Unit 1: Getting to Know China and Mandarin

In this unit of study students are introduced to China, its culture and its official language. They begin to recognize the basic elements (initials, finals, and tones) of Pinyin. Chinese characters are also introduced. Each student constructs a Chinese name with the teacher's assistance. They become familiar with where China is located in the world and its neighboring countries. Students are able to locate major cities such as Beijing, Shanghai, Guangzhou, Xi’an, Hongkong as well as the Chang Jiang (Yangzi River) and Huang He (Yellow River). Majority and minority ethnic groups are introduced. They also recognize influential people in Chinese history. Students recognize important national symbols of China such as its flag, national anthem, the Great Wall, traditional clothing, panda, and crafts with their significance to China and its people. Students are also taught to greet people; ask and answer about family and given names; count and recognize numbers from 0 to 10.

Recommended Can-Do Statements:

*I-Can Statement worded specifically for this unit and based on NCSSFL-ACTFL Can-Do Statements

INTERPERSONAL COMMUNICATION

(Novice Low)

• I can say hello and goodbye.
• I can tell someone my name.

(Novice Mid)

• I can say hello and goodbye to someone my age or younger.
• I can say hello to my teacher, professor, or supervisor.

PRESENTATIONAL SPEAKING

​(Novice Low)

• I can count from 1-10.
• I can name China's neighboring countries on a map.
• I can name a few important cities, rivers, and mountain of China.*
• I can say my name to introduce myself.
• I can name some famous people in China.
• I can give some simple information about historical figure based on pictures or photos.

PRESENTATIONAL WRITING

​(Novice Low)

• I can copy the characters that I am learning.
• I can write my name in characters.*
• I can write numerals from 1 to 10 in characters.

INTERPRETIVE LISTENING

(Novice Low)

• I can recognize a few characters when spoken.
• I can understand greetings.
• I can understand some numbers.

(Novice Mid)

• I can understand greetings.
• I can understand when people introduce their family and given names.
• I can understand when someone asks for a name.

INTERPRETIVE READING

(Novice Low)

• I can recognize a few characters.
• I can understand cellphone numbers.

INTERCULTURAL COMMUNICATION

(Novice)

• In other culture, I can identify landmarks and what they represent to people.
• In my own and other cultures, I can identify social practices, such as greetings and introductions.
• In my other culture, I can identify how people count.

1. Why do we learn about China?
2. Why do we study Chinese language and culture?
3. What are the unique features of the official Chinese language?
4. What is the importance of national symbols to China and its
people?

5. Where is China in the world?

Click here to access Learning Activities and Assessments for this Unit.

Week 1:

Culture: Overview of China in terms of geographic location.

Language: 中国 ；你好；再见；一、二、三

Geography/Culture: Students identify countries and region with Mandarin as official language, given a map of Asia. (2.2.N.G.a)

Week 2:

Culture: Chinese writing system and phonetic transcription system.

Language: 中文；甲骨文；你好吗？我很好。我不好。很 (very; to be) 四、五

Weeks 1-2 Presentation of New Material

• Introduce China neighboring countries using authentic materials (e.g. texts, websites, video, etc.), images, props and technology.; Taiwan; Singapore; overseas Chinese speaking communities.
  
• Introduce Chinese writing systems, Pinyin system with importance of different tones, earliest form of Chinese characters(oracle bone inscriptions) using authentic materials (e.g. texts, websites, video, etc.), images, props and technology.
  
• Introduce how to write "中国" with their pinyin using authentic materials (e.g. texts, websites, video, audio, etc.), images, props and technology.
• Introduce greetings and farewells “你好，再见” using authentic materials (e.g. texts, websites, video, audio, etc.), images, and technology.
• Introduce numbers “一、二、三、四、五” using hand gestures and videos.

Scaffolded practice

• Student differentiates the traditional and simplified characters using props.
• Student identifies orally mainland China, Taiwan, Singapore, famous China towns in U.S., and China's neighboring countries using images, props and technology.
• Student practices writing characters.
• Student practices greeting each other.

Formative assessment

• Student identify and pronounce initial, final, and tones in given Pinyin syllables, using prepared materials (e.g. texts, websites, video, audio, etc.) and technology.
• Teacher asks and students answer questions about China and neighboring countries.
• Student identifies and highlights China on a map and labels it in characters.

