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| How is a school day organized? |
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| In this unit, students learn to use Chinese to talk about their school experiences. They identify classes taken, describe classes by location and order, and exchange information about a weekly school schedule. Students also compare a typical school day in the USA with that of a Chinese school. They continue to develop recognition of characters within the context of school subjects as well as explore pinyin, radicals, and writing characters. |
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| MI: World Languages (2007) 1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life 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 1.1.N.SL.j Share likes and dislikes in the target language with a classmate 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.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests 1.3 Presentational Communication
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Presentational Language -Speaking (S) or Signed (SL) 1.3.N.S.b Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school Understanding the role of family and community
within the target culture(s) (F) 2.1.N.F.b Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day) Understanding education, employment, and the economy in the target cultures (E) 2.1.N.E.a Identify levels of instruction, courses, and typical daily school schedules and activities in a community or culture in which the language is spoken Understanding the artifacts associated with education, employment, and the economy in the target cultures (E) 2.2.N.E.a Identify facilities, supplies, and materials needed for schooling and activities in a community or culture in which the language is spoken 4.2 Comparing Cultures
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 4.2.N.a Identify basic target culture practices and compare them to one’s own 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 | |
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| 1. When do students go to school (days and months)? 2. What subjects do students take? 3. Where in the school are classes held? 4. What activities are associated with each class? 5. How does a school day in the USA compare with China? | 1. Review days of the week from 1st grade, Unit 3, calendar from 2nd grade, Unit 3, and school places from 2nd grade, Unit 2. 2. Identify school subjects: yǔ wén kè/ yǔ yán yì shù kè, shù xué kè/ suàn shù kè, zhōng wén kè/ hàn yǔ kè, tǐ yù kè, yīn yuè kè, měi shù kè, shè huì kè, kē xué kè
语文课/语言艺术课，数学课/算术课，中文课/汉语课，体育课，音乐课，美术课，社会课，科学课 - Review activities from 1st grade, Unit 4.
3. Ask for and give information about school subjects: - Nǐ jīn tiān yǒu shén me kè? 你今天有什么课？
- Wǒ jīn tiān yǒu ...Kè. 我今天有…课。
- Wǒ jīn tiān méi yǒu kè. 我今天没有课。
- Xīng qī... nǐ yǒu shén me kè? 星期…你有什么课？
- Xīng qī...wǒ yǒu...kè. 星期…我有… 课。
- Nǐ jīn tiān yǒu ...kè mā? 你今天有…课吗？
- Yǒu/ Méi yǒu. 有/没有。
4. Express likes, dislikes, and preferences: - Wǒ (zuì) xǐ huān/ bù xǐ huān shàng...kè. 我（最）喜欢/不喜欢上…课。
- Nǐ (zuì) xǐ huān/ bù xǐ huān shàng ... ke? 你（最）喜欢/不喜欢上…课？
- Nǐ xǐ huān shàng...kè mā?你喜欢上…课吗？
Xǐ huān/ Bù xǐ huān.喜欢/不喜欢。 5. Describe classes by sequence and location:
Introduce : dì yī 第一/ēr二/sān 三 jié kè 节课, zài 在... - Wǒ de dì yī jié kè shì..., zài...
我的第一节课是...，在...。 e.g. Wǒ de dì yī jié kè shì tǐ yù kè, zài tǐ yù guǎn. 我的第一节课是体育课，在体育馆。 6. Compare classes in the USA and China : - School subjects
- Schedules
- School year
- Teacher assignments
- Classroom physical setting
7. Identify characters: 体育，中文，课，喜欢 8. Introduce but not assessed: - Radicals: 人字/单人旁 rén zì/ dān rén páng，言字旁 yán zì páng
- Writing characters: 体，课
9. Ongoing review of pinyin for summative assessment at the end of the third grade. |
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| Sample Performance Assessments:
1. Assess students’ current level vocabulary related to this unit of study (oral language). 2. Create and label your ideal daily schedule using a word bank in pinyin and characters. (2.1.N.E.a)
3. Create and orally present the ideal 3rd grade schedule.(1.3.N.S.b, 2.1.N.F.b)
4. Draw and label a school floor plan as well as the classes conducted using a word bank in pinyin and characters. (2.2.N.E.a) 5. Interview a classmate about his/her likes, dislikes, and preferences regarding school subjects. (1.1.N.SL.j) 6. Students use their ideal schedule for this assessment. In pairs students ask each other questions about when they have certain classes. (1.1.N.SL.h, 1.1.N.SL.i, 1.2.N.L.b) 7. Using a Venn diagram, students compare an American school schedule with a Chinese school schedule. (2.1.N.F.b, 4.2.N.b) 8. Given the characters for P.E., Chinese, class, and like, students match the characters with the corresponding pictures/English. (1.2.N.R.a)
| Identifying Describing Comparing |
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| | Recommended (not required) Instructional Resources: Teachers Resources: World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形 Mandy and Pandy, Activity Book 1, Page 57, Chinese Basic Strokes Easy Steps to Chinese, Book1, Lesson 1, Basic Strokes Monkey King Chinese, Book 2A, Lesson 6 Chinese Paradise, Book 3B Student's Book & Workbook , Lesson 7 Chinese Treasure Chest, Volum 2, p. 171 Elementary school in Anwu China (National Geographic video): http://video.nationalgeographic.com/video/kids/people-places-kids/china-anwu-school-eorg-kids/ |
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