ADDITIONAL LANGUAGES Mandarin B 45 CURRICULUM … · Mandarin 45 Students learn to read and write...

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ADDITIONAL LANGUAGES Mandarin B 45

CURRICULUM OVERVIEW

20152016

Xi Chen

Sarah Wang

Rosa Yip

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ADDITIONAL LANGUAGES Mandarin 46

CURRICULUM OVERVIEW

20142015

Units of Inquiry

Integrating Mandarin within Units of Inquiry

Grade 4

Grade 5

In the Junior School at Mulgrave, students have the opportunity to learn both French and Mandarin. Through the learning of these additional languages, students have access to different cultures and perspectives, which enriches their personal development and helps to facilitate internationalmindedness. Experience with and exposure to different languages allows students to develop confidence when interacting in new social situations, and adds richness and diversity to their learning. Language provides a vehicle for learners to engage with the world. Within our inquirybased classrooms at Mulgrave, we use a communicativeexperiential approach to the learning of additional languages, in which the focus of learning is the purposeful use of language to perform reallife tasks through listening, speaking, reading and writing. Because language and culture are so interrelated it is important that students are made aware of the fact that

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proficiency in a language requires an understanding of gestures as well as words; of indirect messages as well as direct messages; of customs, facial expression, voice tone cultural context and way of life.

Language learning is a developmental process which varies from one learner to another. Consideration is given to the range of learning situations that exist within each classroom, and learning experiences are provided to support individual student progression onto the next developmental phase.

Our approach is guided by the IB Primary Years Programme educational beliefs regarding additional language acquisition and the following philosophical principles as set out in the BC Ministry Additional Languages Curriculum:

language learning should emulate authentic language use, to the greatest degree possible the goal of language learning is performance with the language rather than knowledge about the language language learning is not additively sequential but recursive and paced differently at various stages of acquisition language develops in a series of approximations toward native speakerlike norms language learning is not the accumulation of perfectly mastered elements of grammar and vocabulary; thus, learner errors are to be

expected language proficiency involves both comprehension and production; comprehension abilities tend to precede and exceed productive

abilities language is inextricably bound to culture; language use requires an understanding of the cultural context in which communication

takes place language learning is complex; instruction takes into account individual learning styles and rates, and also attends to teaching

process strategies for successful learning the ability to perform with language is facilitated when students actively engage in meaningful, authentic, and purposeful

languagelearning tasks assessment reflects instructional goals and is based on performance technology and textbook materials play support roles for languagelearning goals; they should not determine the curriculum

The programme of inquiry provides an authentic context for learners to develop and use language. The Additional Languages programme focuses upon the concepts explored in each classroom, within the units of inquiry that form the basis for student learning and discovery. Students develop their French and Mandarin language skills while communicating ideas that centre upon aspects of the themes they are concurrently studying. Vocabulary and structures are introduced in a variety of practical situations which contextualise the language being learned. As IB learners, students strive to be inquirers, thinkers, communicators, risktakers, and reflective. These attributes of the IB Learner Profile are continuously encouraged within the structure of the programme.

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Units of Inquiry The units of inquiry (UOI) are integrated units that incorporate skills, knowledge and concepts from all subject areas. In addition to learning the appropriate skills, knowledge and concepts, students learn the importance of sound values and attitudes (The PYP Learner Profile), and of being internationallyminded learners.

Features of a Unit of Inquiry

Central Idea: A broad statement that determines the overall theme of the UOI. Key Concepts: Concepts are central to the understanding of the unit, giving it direction and purpose. They provide the key into the

body of knowledge through structured and sustained inquiry Lines of inquiry: Clarify the central idea and define the scope of the inquiry. Teacher Questions: Teachers use questions to facilitate, provoke and drive the learning in the UOI. Teacher questions are

developed by the teachers and represent the concepts, curriculum outcomes and prior knowledge of the students. They are openended driving questions that promote conceptual development

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Students learn to read and write Chinese characters and to understand and speak modern standard Chinese (Mandarin). Students will complete a variety of activities that require listening, speaking, reading and writing in Mandarin. Much of the oral work will be done in groups and in pairs.

