·How does one’s cultural knowledge influence his/her language learning?
·How does one with limited proficiency communicate with native speakers?
·How does one connect what he/she learns in the classroom setting with the real world?
Reviews: greetings and courtesies, classroom commands, school subjects and schedules, classroom objects, weather and seasons, sports and activities, summer vacation, time/months/days/calendars/schedules
City of the world: city of past travel destination, its weather and climate, geographic location, transportation system, marketplaces, places to go and things to do, and functions of the different locations
Food of the World: famous food dishes, food ingredients, cooking methods, environmental impact
Portland City and Oregon: country names, continents, bodies of water, major landmarks, sister cities in Suzhou, China and Kaohsiung, Taiwan
Body and health (review + extension): divisions of hospital care, health care professionals, body parts, hygiene and personal care, sickness and symptoms, making phone calls, and Chinese medicine, and wellness practice
School Campus: relative and cardinal directions, school buildings and functions,asking and giving directions
Sports Event: track and field items, schedules, event personnel, cheer leading, making plan
Chinese holiday celebrations
Describe in length and in detail a past trip experience
Compare and contrast Portland city with her sister cities in China or Taiwan
Describe one's favorite food dish and its origin, ingredients used and method to prepare the dish, explore the environmental impact from how the food is grow, transported and consumed
Recognize various symptoms; describe personal illness to a doctor in person, or in a phone call; describe health care professionals and their responsibilities
Give directions to visitors to Catlin Gabel School; identify buildings and facilities on campus and describe their functions; famous Chinese track and field athletes;exchange information regarding each other's Track Meet plan
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
·Online resources, Google Voice, Moodle & 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.