Student's Book 2A, Unit 1, pp. 6-11

 

Chinese Paradise, Work Book 3B, Unit 5, pp. 20-25

 

Chinese Paradise, Work Book 2A, Unit 1, pp. 2-11

 

Chinese Treasure Chest, Volume 2, pp. 355-360

 

Mandy and Pandy, Activity Book 1, p. 30

 


Wayne RESA