Wayne RESA
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I communicate in Chinese?

 

 

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Graphic Organizer
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Unit Abstract

This unit teaches children to communicate orally in Chinese. They begin to use basic vocabulary to greet others, introduce themselves and others and say good-bye. They also express simple feelings and use appropriate titles with adults. Children learn that people in the USA and China can say the same things in both languages. Initially they demonstrate understanding of oral directions by responding physically or using one-word or memorized phrases. They continue to develop recognition of Chinese characters from the unit vocabulary.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
1.1 Interpersonal Communication
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Interpersonal Speaking/Listening or Signed (SL)
Socializing
1.1.N.SL.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions
1.2 Interpretive Communication
Students understand and interpret written and spoken language on a variety of topics.
Interpretive Language -Listening (L) or Signed (SL)
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests
Interperpreting Written Language-Reading
1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests
Communities
5.2 Personal Enrichment
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
5.2.N.a Willingly use the target language within the classroom setting
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions

1. How do I greet others?

2. How do I introduce myself?

3. How do I introduce a peer/classmate?

4. How do I ask others for personal information?

5. How do I express feelings?

6. How do I distinguish title?

7. How do I show that I understand directions?

Content (Key Concepts)

1. Follow directions and make requests:

kāi mén/ guān mén/ kāi dēng/ guān dēng/qǐ lì /zuò xià/

Wǒ néng qù cè suǒ ma? / Wǒ néng qù hē shuǐ ma?

开门/关门/开灯/关灯/起立/坐下//我能去厕所吗?/我能去喝水吗?

 

Teacher used directions:

qǐng yí gè tóng xué shàng lái/ guò lái/ dàjiā qǐlì/ dàjiā zuòxià/ dōu guò lái/ dàjiā tīng hǎo/ dàjiā kàn zhèlǐ

请一个同学上来/过来/大家起立/大家坐下/都过来/大家听好

/大家看这里

  • Review directions from Kindergarten, Unit 1

2. Introduce self and others:

Wǒ jiào... , nǐ ne?

Tā jiào.../ Tā jiào shén me míng zì?/ Tā jǐ suì?/Tā...suì.

我叫...,你呢?

他叫...。/他叫什么名字?/他几岁?/他...岁。

  • Review: Nǐ jiào shén me míng zì? 你叫什么名字?

3. Address people with proper titles with last names:

lǎoshī (e.g Qí lǎoshī)

老师(例如:齐老师)

xiao zhang (e.g xiaozhang)

小张 (例如:小张)

nán háizi / nǚ háizi

男孩子/女孩子

 

4. Use appropriate greetings and ask about/express states of being:

zǎo shàng hǎo/ xià wǔ hǎo/ wǎn shàng hǎo/ wǎn ān

早上好/下午好/晚上好/晚安

Nǐ hǎo mā?/ Wǒ hěn hǎo/mǎ mǎ hū hū./ Wǒ bù shū fu./ Wǒ bìng le/ hái xíng./ Nǐ ne?/ Wǒ lèi le. /Wǒ kùn le.

你好吗?/我很好。/马马虎虎/我不舒服/我病了/还行/你呢?/我累了/我困了

  • Review: greetings, states of being,body parts and Wǒ...téng. 我...疼from Kindergarten.

5. Identify characters:

我很好。Wǒ hěn hǎo/马马虎虎 mǎ mǎ hū hū.

 

6. Introduced but not assessed:

zuǐ bā bù shuō huà/ yǎn jīng kàn lǎo shī/ qǐng gēn wǒ shuō/ dà shēng yì diǎn er/ zài shuō yí biàn

嘴巴不说话/眼睛看老师/请跟我说/大声一点儿/再说一遍

 

7. Introduced but not assessed:

  • Pinyin: a, ai, ao, an, ang and four tones
  • Writing characters: 一,二,三,四,五,六,七,八,九,十,几

 

 

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Unit Assessment Tasks

Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language). (2.2.N.E.a)

2. Carry out oral directions. (1.2.N.L.a)

3. With a partner, greet, introduce yourself, express feelings, ask your classmate how he/she is feeling, and say good-bye. (1.1.N.SL.a, 1.1.N.SL.b)

4. Orally identify proper titles given the name of school staff members. (1.1.N.SL.a)

5. In groups of three, introduce a friend to your classmate. (1.1.N.SL.a)

6. Given the Chinese characters for I'm fine and I'm just ok, students match the characters with the corresponding pictures. (1.2.N.R.a)

Skills (Intellectual Processes)

Identifying

Describing

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Better Chinese - My First Chinese Words, Book 3: What is your name?

 

Chinese Paradise, Book 1A, Lesson 1

 

Chinese Paradise, Book 1B, Lesson 7

 

Lanbridge Chinese for Young Learners, Book 1A, Unit 2

 

Chinese character flash cards

 

Name cards

 

Chinese character cards for good morning, good afternoon and good night and feelings.

 

Chinese Treasure Chest, Volume 1, page 63-66, 68-71

 

Youer Hanyu, Book 1, Lesson 6 & 7

 

Monkey King Chinese, Book 3B, Lesson 4

 

Experiencing Chinese, Book 1, Lesson 3 & 4

 

 

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Wayne RESA