Wayne RESA

Unit PlannerChinese Level 3

OS/MAISA / 9 - 12 / World Languages / Chinese Level 3 / Week 21 - Week 26

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do people enjoy good health?

 

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Graphic Organizer


Graphic Organizer
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Unit Abstract


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.


Chinese Level 3, Unit 4 SCoPE
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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.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
Identifying and Describing
1.1.N.RW.f Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing using a list of traits
Presentational Language-Writing (W)
1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu
Intermediate Low & Mid (M)
Communication
Exchanging Information
1.1.M.SL.g Exchange information in the target language about personal and social, community or current events
Interpersonal Reading/Writing (RW)
Socializing
1.1.M.RW.a Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet one another and write about everyday topics such as school and community events and activities
1.1.M.RW.b Recognize and use appropriate register/honorifics in routine written social correspondence
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.M.L.a Demonstrate understanding of oral classroom language in the target language on familiar topics
1.2.M.L.c Understand main idea and supporting detail, and summarize a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)
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.M.S.a Present skits or short plays in the target language
1.3.M.S.c Present brief oral reports about personal experiences, school, and community happenings in target language
Presentational Language-Writing (W)
1.3.M.W.b Create original compositions or journal entries in the target language
Cultures
Understanding the role of family and community
within the target culture(s) (F)
2.1.M.F.c Describe how daily needs are met within two or more communities or cultures in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)
Understanding education, employment, and the economy in the target cultures (E)
2.1.M.E.c Compare the role of work within a community or culture in which the language is spoken with that of one or more other communities or countries
Connections
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.M.a Use audio, visual, and/or print materials available only in the target language to acquire information
Comparisons
4.1 Comparing Languages
Students demonstrate understanding of the nature of language through comparisons of the language studies and their own.
4.1.M.b Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word translation from one’s own language to the target language
4.2 Comparing Cultures
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
4.2.M.a Identify the significance of the cultural practices within the target culture(s) and compare them to one’s own
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions

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?

 

Content (Key Concepts)

“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

 

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Unit Assessment Tasks

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).

 

Skills (Intellectual Processes)

Identifying

Describing

Comparing

Inquiring

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Lesson Plan Sequence
Lesson Plans (Sequence)


Resources

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.

 

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