Chinese 7

Units

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
Chinese (7)
  • How does one’s cultural knowledge influence his/her language learning?
  • How does one with limited proficiency communicate with native speakers?
  • How does one apply his/her learning beyond the classroom setting and connect with the real world experience?
  • How does one solve real-world problems with his/her language learning experiences?
  • How does language/culture learning prepare me in becoming a 21st century world citizen?

 

  • Reviews: basic classroom expressions, class subjects, classroom objects, weather and seasons, daily routine, and Chinese numeral applications
  • Circumlocution strategies: extensions of classroom expressions
  • Fundamental Chinese characters (II): extensions of Fundamental Chinese characters (I)
  • My “Big” Family: extended family kinship terms, complexity and rationale behind Chinese family kinship terms, one-child policy in contemporary China and its impact on family structure
  • Tea-Drinking Culture: Chinese people’s 7 essentials of life, tools used and steps involved while making tea, colors, herbs and fruits, flavors of tea, varieties of tea in Chinese and other cultures, perspectives of tea-drinking practices in different cultures, ways Chinese people use to entertain guests, proper manner of drinking tea
  • Chinese way of eating: fruits and vegetables unique in Chinese culture, food symbolism, medicinal effects of foods, Chinese food counteraction chart, shop at local Asian supermarket
  • Taiwanese and Cantonese Breakfast: popular breakfast items including dim sum, flavors and cooking methods, perspectives of YumCha (Cantonese for drinking tea), courtesies of dining at dim sum restaurant
  • Chinese Medicine: traditional Chinese medicine practices (Chinese herbs, acupuncture, cupping, dermabrasion), symptoms and signs of illness, health care professionals, sickness/absence note-writing, tour to local Chinese clinic
  • Track Meet: event names, asking for directions, clothing options, feeling and emotions
  • Chinese Holiday Celebrations
  • Uses circumlocution strategies to clarify meanings
  • Identifies the sounds and meanings of 135 fundamental Chinese characters; writes characters from memory; makes connections between fundamental characters and other more complex characters
  • Explains the impact of one-child policy on China’s social and economic structures; researches and describes the extended family tree of a person of one’s choice
  • Names the 7 essentials of life in Chinese culture; introduces and justifies one’s own 7 essentials of life; describe the tools, ingredients and steps involved in making a pot of one’s favorite tea; presents and accepts tea in a culturally appropriate manner; completes a brochure to promote one’s tea
  • Shows understanding of Chinese food symbolism; creates one’s own food symbolism and provides reasons; describes one’s favorite food items and their health benefits; designs the menu for a food dish; makes purchases at a local Asian supermarket; teaches the class how to cook the food dish
  • Names the common breakfast items and identifies their flavors and ingredients; explains the perspectives of yumcha; compares yumcha and one’s favorite breakfast; displays culturally appropriate manner while dining in a dim sum restaurant; makes a promo card for one’s favorite dim sum item
  • Researches common traditional Chinese practices and belief behind each practice; inquires about peers’ wellbeing; texts, emails or hand-writes a sickness note in simulated situations
  • Describes one’s feeling towards annual Track Meet; exchanges information about clothing options and event participations; gives directions to Chinese speaking visitors
  • Formative: informal classroom observations, quizzes and tests
  • Summative: role plays, oral reports, blog posts and group projects
  • Self-reflection and assessment

 

  • Teacher created course materials
  • Realia
  • Culturally authentic materials
  • Online resources 
  • Understands how language is imbedded in culture, and to successfully learn a second language, one needs to know the target culture
  • Develops awareness and respect for the target culture and traditions through studying the cultural perspectives, products and practices of the Chinese people.