Wayne RESA

Unit PlannerChinese Level 2

OS/MAISA / Grade 10 / World Languages / Chinese Level 2 (OS/MAISA) / Week 21 - Week 26
Curriculum, OS/MAISA 

Common Core Initiative

Overarching Questions and Enduring Understandings

What are shopping practices in China?

Graphic Organizer
Unit Abstract

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.

MI: World Languages (2007)
Novice High (N)
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)
1.1.N.SL.c Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings, leave-takings and introductions
Exchanging Information
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services
Exchanging Opinions
1.1.N.SL.j Share likes and dislikes in the target language with a classmate
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
Exchanging Information
1.1.N.RW.i Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services
Exchanging Opinions
1.1.N.RW.j Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters
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.b Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences
Interperpreting Written Language-Reading
1.2.N.R.b Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/ internet, poetry or stories
Presentational Language-Writing (W)
1.3.N.W.b Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life, and share these with an audience
Understanding the role of family and community
within the target culture(s) (F)
2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)
Understanding the artifacts associated with family and community life within the target culture(s) (F)
2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)
Understanding the artifacts associated with education, employment, and the economy in the target cultures (E)
2.2.N.E.c Recognize the currency of a country in which the language is spoken
3.2 Point of View
Students aquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.
3.2.N.a Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one’s own culture than in the target culture
Copyright © 2001-2015 State of Michigan
Unit Level Standards
Essential Questions
Essential/Focus Questions

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

Content (Key Concepts)
  • 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)
Unit Assessment Tasks

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).

Skills (Intellectual Processes)


Lesson Plan Sequence
Lesson Plans (Sequence)

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.