| 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.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions 1.1.N.SL.c Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings, leave-takings and introductions 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.SL.j Share likes and dislikes in the target language with a classmate 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.a Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions 1.1.N.RW.d Request, offer, invite, and reply appropriately in writing using memorized phrases 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 1.1.N.RW.i Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services 1.1.N.RW.j Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters 1.1.N.RW.k Share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters 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 Interpreting Written Language-Reading 1.2.N.R.c Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages) 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.c Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school 5.1 Use of Language
Students use the language both within and beyond the school setting. 5.1.N.a Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, and electronic presentations 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 Intermediate Low & Mid (M) 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.M.SL.c Request, offer, invite, and reply appropriately using simple phrases/sentences and provide rationale for the request and/or reply 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.M.S.a Present skits or short plays in the target language Understanding the artifacts associated with family and community life within the target culture(s) (F) 2.2.M.F.a Compare the products needed to carry out daily routines and meet basic needs within two or more communities, regions, or cultures in which the language is spoken (housing, stores, food preparation, transportation, health care, public services) 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 Communications (Novice Mid-High, Intermediate Low)
- I can greet and take leave in a polite way.
- I can respond with the appropriate greeting to a text message.
- I can text a friend the time and day we plan to meet.
- I can say what food I like or dislike.
- I can text my friend about where I prefer to meet and when.
- I can ask who, what, where, or when questions about a party.
- I can respond to an e-invitation and ask questions about the event.
- I can introduce someone else and ask related questions.
- I can interact with the others to request drinks and foods at a friend's home.
Interpretive Communication (Novice Mid-High) - I can recognize names and titles in an email introduction.
- I can recognize greetings and leave taking words in an email.
- I can understand questions about someone’s social schedule.
- I can understand simple compliments given to a hostess.
Presentational Communication (Novice Mid) - I can say how much I like or don’t like certain foods.
- I can write a short note, text or email to my friend about upcoming plans.
Intercultural Communication - I can conduct social practices such as greetings, introductions, leave-taking and thanking people in target culture.
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| 1. What are the behaviors that are culturally appropriate while visiting a Chinese speaking home of friends? 2. How does culture influence on choice of food and drinks as well as eating utensils?
| - 忙, 邀请, 玩，来
- 你明天忙不忙?/你明天有空吗？
- 我想请你来我家玩/吃饭。
- Accept invitation: 太好了。我有空/我不忙！明天见！
- Decline invitation: 谢谢你邀请我。我明天要去...没有空。下次吧！
- welcome 欢迎, please come in 请进, please take a seat 请坐
- 真 to be really
- （一）点（儿）
- 喝；你想喝点儿什么？
- 水、咖啡、茶、果汁、牛奶、可乐
- cup; cup of 杯, bottle; bottle of 瓶; bowl碗；盘 plate;
- 筷子 chopsticks
- 用... use...
- expressions to indicate it is time to leave "时间不早了" "我该回家了"
- cultural uniqueness
- customs for introductions: handshake, space, bowing to seniors, no hugging
- customs for visiting: accepting gifts and offering food
- the difference between the number two (2-er) and the count number two (2-liang)
- etiquette while visiting: gift giving, seating, chopstick use
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| Click here to access Learning Activities and Assessments for this Unit.
WEEKS 1 AND 2
Review of previously learned material - leisure activities, 喜欢....吗? （几点）有空?
- greetings 您好、你们好、早上好、下午好
- 谢谢、不客气
Presentation of new materials - Introduce vocabulary useful to invite friend over for a visit "忙, 邀请, 玩，来 " with authentic materials (video, image, etc.)
- Introduce sentences that can be used to invite friends for a visit "你明天忙不忙？我想请你来我家玩/吃饭" with authentic materials (video, image, etc.)
- Introduce sentences for accepting or declining the invitation "太好了。我有空/我不忙！明天见！" "谢谢你邀请我。我明天要去...没有空。下次吧！" with authentic materials (video, image, etc.)
- Introduce greetings: "welcome 欢迎", "please come in 请进", "please take a seat 请坐" with teacher made flashcards
- Introduce 真 to be really for giving a compliment
- Introduce how Chinese respond to compliments with a video
Scaffolded practice - Present pictures of leisure time activities learned and review these activities together.
- Review sentence structures 你___有空吗？我想... ; 太好了！from previous unit.
- Brainstorm with students what they can say to invite a friend to they house for a visit and record their answers.
- Brainstorm with students what they can say if they are invited to a Chinese friend's house for a visit.
- Students give proper responses in different situations: as a host when a friend visiting or as a guest visiting a friend
Formative Assessment - Students work in small group to create a written invitation to invite a Chinese friend to their house and give the invitation to a different group.
- Students work in small group to respond to an invitation they received. They are invited to a Chinese friend's house for a visit and they need to decide whether they accept or decline the invitation.
