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| How do I talk about my family/families in China? |
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| In this unit of study students begin to learn how to communicate effectively about their family in Chinese. They learn to describe their family in detail. Furthermore, students learn to ask and respond to questions about age, appearance and personality of their family members. In addition, they become aware of the differences in describing birth dates and age in Chinese and the year of birth represented by the Chinese zodiac. Through the study of families, students gain knowledge and insight into the concepts of family relationships and family order in China and their own culture. |
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| 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.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends Identifying and Describing 1.1.N.SL.e Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer using a list of traits 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 Interpersonal Reading/Writing (RW)
Socializing 1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/ physical conditions, self, family, and friends 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 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 Understanding the role of family and community
within the target culture(s) (F) 2.1.N.F.e Explain the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target 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 4.2 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 | Recommended Can-Do Statements: *I-Can Statement worded specifically for this unit and based on NCSSFL-ACTFL Can-Do Statements.
INTERPERSONAL COMMUNICATION (Novice Mid)
- I can ask and answer questions about who are there in the family.
- I can ask and answer about how many people are there in a family.
Interpretive Communication - I can understand simple questions a guest asks about family.
- I can understand simple questions about family in correspondence among an e-pals.
- I can understand someone’s simple descriptions of a photo.
- I can understand simple questions a guest asks about family.
Presentational Communication - I can state my physical or personality traits.
- I can state a few personality and/or physical characteristics of my family members.
- I can create a simple chart of a few things I like and dislike.
- I can name my family members, their ages, their relationships to me.
- I can state a few personalities or physical characteristics of a hero of mine.
- I can write the physical or personality traits of a character in a book.
- I can identify whom I and people in other cultures consider to be part of the family, using a few simple details.
- I can recognize a person's personal traits in simple writing.
Intercultural Communication - In my own and other cultures I can identify whom people consider to be part of their family.
- I can appropriately address members of a family who represent different generations and genders.
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| 1. How do families in China compare to families in the USA? 2. How do I describe my family members and their relationship to
each other?
3. What does the Zodiac sign represent?
4. What is the attitude of Chinese and American families toward
pets? | - family members: mother, father, younger and older sister, younger and older brother, grandparents
家人: 妈妈，爸爸，哥哥，姐姐，弟弟，妹妹，兄弟姐妹，爷爷，奶奶，外公，外婆
- there be, if there be..., do you have....?
有，没有/ 你有...吗？你有没有...?
- Who are there in a family ...家有谁？
- How many people are there in the family? M.W for family members
口, 你/他/她/名字家有几口人？
- personality characteristics: nice, warmhearted, friendly, lovely, fun,
人很好，热心，友好，可爱，有趣/有意思
- compare big and small 大 小
- physical attributes: tall, short, handsome, beautiful：高，矮，帅，漂亮; 很+形容词
- Pet: dog, cat, fish, bird, bunny, guinea pig, hamster
宠物：狗，猫，鱼，鸟，兔子，荷兰猪，仓鼠
- Zodiac sign： students' zodiac sign；属+动物名称
- culture: In Chinese culture, it is important to show respect for those who are older than you, even among siblings younger siblings often call older siblings 哥哥 or 姐姐，rather than their names.
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| Components of Integrated Performance Assessment for Unit 3:
Summative Assessments for Weeks 1 and 2:
- Assessment 3.1: Presentational Writing: Students complete a family tree with pictures and corresponding titles (1.3.N.W.a )
- Assessment 3.2: Presentational Speaking: Students describe their family according to a random selected pictures. (1.3.N.S.b )
Summative Assessments for Weeks 3 and 4: - Assessment 3.3: Presentational Speaking: Students describe two family members designated by teacher with learned adjectives (1.3.N.S.b)
- Assessment 3.4: Interpretive Reading: Students read the description of a missing person and match the person with the given pictures. (1.2.N.L.b)
Summative Assessments for Weeks 5 and 6: - Assessment 3.5: Interpretive Reading and Presentational Writing: Reading Comprehension: students to answer questions regarding people's family members, siblings, pets. Have students describe a given picture.(1.2.N.R.c , 1.3.W.a)
- Assessment 3.6: Presentational Speaking and Writing: Students introduce their family members and pets, include age, how they think of their family members and pets using learned adjectives (1.3.N.S.b, 1.3.N.W.c; 4.2.N.a; 4.2.N.d)
| Comparing
Describing Inquiring |
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| Click here to access Learning Activities and Assessments for this Unit.
WEEKS 1 AND 2
Review of previously learned material
- review 谁、 生日是几月几号， 上几年级 using technology (e.g. Quizlet or teacher-made presentation)
Presentation of new materials - Introduce family members including grandparents from both sides using authentic materials (e.g. websites, cartoon video, etc), images, family pictures and/or technology.
