Chinese 8


Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
Chinese (8)
  • How does one’s cultural knowledge influence his/her language learning?
  • How does one with limited proficiency communicate with native speakers
  • How does one solve real-world problems with his/her language learning experiences?
  • How does one connect what he/she learns in the classroom setting with the real world? 
  • How does language/culture learning prepare me in becoming a 21st century world citizen?


  • Review of 2012-13 vocabulary list
  • Classroom expressions (extensions)
  • 100 Radicals: their ancient forms, and variants in different characters
  • Body Arts and Identity: 12 zodiac animals, translation and interpretations of common American vernacular expressions,common Chinese vernacular expressions, cultural sameness and differences in viewing tattoos
  • Dumplings around the world: definition of dumplings, dumplings in Chinese and other cultures, the perspectives of eating dumplings in different cultures; ingredients and cooking procedures
  • Body and Health (extension): health care systems in Taiwan and USA, healthcare professionals, parts of the body, Chinese “face reading” to determine one’s well-being and fortune, common Chinese herbs and their health benefits, common Chinese wellness practice, Chinese students’ morning exercise routine and eye exercise routine
  • Fads, Friends and Fashions: methods Chinese, Taiwanese, and American teenagers use to stay connected,popular social media websites in China and Taiwan, digital citizenship, 2018 predictions
  • Chinese holiday celebrations
  • Utilizes the learned vocabulary words throughout the course
  • Makes connections between the radicals and complex characters
  • Interprets authentic news program and news text;utilizes vernacular expressions in context; designs a mock tattoo, or other artistic creations important to one’s identity; provides rationale for the designs; identifies cultural taboos
  • Introduces one’s favorite dumpling including its origin, cultural significance, ingredients, taste, and cooking procedures
  • Draws an ideal face according to Chinese “face reading” principles; shares one’s wellness practice, and compares it with the common Chinese practice; creates a one-minute wellness routine for busy device users
  • Identifies the popular social media websites and their similar US versions; shares ideas and practices about digital citizenship with Taiwanese peers; describes hopes and dreams for year 2018
  • Compares and contrasts Chinese traditional holidays with one’s own, and describes 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
  • Authentic cultural materials
  • 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.