- Students practice what to say when their guest arrives at the door and record it with their device.
Summative Assessment - Interpretive Reading and Presentational Writing: Students read the invitation they received from the new Chinese student and write a reply to accept the invitation in complete sentences using characters. (1.1.N.RW.d)
- Interpersonal Speaking: Students role play in small group based on the scenario when a friend arrives for a visit. (1.1.N.SL.a)
WEEKS 3 AND 4
Review of previously learned material
Presentation of new materials
- Introduce a bit of（一）点(儿) with a video;
- Introduce "drink" 喝 with teacher-made Quizlet flashcards;
- Introduce "What would you like to drink?（politely）你想喝（一）点儿什么？with teacher-made presentation;
- Introduce tea with video;
- Introduce common drinks: 水、咖啡、茶、果汁、牛奶、可乐 with Quizlet flashcards;
- Introduce cup; cup of 杯, bottle; bottle of 瓶;
- Introduce "What would you like to eat? 你想吃（一）点儿什么？
- Introduce common foods 汉堡包、三明治、薯条、薯片；面条、米饭、饺子 with flashcards;
- Introduce plate 盘子、bowl 碗 with flashcards;
Scaffolded practice - Using Quizlet flashcards, have students practice speaking of drinks;
- Group students in pairs, and present pictures of the various drinks, have students take turns to ask "what would you like to drink" and answer accordingly in complete sentence; with sentence stem provided "我想喝）...."
- Using pictures of cup and bottle, along with drinks; have students practice speaking of a bottle of ... and a cup of ...;
- Students describe their personal preference on drinks by completing sentences 我___喜欢_____;
- Teacher ask students what foods they prefer to eat with the structure 你想吃点什么？and student answer accordingly orally and in written.
- Group students in pairs, and present pictures of the various foods, have students take turns to ask "what would you like to eat" and answer accordingly in complete sentence; with sentence stem provided "我想吃...."
Formative Assessment - Using pictures of various drinks and foods, teacher randomly selects a few to have students to pronounce.
- Students to tell how much they like each learned drinks and foods orally.
- Students to choose correct measure words for given drinks and foods.
- Based on the pictures selects by the teacher, students in pairs to ask and answer to each other if they would like to have something to eat or drink.
Summative Assessment - Presentational Writing and Speaking: Student writes in complete sentences, using characters, describe what they like to eat and drink. Student presents what they write. (1.3.N.W.c; 1.3.N.S.b)
- Presentational Writing and Speaking: In a Chinese speaking home, students offer and accept drinks and food in an appropriate way. (1.1.M.SL.c, 1.3.N.S.b)
WEEKS 5 AND 6
Review of previously learned material - 好玩
- 真
- 会；看电影，看电视 游泳，玩/打电子游戏
- 谢谢你邀请我
Presentation of new materials - show how “好玩” is constructed: 好 good + 玩verb;
- introduce 好吃 delicious for food with video and flashcard;
- introduce 好喝 delicious for drinks with flashcard;
- Introduce 筷子 chopsticks with video; have students read about the meaning of using chopsticks in China with a news article in English;
- show Chinese dinning etiquette with a video;
- Introduce 用 use with flashcard; present 用筷子 with real chopsticks or video;
- Introduce sentence structure "该...了" It's time to ...
Scaffolded practice - use"... 真好吃 " to combine with various foods to ask students if something is delicious, and have students answer accordingly in full sentence;
- have students in pairs to ask and answer to each other if some drinks are really delicious by combing drinks and "真好喝";
- ask students if they can use chopsticks by using 你会不会用筷子 and 你会用筷子吗？
- using pictures of various leisure activities, have students in pair ask and answer to each other if they feel like to do that;
- Students use structure "该...了" in expressions to take leave "不早了，我该回家了。谢谢你邀请我！"
Formative Assessment - Student write down how they feel about the given leisure activities, food and drinks using the sentence structure "...真好吃/喝/玩" and "不" if needed.
- Student work in small group to discuss what they can/want/like to do using 会不会，想不想，喜不喜欢
- Students pick a role of host or guest and act out the scene of taking leave in complete sentences. Students use the sentences introduced.
Summative Assessment - Presentational Writing and Speaking: Students work in small group and write a skit of visiting a Chinese friend and act it out. The skit should include - 1. inviting friend; 2. visiting friend; 3. Leaving. (1.1.N.SL.a)
- Presentational Speaking and Writing: Students compare the dining etiquette from Chinese and American Culture and make a poster to show their finding using Chinese characters. Students present their posters. (1.3.N.W.c; 1.3.N.S.b)
| Recommended (not required) Resources
inviting friends
interacting with your host when visiting
expressing food/drink preferences behaving appropriately Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005. pp.117-139. |
