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| How does weather affect life（in China）? Is it necessary to have the location, we are to have students compare weather of their hometowns and cities in China. |
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| 季节 ：春夏秋冬 冷、热、暖和、凉快 比 节气：清明（文化） 的时候=时 1.天气）的时候 你会穿什么 |
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| In this unit of study, students learn to describe weather in different seasons in Chinese. They listen to a weather report and make decisions about which activities and clothing are appropriate given the forecast. Students identify indigenous seasonal products grown in China and how these products influence the Chinese diet. They are able to compare weather and seasons in major cities of the world. |
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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 1.1.N.SL.k Share opinions and preferences in the target language with their classmates 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.c Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production) 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.c Record materials in the target language, such as a puppet show, fashion show, or weather report 2.2 Products and Perspectives
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Understanding the impact of geography and natural resources on the target cultures (G) 2.2.N.G.d Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken Copyright © 2001-2015 State of Michigan | |
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| 1. How is weather described? 2. How do temperature units differ in China and the U.S.? 3. How does weather affect one's choice of clothing? 4. How does weather affect free time activities? | - Comparisons and superlatives-比、最高、最低
- Don’t use AND (he). Use of connectors to connect sentences
- Phrase: Both… and with adjectives/adverb you…you…又 又（第三、四周）
- Pronunciation of characters determines meanings- he/huo,
- Temperature systems: Celsius, Fahrenheit
- Time expressions: during
- Verbs : Future tense (hui + verb) 会
- Auxillary verbs：要不要复习 想 和 要？
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| Sample Performance Assessments
Summative Assessments Weeks 1 and 2
5.1 Interpretive Reading In pairs, students take turns identifying modes of transportation they see in pictures supplied by the teacher. Students then discuss (inquire and answer to) their preference of those modes of transportation. (1.1.N.SL.g; 1.1.N.SL.j)
5.2
5.6 Interpretive Reading and Presentational Speaking: In pairs, students to discuss the weather forecasts in two Chinese cities during next week. They are to compare the weather conditions and temperatures of both cities, and then make decision on where to travel to for their spring break, what clothes to pack, and what activities they are likely to do there.
以前的： 1. Describe weather during different seasons (1.1.N.SL.b).
2. Describe your favorite season (1.1.N.SL.k).
3. Compare weather from town to town in writing (2.2.N.G.d).
4. Describe for a friend what you are going to wear for different activities according to the weather report (1.1.N.SL.b).
5. Concept of rain: How many ways can we describe rain? (4.1.N.a) ？下雨、有雨
6. Listen to Chinese weather report and create a graph of weather (1.2.N.L.c).
7. Using the data from weather forecast, compare the 7-day weather forecast in two major cities. Share information with a classmate (1.1.N.RW.b, 1.2.N.L.c, 1.3.N.S.c).
8. Create a visual to identify/label seasonal products in China (map, T-chart, graphic organizer, poster) (1.3.N.W.a, 2.2.N.F.b).
9. Given characters, give different pronunciation for different meanings (4.1.N.d)
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Inquiring Comparing |
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| WEEKS 1 AND 2
Presentation of new materials - Introduce the vocabulary for types of weather condition using teacher made presentation, see Quizlet vocabulary list.
- Introduce vocabulary of vehicle 车 using authentic material (a video of how character 车 from creation to its current form)
- Introduce additional types of public transportation: 公共汽车、校车、船、地铁，using teacher made Quizlet vocabulary set.
- Demonstrate how to ask and answer questions about types of transportation: 这是什么交通工具? 这是......；using teacher made presentation.
- Introduce matching measure word （辆）for ...车， using teacher made presentation or Quizlet vocabulary card.
- Demonstrate how to ask how many…(vehicle) are there 有几辆....车，using prepared pictures, and answer to the questions accordingly 有...(quantity)辆....(type)车.
- Explain the differences (concept, speed and usage) between 高铁 and 动车， using authentic material (an online article).
Scaffolded practice - Students watch the first video again, record what types of transportation in the video containing 车, and write those vocabulary with combination of pinyin and the character 车.
- Teacher asks students what 自行车，汽车 and 火车 share in common besides sharing the same character; and then gives the answer: wheels.
- Students write down the characters or pinyin of the various types of transportation in chronological order while watching the video of 1978-2018: The changes in China's transportation and then share verbally in class.
- Students play "Self-study activity" of vocabulary on Quizlet. For example, matching the characters of various transportation with their pinyin and English meanings.
- Students work in pairs to draw/create 6 pictures of various transportation and take turns describing the pictures.
- Students find new partners, use their previously prepared pictures, and take turns asking and answering the following questions: 1. what type of transportation is this? 2. What color is this ....? 3. How many.... are there?
- Teacher plays a video explaining the differences between 高铁 and 动车 and pauses for 5 to 10 seconds at 0:54 and 0:59. Students answer the following questions: What does Letter G stand for on a Chinese train ticket? What does D stand for on a Chinese train ticket? What are the speed range for 高铁 and 动车 respectively?
Formative Assessment - Teacher provides students with pictures of different types of transportation and describes the pictures orally. While listening, students find the matching pictures.
- Students orally describe the color and quantity of transportation on teacher prepared pictures.
- Teacher randomly selects 4 out of 10 pictures of various types of transportation. In pairs, students ask each other questions and answer according to the pictures: 1. What is this transportation mean? 2.What color is this.....? 3. How many....are there?
- Students report how much they like certain types of public transportation with teacher selected picture representation.
Summative Assessments - Interpersonal Speaking: In pairs, students take turns identifying modes of transportation they see in pictures supplied by the teacher. Students then discuss (inquire and answer to) their preference of those modes of transportation. (1.1.N.SL.g; 1.1.N.SL.j)
- Presentational Writing/Speaking: Students create and present a brief story or poem about their preferences on modes of transportation, including four different types. Within the story or poem, each mode of transportation needs to be described in terms of color and how s/he likes it. When presenting the story, students can use physical poster, Google Slides, or PowerPoint Presentation, only pictures allowed. (1.3.N.W.a, 1.3.N.S.a )
Wk 3-4 天气：（地方）天气怎么样？ 明天最高温度多少度？最低温度？摄氏度、华氏度 预报 （阴天、多云、晴天、晴、下雨、下雪、大风、小雨、、龙卷风) 转、气温、度 最高 最低
2.（天气）的时候 你+地点（户外）+活动（做什么）
| Recommended (not required) Resources |
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