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| How do people organize a day? |
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| In this unit, students learn to use Chinese to talk about their daily routines. They identify daily activities, describe them by time, and exchange information about their ideal routine. Students also compare a daily routine in the USA with that of Chinese children. They continue to develop recognition of characters within the context of the unit vocabulary 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 1.2 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) 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. What activities do we have in our daily routine? 2. How do you start a day? 3. What activities are available after school? 4. What is a typical school day like in USA and China? | 1.Review body parts and hobbies from kindergarten, Unit 5 & Unit 7. Review numbers from 1st grade, Unit 2 and school subjects from 3rd grade, Unit 1. 2. Identify routines: qǐ chuáng, shuā yǎ, xǐ liǎn, shū tóu fā, chuān yī fú, chī zǎo fàn, shàng xué, shàng kè, chī wǔ fàn, fàng xué, huí jiā, chī diǎn xīn, zuò zuò yè, kàn diàn shì, wán diàn nǎo yóu xì, chī wǎn fàn, xǐ zǎo, shuì jiào 起床，刷牙，洗脸，梳头（发），穿衣服，吃早饭，上学，上课，吃午饭，放学，回家，吃点心，做作业，看电视，玩电脑游戏，吃晚饭，洗澡，睡觉 3. Express time in hour and half hour: diǎn 点，bàn 半，liǎng 两 - 一点 yì diǎn，两点 liáng diǎn，三点 sān diǎn，四点 sì diǎn，五点 wǔ diǎn，六点 liù diǎn，七点 qī diǎn，八点 bā diǎn，九点 jiúdiǎn，十点 shí diǎn，十一点 shíyī diǎn and 十二点 shíer diǎn .
- 一点半 yì diǎn bàn，两点半 liáng diǎn bàn，三点半 sān diǎn bàn，四点半 sì diǎn bàn，五点半 wǔ diǎn bàn ，六点半 liù diǎn bàn，七点半qī diǎn bàn，八点半 bā diǎn bàn，九点半 jiúdiǎn bàn，十点半shí diǎn bàn，十一点半 , shíyī diǎn bàn and 十二点半 shíer diǎn bàn
4. Ask for and give information about time and routines: - (Xiàn zài) jǐ diǎn le? (现在)几点了？
- (Xiàn zài) bā diǎn. (现在)八点。
- Nǐ měi tiān jǐ diǎn...? 你每天几点...? e.g. Nǐ měi tiān jǐ diǎn qǐ chuáng? 你每天几点起床？
- Wǒ měi tiān... diǎn qǐ chuáng. 我每天...点起床。e.g. Wǒ měi tiān liù diǎn qǐ chuáng.我每天六点起床。
- Fàng xué hòu, nǐ zuò shén me? 放学后，你做什么？
- Fàng xué hòu, wǒ 放学后，我...。e.g. Fàng xué hòu, wǒ kàn diàn shì. 放学后，我看电视。
5. Compare daily routines in the USA and China. 6. Identify characters: 7. Introduce but not assessed: - Radicals: bǎo zì gài 宝字盖/ bǎo gài tóu 宝盖头，四点水 sì diǎn shuǐ
- Writing characters: 点, 家
8. 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. Using pictures create your ideal daily routine including time and orally present to the class.(1.3.N.S.b)
3. Using a Gouin series, orally present your daily routine to the class. (1.3.N.S.b) 4. Students use their ideal routine for this assessment. In pairs students ask each other questions about their daily activity and when they do it. (1.1.N.SL.h, 1.1.N.SL.i, 1.2.N.L.b) 5. Given the characters for hour, half, face and tooth, students match the characters with the corresponding pictures. (1.2.N.R.a) 6. Using a Venn diagram, students compare a child's daily routine in the USA and China. (2.1.N.F.b, 4.2.N.a) | Describing Identifying 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, p. 57, Chinese Basic Strokes Easy Steps to Chinese, Book 1, Lesson 1, Basic Strokes Youer Hanyu, Book 4, Lesson 3 Chinese Paradise, Book 3B, Lesson 8 Easy Steps to Chinese, Book1 , Lesson 11 Chinese Paradise, Book2A, Lesson 3 Chinese Treasure Chest, Volume 2, pp. 161-170 Better Chinese, My First Chinese Words, Book 15 |
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