Chinese Curriculum 7-12
Transcript of Chinese Curriculum 7-12
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BRIDGEWATER-RARITAN REGIONAL SCHOOL DISTRICT
Chinese Curriculum
Grades 7-12
Date of Adoption:
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Board of Education
Cindy Cullen, President
Evan Lerner, Vice President
Jeffrey Brookner
Jill GladstoneRichard Guss
Lynne Hurley
Dr. Arvind Mathur
Christine Schneider
Al Smith
Superintendent
Dr. Michael Schilder
Assistant Superintendent
Cheryl Dyer
World Language Supervisor
Dr. