| | | | | | |
|
|
| |
| ... |
| Where can I use Chinese language? What makes Chinese language unique?
|
| ... |
| |
| ... |
| In this unit of study, students refresh their use of pinyin to pronounce new vocabulary, such as common expressions in the classroom and classroom supplies. They learn about the unique features of Chinese characters and how the Chinese writing system has evolved using simplified and traditional characters. Students also learn how to recognize radicals in characters to estimate the meanings of the characters. Students also explore the role of calligraphy in Chinese art, language and culture. In addition, students learn to describe events happened in the past. |
| ... |
| MI: World Languages (2014) 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.d Request, offer, invite, and reply appropriately using memorized phrases 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.RW.h Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life 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.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests 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 Interpreting 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 Presentational Language-Writing (W) 1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu 1.3.N.W.c Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school Understanding the importance of cultural and creative heritage within the target cultures 2.2.N.C.a Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites) 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 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 4.1 Comparing Languages
Students demonstrate understanding of the nature of language through comparisons of the language studies and their own. 4.1.N.a Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words) 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 4.2.N.b Identify basic target culture products 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 | Recommended Can-Do Statements:
*I-Can Statement worded specifically for this unit and based on NCSSFL-ACTFL Can-Do Statements.
INTERPERSONAL COMMUNICATION (Novice Mid) (Intermediate Low) - I can write in an email/letter about what something I did.
PRESENTATIONAL SPEAKING
(Novice Low) (Intermediate Low) - I can talk about a past event.
PRESENTATIONAL WRITING
(Novice Low)
- I can label objects in classroom and posters.
(Intermediate Low)
- I can write about past vacation.
INTERPRETIVE LISTENING
(Novice Mid) - I can follow the commands given by teacher.
INTERPRETIVE READING (Novice Low) - I can follow instructions for simple class routines.
(Intermediate Low) - I can understand an email describing when someone did some activities in the past.
- I can understand the questions in email asking about what I did at various past times.
INTERCULTURAL COMMUNICATION: (Novice) - In my own and other cultures I can identify some elements of a classroom, a school schedule, or levels of schooling and how they reflect the culture.
- I can identify the Four Treasures of the Chinese Study and compare them to my own tools for writing.
- I can describe the unique features of Chinese characters, including structure types, categories by origin/formation, and radicals.
- I can explain the differences between Chinese name with its translation in English.
- I can use a Chinese painting brush to write basic strokes of the Chinese characters and some simple characters.
|
| ... |
| 1. Why are Chinese characters special? 2. How do you use Chinese to communicate in the classroom? 3. How do you talk about activities happened in the past? | Useful classroom Chinese: - 老师好/大家好
- 对不对,对,不对
- 懂不懂, 懂,不懂
- 我不知道
- ....怎么说?
- 谢谢/不客气
- 对不起/没关系
- 请 as command politely
- 举手
- 说
- 听
- 看
- 站起来
- 坐
- 安静
- 我可以去厕所吗？
- 我可以去喝水吗？
- 我可以去我的储物柜/柜子吗？
School Supplies (items in your backpack)： 文具， 书， 书包，铅笔，橡皮，文具盒(铅笔盒)，剪刀，尺子，卷笔刀，固体胶，本子，课本，彩色笔，蜡笔
Objects in classroom: 教室，钟，杯子，黑板，桌子，椅子，电脑，投影仪
文房四宝,书法,笔 ,墨,纸,砚
categories of characters by structures: 独体字，合体字（上下结构、左右结构、包围结构） categories of characters by origin/formation: 六书、象形字、形声字
Radicals：部首
particle indicates completion of an action: 了 |
| ... |
| Integrated Performance Assessment for Unit 1
Summative assessment: Weeks 1 and 2 - Assessment 1.1 Presentational Speaking: 2-3 students in a group act out a scenario of a teacher and 1 or 2 students in the classroom having a class. They need to use at least 8 phrases/sentences. (1.3.M.S.a; 1.1.N.RW.h)
- Assessment 1.2 Interpersonal Speaking: Students have a conversation within a small group (2-3 students) about the objects they can see in the classroom with questions like "这是什么？" (1.1.N.RW.h)
Summative assessment: Weeks 3 and 4 - Assessment 1.3 Presentational Writing and Speaking: students make a poster of a big backpack or a classroom and label items they have with Chinese characters. Students present to class using sentences like 我的书包里有... and "这是...". They should include 10 or more items. (1.3.N.W.a; 1.3.M.S.c )
- Assessment 1.4 Intercultural Competence: students compare the Four Treasures of the Chinese Study with their tools for writing. (4.2.N.b)
Summative assessment: Weeks 5 and 6
- Assessment 1.5: Presentational Writing and Speaking/Intercultural Competence: Students write Chinese names of their own or a Chinese celebrity with a Chinese painting brush in standard script. Then introduce each character's features; including structures, categories by origin/formation, and radicals with the meaning if applicable. Students briefly explain the differences of the selected Chinese name with its translation in English. (2.2.M.C.b; 3.2.N.a; 4.2.N.a)
- Assessment 1.6: Presentational Writing and Speaking: Students to write about their most recent summer vacation, including at least 5 different activities at 5 different time. Students to present their vacation with only pictures allowed on each slide.
(1.3.M.S.c; 1.3.M.W.c)
| Comprehending Identifying Describing
Inquiring |
| ... |
| Click here to access Learning Activities and Assessments for this Unit.
WEEK 1 AND 2
Presentation of new material - Introduce useful classroom Chinese using a video and teacher-made flashcards.
- Introduce the combination of commands using teacher-made flashcards.
- Introduce students request: "我可以上厕所吗？" "我可以去喝水吗？" "我可以去我的储物柜吗？" using a video
- Introduce classroom items with a video (items you see in your classroom)
- Introduce questions "这是什么？" "这是..."
Scaffolded Practice - Teacher explains the phrases with hand gestures and body movements (quiet, listen, raise hand, etc.).
- Teacher models the pronunciation and students practice speaking
- Students play a game (Quizlet, Gimkit, Blooket, etc.) to get familiar with these phrases.
- Teacher demonstrates the combined commands: 请坐 please take a seat；Apple用中文怎么说？How to say apple in Chinese? 请看 please watch/look
- Teacher uses game to help students remember the commands
- Teacher asks and answers the question "这是什么？" "这是..." with items picked out by teacher/students
Formative Assessment - Students respond to commands given by teacher with hand gestures or body movements (eg. 老师好，请举手, etc.)
- Students in small groups choose 4-6 phrases to make a skit to act out.
- Use the game "Trasketball" to check students' understanding (if the supplies are not available, students can answer questions directly)
- Teachers point out items ask students "这是什么？" and students answer "这是..."
Summative Assessment - Presentational Speaking: 2-3 students in a group and act out a scenario of involvling a teacher and 1 or 2 students in the classroom (1.3.M.S.a; 1.1.N.RW.h)
- Interpersonal Speaking: Students have a conversation within a small group (2-3 students) about the objects they can see in the classroom with questions like "这是什么？" (1.1.N.RW.h)
WEEK 3 AND 4 Presentation of new material - Introduce common school supplies with a video (items in your backpack)
- Introduce vocabulary using the teacher made flashcards
- Introduce vocabulary "里" for location "inside", 我书包里有...
- Introduce possible questions to ask in a conversation "你的书包里有什么？" "我的书包里有/没有..."
- Introduce the idea of "Four Treasures of Study" in Chinese culture using a video
- Introduce more information about "Four Treasures of Study" with the reading material
- Introduce how Chinese characters have evolved into current "traditional" style and simplified style using a video in English and a web page.
- Introduce the Chinese calligraphy using a video.
- Introduce how to hold a Chinese painting brush and the 8 basic strokes of calligraphy using a demonstration video.
- Explain briefly that the 8 basic strokes can be used for both traditional and simplified characters.
Scaffolded Practice - Teacher prepares a backpack and show students the objects in there and students repeat
- Teacher asks students to identify the school supplies with flashcards
- Teacher demonstrates the statement: "我的书包里有书。" with the word "里"。
- Teacher models the conversation variations "你的书包里有什么？" "我的书包里有..." "你的书包里有...吗？" "我的书包里有/没有...".
- Teacher shows students the "Four Treasures of Study" if they have it and let students feel it. If possible, demonstrate how the inkstick and inkstone work.
- Teacher demonstrates simple strokes of Chinese calligraphy with brush and paper.
- Teacher demonstrates the Chinese character evolution and different writing style with reading material. Students discuss in a small group "How have Chinese characters evolved? Have you uncovered any trends? "
- Students make ink with the inkstick and inkstone.
Formative Assessment - Students talk in small groups about what they have in their backpacks using sentences like 我的书包里有...
- Students tell the class what they have in their backpacks.
- Teacher asks the students questions "你的书包里有什么？" "我的书包里有/没有..." and students answer
- Students identify the four items included in the "Four Treasures of Study" and tell the teacher what materials can be used to make them.
- Students try writing previously learned simple characters with brush and paper.
- Students match the simplified characters with their oracle bone scripts. Teacher can select a few pictographic characters, such as "日、月、水、山".
Summative Assessment - Presentational Writing and Speaking: Students make a poster of a big backpack or a classroom and label items they have with Chinese characters. Students present to class using sentences like 我的书包里有... and "这是...". (1.3.N.W.a; 1.3.M.S.c )
- Intercultural Competence: Students compare the Four Treasures of the Chinese Study with their tools for writing. (4.2.N.b)
WEEK 5 AND 6
Presentation of New Material - Introduce structures of Chinese characters (single component and compound) using video in English.
- Give examples of each type of character structure using previously learned and/or volunteering students' Chinese names.
- Introduce the formation of Chinese characters (六书) using a reading and a video in English with examples in Chinese.
- Show examples of pictographic characters（象形字）using authentic material.
- Introduce concept of radicals（部首）in Chinese characters and common radicals using reading and video.
- Show examples of phono-semantic characters（形声字）using previously learned characters and point out the radicals with their meanings.
- Review basic word order: SVO without time and word order with time: STVO or TSVO with examples.
- Introduce particle "了": indicates the completion of an action when added directly after a verb or a verb phrase. "了" itself with verb doesn't indicate past tense.
- Introduce how to describe an action taking place in the past: time (previously happened time)+ verb+"了"
- Give examples how to describe an event took place in the past.
Scaffolded practice - Students, in pairs or small groups, write each character from this unit (Week 1-3) in big size, and sort them out by character structure type: single component or compound; and then introduce 3 sub-categories of compound characters: Left to Right, Above to Below, Surrounded; using an online article.
- Show examples of previously learned characters in type and have students identify them.
- Students write down some characters that they recognize in the video 36 characters.
- Guide students to recall previously learned characters with the same common radicals, such as "口"、“女”、"木".
- Students, in pairs or small groups, list as many phono-semantic characters as they can recall in 10 minutes and share with the class.
- Students say and write when they had breakfast yesterday and last weekend in complete sentences.
- Students interview each other regarding when they did some activities they learned in Chinese 1.
- Students write about one of their days in the last week, including 5 different activities. Teacher distributes the writing to a different student. Students take turns reading aloud what they receive, while everyone else looks at the writing in their hand. When a same activity in the writing was read aloud, students who hold other's writing will say: ....did .... at ....（time)。 ....（time）也.....了。
Formative assessment - Students match 8 given characters to the four character structures: single component, Left-to-right compound, Above to Below compound, and Surrounded compound.
- Select 10 common pictographic and phono-semantic characters from Chinese 1. Students group them by formation and identify the common radicals from these phono-semantic characters.
- Teacher interviews students about when they did something based on randomly selected activities previously learned in Chinese 1.
- Students read a letter asking about what they did in the past summer and then answer the questions in detail including when they did what. (1.2.M.R.c; 1.1 M. RW.g)
Summative assessment - Presentational Writing and Speaking: Students write Chinese names of their own or a Chinese celebrity with a Chinese painting brush in standard script. Then introduce each character's features; including structures, categories by origin/formation, and radicals with the meaning if applicable. Students briefly explain the differences of the selected Chinese name with its translation in English. (2.2.M.C.b; 3.2.N.a; 4.2.N.a)
- Presentational Writing and Speaking: Students write about their most recent summer vacation including at least 5 different activities at 5 different time. Students present their vacation with only pictures allowed on each slide.
(1.3.M.S.c; 1.3.M.W.c)
|
Recommended (not required) Resources
interacting with others in Chinese class
classroom objects/school supplies
Four Treasures of the Chinese Study Chinese characters evolution
Chinese calligraphy Features of Chinese characters
|
| ... |
|