Summative assessment: Weeks 1 and 2

• Assessment 1.1: Interpersonal Speaking: Option 1 ~ Given a blank map of Eastern Asia, in pairs, students ask one another and identify China and neighboring countries. Option 2 ~ Given a blank map of Eastern Asia, the teacher and student ask one another to identify China and neighboring countries. (2.2.N.G.a, 2.2.N.G.c)
• Assessment 1.2: Presentational Writing: Student labels China on a map in a combination of characters and pinyin. Student then explains why tones are important. (2.2.N.G.a)

Week 3:

Culture: National symbols and anthem, and panda.

Language: 国旗、国徽、国歌 （用来介绍拼音）；熊猫；六、七、八、九、十、零

Week 4:

Culture: Mother rivers, mountains, major Chinese cities.

Language: 长江、黄河、北京、上海、香港等等、黄山。您、姓、贵、什么；姓什么

Weeks 3-4 Presentation of New Material

• Introduce numbers “六、七、八、九、十、零” using hand gestures and videos.
• Introduce national symbols using authentic materials (e.g. websites, video, etc.), images, props and technology.
• Introduce panda using authentic materials (e.g. websites, video, etc.), and technology.
• Introduce mother rivers, mountains, and major Chinese cities, using authentic materials.
• Introduce Chinese family names and its significance.
• Introduce asking and answer about one's family names. 您 姓、贵、什么；姓什么

Scaffolded practice

• Student practice writing numbers from 0-10 in characters and pinyin.
• Student in pairs practice asking and answering about their family names.
• Student identify the above mentioned cities and river and mountain on a map of China.
• Make a national symbol of China: flag.

Formative assessment

• student speak numbers from 0-10, and write pinyin for each number.
  
• student answers to teacher inquiry of his/her family name.
• student identifies 长江、黄河、黄山、上海、北京、香港 on a map of China.

Summative assessment: Week 3 and 4

• Assessment 1.3: ​Interpersonal Speaking: Student has a conversation with teacher, including a greeting and exchange of information about name. The conversation should also include appropriate title (honorifics), pleasantries, and farewell. (1.1.N.SL.a, 1.1.N.SL.c, 4.1.N.b, 4.1.N.c)
• Assessment 1.4: Interpretive Listening: Students view video on greetings/name inquiry and answer questions based on what they see and hear. (1.1.N.SL.a)
• Assessment 1.5: Presentational Speaking: Given a map of China, students identify mother rivers, mountain, and major cities. .. (2.2.N.G.a, 2.2.N.G.c)

Week 5:

Culture: Demographics of China, including ethic groups and historical influential people.

Language: 人；（中国、北京）人、汉族、汉语；叫、名字、叫什么名字、姓名; 孔子、花木兰、李小龙、毛泽东、孙中山

Week 6:

Culture: Chinese names; constructing individual student name (summative assessment)

Language: Introduce how to ask for a person's name and use appropriate titles of respect for individuals (formal vs familiar) using authentic materials (e.g. texts, websites, video, audio, etc.), images, props and/or technology.

Weeks 5-6 Presentation of New Material

• Introduce 23 provinces, 5 autonomous Region, 4 municipalities, 2 special administrative regions; using map online and posters.
• Introduce various ethnic groups in 5 autonomous regions, major minorities, and percentage of the largest ethnic group Han of the total population; using authentic materials, such as videos and posters.
• Introduce celebrities in China; i.e. 孔子、花木兰、李小龙、毛泽东、孙中山; using online videos, pictures, and "Chinese Treasure Chest".
• Introduce inquiry and answer about nationalities; using song(Chinese Buddy) and teacher-made presentation.
• Introduce a few countries names, i.e. 美国，英国，加拿大 （根据学生情况可增加）;using national flags and pictures online.
• Introduce given name and family name inquiry and answering; using song, teacher-made presentation.

Scaffolded practice

• Student select one celebrity to introduce to the class according to teacher's guided questions. (2.1.N.H.b, 3.2.N.a).
• Student name countries in Chinese when provided with national flags.
• Students in pairs practice asking and answering about various nationalities.
• Students in pairs practice asking and answering about given names.

Formative assessment

• Student presents what ethnic minorities reside in each autonomous regions, and what is the ethnic majority in China.
• Students initiate conversations about their given names.
• Students initiate conversations about their nationalities.

Summative Assessment

• Assessment 1.6: Comparisons/Culture: Compare Chinese administrative regions with U.S. administrative regions. (4.2.N.a)
• ​Assessment 1.7: Interpersonal Speaking: Student has a conversation with each other, including given names and nationalities. (1.1.N.SL.a, 1.1.N.SL.c)
  
• Assessment 1.8: Presentational Speaking and Writing: Students introduce their Chinese names, in terms of pronunciation(pinyin) and meaning, using pre-written full sentence. (1.3.N.W.c; 4.2.N.a; 4.2.N.d)