- Introduce how to ask and answer to whether someone has certain family members using authentic materials (e.g. texts, websites, etc), family pictures, and/or technology
- Introduce how to state this/that is..., using teacher-made presentation
- Introduce how to ask about members of a a family; using authentic materials (e.g. texts, websites, video, etc), images, props and/or technology
- Introduce measuring word for family members
- Introduce how to ask and answer to how many people are there in the family, using teacher-made presentation
Scaffolded practice - Practice recognizing titles of family members through games.
- Teacher initiates questions regarding students' family members' birthdays, and students orally answer and then record in character.
- Teacher demonstrates how to ask if someone has a certain sibling as well as how many of each category, and students will take turns interviewing other classmates about their siblings, and then write them down in complete sentences.
- Students practice orally and in writing both questions and answers about how many family members their classmates have.
- Using various family pictures showing different family members, students describe the pictures as if they are members of the student's own family.
Formative Assessment
- Students interview each other about their family members with certain questions, such as 你家有几口人？你有没有妹妹？你妹妹多大？（every pair of students are to inquire about different sibling from previous groups.）
- Students recognize family members in characters.
Summative Assessment: Weeks 1 and 2 - Assessment 3.1: Presentational Writing: Students complete a family tree with pictures and corresponding titles (1.3.N.W.a )
- Assessment 3.2: Presentational Speaking: Students describe their family according to a random selected pictures. (1.3.N.S.b)
WEEKS 3 AND 4
Review of previously learned material: family members
Presenation of new material: - Introduce common adjectives to describe people. 人很好，热心，友好，可爱，有趣/有意思; 高，矮，帅，漂亮, 大 小 using songs
- Introduce sentence structure "....to be + adjective" ....很+形容词
Scaffolded practice - Present how to describe family members with newly-learned adjectives, and then have students to orally describe their family members.
- Using pictures on the Internet, students are to describe pictures with at least two adjectives. (Point out not to use 是, but 很)
- Students write 3 sentences to describe a picture (2 truths and 1 lie). Other students guess which picture it is.
Formative assessment - Students orally describe people on the pictures using the learned adjectives.
- Describe a favorite family member using video or digital camera and/or voice recorder .
- Students identify the person being described in audio recording
- Students describe their classmates and have others guess who is being described.
Summative assessment: Weeks 3 and 4
- Assessment 3.3: Presentational Speaking: Students describe two family members designated by teacher with learned adjectives (1.3.N.S.b)
- Assessment 3.4: Interpretive Reading: Students read the description of a missing person and match the person with the given pictures. (1.2.N.L.b)
WEEKS 5 AND 6
Review of previously learned material
- review adjectives learned from previous unit, using Quizlet and etc.
Presentation of new materials - Introduce pet, including dog, cat, fish, snake, bird, bunny, guinea pig, hamster
宠物：狗，猫，鱼，蛇，马，鸟，兔子，荷兰猪，仓鼠; with pictures. - Introduce special measure word for each pet: 只；条；匹
- Based on students previous answer about their pets, teacher asks how many each pet do they have; students to answer in a given prompt sentence form: 你有几只/条/匹 ....? 我有...只/条/匹 .....
- Introduce Chinese Zodiac sign story with video and worksheets.
- Introduce how to ask and answer about people's zodiac signs 你属什么？我属...
Scaffolded practice
- Using pictures of the pets, teacher asks students if they have certain pets; and then students in pairs to ask each other about if they have some pets: 你有没有...?你有什么宠物？你有....吗？
- Using pictures of the pets, teacher talks about how many of each pet is on the picture; and then have students describe different pictures.
- Using pictures with matching characters, students interview each other as if the pets belong to them.
- Students to ask each other about their zodiac signs, and then count how many classmates have the same zodiac signs. ...个人属...
- Students orally compare the differences between horoscope signs and zodiac signs.
Formative assessment - Using teacher recorded audio conversation about pets, students draw corresponding pictures.
- Students identify pets and match with Chinese characters.
- Have students interview other classmates' family members' zodiac signs, and record in characters.
Summative assessment - Assessment 3.5: Interpretive Reading and Presentational Writing: Reading Comprehension: students to answer questions regarding people's family members, siblings, pets. Have students describe a given picture.(1.2.N.R.c , 1.3.W.a)
- Assessment 3.6: Presentational Speaking and Writing: Students introduce their family members and pets, include age, how they think of their family members and pets using learned adjectives (1.3.N.S.b, 1.3.N.W.c; 4.2.N.a; 4.2.N.d)
| Recommended (not required) Resources
Introducing and describing family members:
Introducing and describing pets: The Chinese Zodiac:
Teacher Resources (Not required)
- Integrated Chinese, Level 1 Part 1. Boston, MA: Cheng & Tsui Company, 2005.
- Learn Chinese With Me. People’s Education Press, pp. 91.
- Ni Hao. Brisbane, Australia: Watson Ferguson & Company, 2006. pp. 43-65.
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