Wayne RESA

Unit PlannerChinese Level 3

OS/MAISA / 9 - 12 / World Languages / Chinese Level 3 / Week 27 - Week 32

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do people spend their free time in China?

 

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Graphic Organizer
 
Graphic Organizer
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Unit Abstract

In this unit of study, students identify sports and leisure activities. They express preferences, likes and dislikes about sports and free time activities. Students describe sports and leisure activities to talk about their daily lives. They exchange information about the activities they enjoy or in which they participate. Students compare popular school sports in China and the USA as well as how competition is viewed in both cultures. As a result of this unit, students gain a better understanding of sports culture in China.

 

Chinese Level 3, Unit 5 SCoPE
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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
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
Cultures
Understanding the artifacts associated with family and community life within the target culture(s) (F)
2.2.N.F.c Describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is spoken
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.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
Comparisons
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
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
Exchanging Opinions
1.1.M.SL.i Interview a classmate in the target language about their likes, dislikes, preferences, and opinions
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
Identifying and Describing
1.1.M.RW.f Share a written detailed description of places and things beyond the student’s immediate environment or in the target culture
Exchanging Opinions
1.1.M.RW.i Create and use a questionnaire to interview a classmate in the target language about their likes, dislikes, preferences, and opinions, and write a summary of the information
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
Interperpreting Written Language-Reading
1.2.M.R.a Demonstrate understanding of written classroom language in the target language on familiar topics
Presentational Language-Writing (W)
1.3.M.W.a Illustrate and present materials in the target language such as an informational brochure or instructions for accomplishing a task
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.d Describe leisure activities associated with a particular community, region, or culture in which the target language is spoken
Understanding the artifacts associated with family and community life within the target culture(s) (F)
2.2.M.F.b Compare the products that are native to a community, region or country with those of one or more other communities, regions, or countries
2.2.M.Fc Compare the products needed for leisure activities within two or more communities, regions, or cultures in which the language is spoken
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
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions

1. What sports and leisure activities are available to me?

2. What sports and leisure activities are available in China?

3. How to I express preferences, likes and dislikes about sports and leisure activities?

4. How do sports and leisure activities compare between China and the USA?

Content (Key Concepts)

Grammar:

Mei..+Verb..(le): e.g. Wo yi ge yue mei da lanqiu le.

hao/ nan + Verb: e.g. hao kan/ nan kan.

Tai…le: e.g. tai hao kan le!

Yijing ……le: e.g. Ta yijing yi zhou mei youyong le.

Jiu yao….le: e.g. bisai jiu yao kaishi le.

Verb+ time expression + de + noun: e.g. Wo meitian

ti yi ge xiaoshi de zuqiu.

Verb1 + zhe + verb2: e.g. Tamen bao zhe qiu pao.

Bei/jiao/rang +agent + verb + le: e.g. Wo de qiupai

bei gou yao huai le.

 

Review: Times of actions e.g. Wo da liang ge

xiaoshi de lanqiu

 

Identify sports: lanqiu, paiqiu, wangqiu, zuqiu, ganlanqiu, pingpangqiu, yumaoqiu, bangqiu, qugunqiu, youyong, huabing, huaxue, huaban, paobu, qi che, da taijiquan, zuo yujia, zuo ticao, da baolingqiu, da gaoerfu

 

Identify leisure activities: kan bisai, du xiao shuo, zuo fan, kan dianying, shangwang, ting yinyue, change, tiaowu, jiyou, xia qi

 

Verbs: hui / buhui, xue / jiao, duanlian, zuo yundong, da / ti, wan, ying / shu, ya, bao, la, pai, zuo, shang chang; review: xihuan / bu xihuan

 

Conjunction words: you de….you de….e.g. You de ren xihuan da lanqiu, you de ren xihuan da wangqiu

Culture:

  • Compare common sports and leisure activities between China and the USA
  • Compare sports competition in China and the USA, e.g. classroom-to-classroom competitions in China versus school-to-school competitions in USA
  • Compare the variety of sports broadcasting and the use of “sports channels” between the USA and China
  • Origins of sports (e.g. soccer, ping pong, football) in China and the USA

 

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Unit Assessment Tasks

Sample Performance Assessments

1. Identify and label sports and leisure activities using a word bank (1.2.M.R.a).

2. Listen to descriptions of sports/leisure activities and identify them in writing (1.2.M.L.a).

3. Write a short email to your pen-pal in Beijing describing the sports offered in your school (1.1.M.RW.a, 1.3.M.W.b).

4. You are taking your pen-pal from Beijing to a sports game. Describe and explain in writing how the game is played (1.1.M.RW.f, 2.2.M.F.c).

5. Create a survey and interview your classmates about the leisure activities they like/participate in. Present your findings to the class using a graphic organizer (1.1.M.SL.g, 1.1.M.SL.i, 1.1.M.RW.i, 1.2.N.L.b, 4.1.M.b).

6. You are applying online for a job at a Sports Store. Write your Personal Statement about why your background is suitable for this position (1.3.M.W.b).

7. You are the captain of a sports team. Prepare a flyer/brochure to recruit more members for the team (1.3.M.W.a).

8. Compare popular American sports and sports figures with those in China using a T-chart (2.1.M.F.d, 2.2.M.F.b, 2.2.M.F.c).

9. Write a short essay in English comparing sports programming on TV in China and the USA (3.2.N.a).

10. In English explain how classroom versus school spirit is displayed in sports competitions in China and the USA (4.2.N.a).

 

Skills (Intellectual Processes)

Describing

Comparing

Identifying

Inquiring

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources

Teacher Resource

Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 211-234.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 227-256.

Learn Chinese with Me, Book 1. First Edition. Beijing, China: People’s Education Press, 2003, pp.183-187, 199-204.

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp.42-84.

 

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