Unit 4: My Daily Schedule

In this unit of study students begin to learn how the concept of time is expressed in Chinese. They learn to talk about time and discuss activities take place at various time. Students begin to recognize how the Chinese structure their thoughts differently than English-speakers. Students also learn to recognize and talk about school subjects.

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 fill out an online form to provide my class schedule.
• I can text a friend the time and day we plan to meet.
• I can ask and answer questions about school (in an online conversation).
• I can read a note from my roommate about evening plans and write a short response.
• I can contribute to a conversation about a story by identifying who, what, when, and where.

Interpretive Communication

• I can recognize question words in a text message.
• I can identify names of classes and time on a class schedule.
• I can recognize a time or date when plans for an event are discussed.

Presentational Communication

• I can say some activities I do every day.
• I can tell someone my activities and schedule for the day.
• I can list my classes or work activities and tell what time they start and end.
• I can list my daily activities.

Intercultural Communication

• I can interpret simple schedules and consider how people think about time in my own and other cultures

1. How is time expressed in Chinese?
2. How do Chinese people express the importance of time?

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

WEEKS 1 AND 2

Review of previously learned material

• review 早上好，你早 using teacher-made presentation
  
• review dates 年，月，日
• review numbers 零，两

Presentation of new materials

• Introduce different sections of the day 早、午、晚、早上、上午、中午、下午、晚上 using authentic materials (e.g. websites), images, clock and/or technology.
• Introduce time 点、分、半、刻、几点、现在 using authentic materials (e.g. texts, websites, etc), and/or technology
• Introduce how to inquire and state time 现在几点？现在三点。 using websites, and clocks
• Introduce military time 24-hour clock using authentic materials (e.g. texts, websites, video, etc), images, props and/or technology
• Introduce how to express time including am and pm: 上午八点/晚上九点 using websites
• Introduce how time is structured in Chinese: year, month, day, day or the week, a.m/p.m, o'clock minute (from largest to smallest unit) using authentic materials (e.g. texts, websites, video, etc)
  

Scaffolded practice

• Students identify different sections of the day using the pictures of daily activities
• Students make a poster of the different sections of day with time range
• Students tell time orally using a visual prompt of a series of clocks with varying times.
• Students write down the time they hear from the teacher.
• Students ask each other and answer what time it is using world clocks
• Students translate the time with given prompt with different sections of the day
• Students compare the different ways to structure time in English and Chinese

Formative Assessment

• Students write down the time the teacher says including am and pm
• Students re-arrange the elements of the time into the correct order
• Students interview each other about current time in the different locations of the world

Summative Assessment: Weeks 1 and 2

• Assessment 4.1: Interpretive Listening: Students interpretive various times according to the sound the recording (1.2.N.L.b)
• Assessment 4.2: Presentational Speaking: Students present various times with prompts (include sections of the day ). (1.3.N.S.b)

WEEKS 3 AND 4

Review of previously learned material: time

Presentation of new material:

• Introduce common daily activities: 起床、吃（早/午/晚）饭、洗澡、回家、去、上学、放学、学校、上课、下课、睡觉、做、做功课、做作业、看电视、上厕所， using teacher made flashcards （quizlet），storybook， video or presentation.
• Introduce sentence structure "S+Time+VP or Time+S+ VP
• Introduce how to ask questions about the above sentence structure:你几点起床？and 你晚上九点做什么？

Scaffolded practice

• Students to say activities according to given pictures.
• Students to talk about what time they do given activities on the pictures.
• Teachers to talk about when they do certain activities in a reasonable order, and have students write down the corresponding time; given a presentation as guidance:我______床。
• Teacher models how to ask when someone does something, and have students interview each other, then students to write down answers in complete sentences.
• Students to interview each other about what they do at a certain time. (one question per term: 早上、上午、中午、下午、晚上)

Formative assessment

• Students to say corresponding activities according to pictures.(self-assess using Quizlet)
  
• Students to illustrate a story according to given text.
• Students to make sentences with given phrases, including sections of a day, time and activities.

Summative assessment: Weeks 3 and 4

• Assessment 4.3: Presentational Speaking: Students describe their ideal daily schedule. (1.3.N.S.b)
• Assessment 4.4: Interpretive Reading: Students read an email from a friend, detailing daily schedule; ask when the activities are taken places. (1.2.N.L.b)

WEEKS 5 AND 6

Review of previously learned material

• review sections of the day and time
• Review daily activities
• Review sentence structure S+Time+VP or Time+S+ VP

Presentation of new materials

• Introduce subjects 中文、英文、数学、科学、音乐、美术、体育 with flashcards (Quizlet) and video
• Introduce 上_____课 (go to ____class) phrase
• Introduce sentence structure S + Time + 上_____课 with presentation
• Introduce questions "S + Time + 上什么课？" using a student's schedule
• Introduce question "S + 几点 + 上中文课？" using a student's schedule
• Introduce question "数学课是几点？"using a student's schedule

Scaffolded practice

• Students to identify subjects learned in speaking with pictures and Chinese characters
• Teacher models the sentence structure S + Time + 上_____课.
• Students to read a given schedule and describe when the owner go to each class
• Students to make a statement of their schedule after teacher's demonstration
• Students to state when they go to a class and make an inquiry of their classmates' schedule
• Students to write a note to a classmate to ask when a class starts

Formative assessment

• Students to develop a daily schedule of their activities
• Students ask a classmate about what time and day they study Chinese, math, English (or other subjects)
• Create a Chinese version of a day and week of your school planner
  
• Students read a note from a friend about evening plans and write a short response.
• Students to invite a classmate to an activity in speaking stating time, date/day and place

Summative assessment

• Assessment 4.5: Interpretive Reading and Presentational Writing: Reading Comprehension: students to answer questions regarding a Chinese student's daily schedule, and have them compare the differences with their own by writing their own schedule. (1.2.N.R.c , 1.3.W.a, 4.2.N.a; 4.2.N.d)
• Assessment 4.6: Interpersonal Speaking and Presentational Writing: Given each student two written activities, and they are to interview any two random classmates, and record their answers in characters in complete sentences(1.1.N.SL.h, 1.3.N.W.b )