Integrating Mandarin within Units of Inquiry The integration of Mandarin within the Units of Inquiry will take place as follows:

Grade 4 Term 1

September/October

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Theme: How We Organise Ourselves

Central Idea: Energy efficiency permits sustainable infrastructure

Languages focus: Organising our daily activities is important for our success in school life

Key Concepts: connection, perspective

Lines of Inquiry: the way we organise our daily activities

Transdisciplinary skills focus:

Communication: listening; speaking; reading; writing; viewing; presenting Selfmanagement: time management; organisation

Vocabulary: School subject, sports, time phrases, numbers, date, days of week, calendar,

e.g. 早上晚上中午中文英文法文数学体育打球冰球足球睡觉起床

Structure: sequence when expressing dates and places, telling the time

Outline:

Provide personal information (name, gender, age, birthdate, family members, address, phone number, favourite food) Give information on personal routine and favourite sports Prepare a chart to show their school schedule and after school activities, followed by a brief oral presentation to demonstrate how

they organise their week. October/November

Theme: Who We Are

Central Idea: We learn about ourselves and our relationships with one another through our experiences and interactions.

Languages focus: Language helps to define personal and cultural identity

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Key Concepts: change, reflection, perspective

Lines of Inquiry: Sharing traditional stories will help us to build our understanding of one another and our cultures


Thinking: acquisition of knowledge; comprehension; application Communication: listening; speaking; reading; writing; viewing; presenting

Vocabulary: Students will practise vocabulary associated with family members and personal information. E.g. 我爸妈哥姐妹他她是

Structure: the use of verb “to be” and “have”, “there is”, “there are”.

Outline: Provide personal information (name, gender, age, birthdate, family members, address, phone number, favourite food) Deliver an oral presentation based upon their personal information. Several legends will be shared about the MoonFestival.

Term 2

December/January

Theme: Sharing the planet

Central Idea: A peoples’ rights, perspectives and way of life can be challenged by colonisation

Key Concepts: connection

Lines of Inquiry: the responsibility of human being on other’s property


Thinking: acquisition of knowledge; comprehension; application

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Social: cooperating; respecting others Vocabulary: Students will practise vocabulary associated with four aspects required for living things (air, shelter, food and water), animal names and their habitats. nations names. E.g. 沙漠大海雨林冰川猴骆驼企鹅鱼哪里住在街

Structure: Students will develop an understanding of the formation of the Chinese characters and their meanings. Two types of questions will be introduced: Yes/no questions, Information questions with Na li (where), Shem me (what), Shei (who)

Outline: Follow basic writing strokes and orders Understand the concept of radicals and recognise words with radical of water, animal, cold. Describe animal’s habitat Give information on address

prepare a presentation of living things and nations share the planet

February/March

Theme: How We Express Ourselves

Central Idea: Ideas feelings and perspectives can be conveyed through art forms

Languages Focus: Language is a vehicle for expressing thoughts, feelings, culture and understanding

Key Concepts: form, function, reflection

Lines of Inquiry: the way the Canadian artists use colour and shape to evoke a response from others

Transdisciplinary Skills:

Communication: listening; speaking; reading; writing; viewing; presenting Research: observing; collecting, recording, organising data; interpreting

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Vocabulary: Colors, shapes, emotions, Author, e.g. 红黄蓝绿黑白色生气高兴害怕很作品作者形状圆长方形三角形

Structure: Adjective is used as predicate without verb to express feelings, for example in English we say, “I am Hungry”, in Mandarin we say “I hungry” (fine, health, painful, sick, unhappy)

Outline:

Describe a piece of art work with vocabulary for colors and shapes, Discuss emotions Students will be asked to research a variety of Chinese art forms and to make a poster of shapes and colors. They will discover the relationship between various colours and their attributes, e.g. (red represents happiness, etc.) and also they

will deliver an oral presentation.

Term 3

April

Theme: How the World Works

Central Idea: Landforms evolve through the Earth’s natural processes

Key Concepts: function, change, reflection

Lines of Inquiry: the ways in which the weather affects choices of personal activities



Vocabulary: Weather, four seasons, four seasons and their characteristics (warm, cold, cool, hot), weather phenomenon and disasters, e.g. 天气晴天春夏秋冬喜欢雨霜雹雪

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Structure: Adjectives are used as predicate without verb

Outline:

Talk about weather Describe seasons Recognize the words with radical for “weather” Describe preference Discuss the activities people choose to do according to the climate and weather.

May/June

Theme: Where We Are in Place and Time

Central Idea: Exploration and discovery can fulfil the human need for knowledge and prosperity

Key Concepts: causation, discovery, change

Lines of Inquiry: the effects of contributions made by early Chinese explorers



Vocabulary: discover, find, invent, change

Structure: “le” used in past tense, the adverbial phrase of time is used in front of the verb

Outline:

Understand the verb tense Appreciate China’s four ancient inventions Have conversation about a past event Some stories will be told to show how exploration led to discovery and change.

