·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?
·Reviews: greetings and courtesies, classroom commands, school subjects, classroom objects, weather and seasons, sports,time/months/days/calendars/schedules
·Mid-autumn Festival: Chinese calendars, legends, festival practices, tea and moon cakes, baking moon cakes, and moon-related festivals across cultures
·Guest and Host: common courtesy for being a guest and host, ways Chinese people entertain their guests, ethnic Hakka tea making, introducing one's family, rooms of a house, activities in a house, furniture and appliances
·Modern Chinese Society: Chinese speaking countries, geographic locations, geology of China, landscapes and landmarks, ethnic minorities, linguistic varieties, climate, urban and rural living, environment and sustainability
.Family (extension): nuclear and extended family, occupations, nationality, places of work, appearance description, hobbies and recreations.
.Dress Code and Uniform: clothing items, colors, designs, school rules, feelings and emotions, self-identity, schools in China, Taiwan and Hong Kong
.Health: illness, symptoms of good/ill health, daily routine, parts of body, health professionals, alternative and traditional medicine
·Chinese holiday celebrations
·Compare and contrast moon-related festivals across cultures
·Engage in verbal exchanges and show cultural sensitivity when greeting or acting as a guest; compare and contrast Chinese and American hospitality; give a house tour; describe the ingredients and process of making the Hakka tea "leicha"; make "leicha"
·Describe the geographic locations, climate, people, languages of China, Taiwan and Hong Kong, and issues that impact people and environment in these regions. ·Introduce one's own family in thorough details; inquire information related to other's (such as a Chinese exchange student) family
.Describe one's preference on clothing/fashion and explain the reason; compare and contrast student dress codes between Chinese and American schools; create/design school uniform
·Recognize various symptoms related to common cold or stomach illness; describe personal illness to a doctor in person, or in a phone call; describe methods and purposes of common traditional Chinese medical practices
·Compare and contrast Chinese traditional holidays with one’s own, and describe the perspectives of cultural products and practices
·Formative: informal classroom observations, quizzes and tests
·Summative: role plays, oral reports and group projects
·Self-reflection and assessment
·Teacher created materials, realia, and culturally authentic resources
·Online resources, such as Moodle course management & Voicethread.
·Understands how language is imbedded in culture, and to successfully learn a second language, one needs to know the target culture
·Develop awareness and respect for the Chinese culture and traditions through studying the cultural perspectives, products and practices of the Chinese people.