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Students will present to the class their findings about who invented what and when.

Grade 5 Term 1

September/October

Theme: Sharing the planet

Central Idea: The demand of natural resources can affect global relationships.

Key Concepts: Natural resources, Geographical location

Lines of Inquiry: Geographical location determines types of natural resources.


Communication: listening; speaking; reading; writing; viewing; presenting Research: collecting, mapping, presenting findings

Vocabulary: vocabulary regarding selected countries, such as Canada, Australia, China; Typical natural resources, such as: mountain, ocean. Structure: How to use “zai” in simple sentences to show locations, such as “Beijing zai...”; “There is/are” sentence pattern, such as “Jianada you...”; yes/no questions and choices questions using “hai shi”; How to use “nali” to ask where and “shenme” to ask what.

Outline:

Research and map out what the typical natural resources in some counties. Present their findings in various ways, including digital method.

October/November

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Theme: Where We Are In Place and Time

Central Idea: Human migration is a response to challenges, risks and opportunities

Languages Focus: As people move to new places, cultures and societies are impacted

Key Concepts: change, connection, reflection

Lines of Inquiry: the impact of migration from China upon the current cultural traditions in Vancouver



Vocabulary: immigrant, immigration, country names, transportation, 5W words (where, when, what, who, why, how), e.g. 移民什么为什么什么时候谁怎么飞机船火车加拿大中国美国急火车意大利印度英国

Structure: Make and answer information questions (structure in information questions and answers)

Outline:

Describe pull/push factors for immigration Create interview questions and answers on immigration Learn the meaning of “wei ji” in Chinese (which means danger and opportunity) and the relevant vocabulary associated with these

words. Practise describing Chinese immigration to Canada and the contributions made to multicultural Vancouver. Some personal stories will be shared.

Term 2

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DecemberJanuary

Theme: How The World Works

Central Idea: Technology and be utilised to assist life systems

Key Concepts: function, connection, reflection

Lines of Inquiry: function of different body parts



Vocabulary: body parts, five senses. E.g. 头肩膀膝脚手口鼻耳摸听闻看目

Structure: two ways to ask the same question, the verbs “use” and “do”

Outline:

Match the body parts with their functions Create a graph of a body with indicators in characters Recognise the radical for “body, eye, mouth” and related characters Create interview questions and answers on five senses and how body parts work together.

February/March

Theme: How We Express Ourselves

Central Idea: Emotions and experiences can drive a desire to communicate

Languages Focus: Language is a vehicle for expressing thoughts, feelings, culture and understanding.

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Key Concepts: perspective, connection

Lines of Inquiry: analysis and interpretation of the written word

Transdisciplinary Skills:

Thinking: comprehension; application; analysis; synthesis Communication: listening; speaking; reading; writing; viewing; presenting

Vocabulary: 36 characters from the video

Structure: pictographone formation of Chinese characters

Outline:

Explore words in different languages, and make connections. Create a picture dictionary to demonstrate their understanding of the formation of Chinese characters.

Term 3

April

Theme: How We Organise Ourselves

Central Idea: Systems of government shape the way people live their lives

Languages focus: Languages are structured in different ways


Lines of Inquiry: the characteristics of Mandarin language

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Vocabulary: the first two parts of the book created by Ms. Wei “Commonly used vocabulary and sentences” e.g. 八妈爸我是车这的笔弟不七你衣哭书要给没为妹

Structure: possessive, two types of negative sentences, pronoun,

Outline:

Use the basic everyday vocabulary to talk about daily life Use the commonly used patterns to make their own sentences and create a story (or write journal) Understand how the Mandarin language works

May/June

Theme: Who We Are

Central Idea: Metacognition can lead to greater learning

Languages focus: Language helps to define personal and cultural identity

Key Concepts: connection, reflection, responsibility Line of Inquiry: personal qualities and factors that affect the way we learn Transdisciplinary Skills:

Social: accepting responsibility; respecting others; cooperating

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Communication: listening; speaking; reading; writing; viewing; presenting Vocabulary: words and expressions associated with personal activities and preferences, such as personal information, hobby, learning style, ways of learning, Structure: be good at something, need to do, like to do,

Outline:

Research vocabulary related to personal learning styles and personal activities Share personal information in minipresentations with other students Compare the learning styles and personal preferences of individuals and groups Prepare multimedia presentation on personal learning styles and preferences, and present to class. Transform it into an interview with a partner to practise asking and answering questions about themselves.

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ADDITIONAL LANGUAGES Mandarin B 45 CURRICULUM … · Mandarin 45 Students learn to read and write...

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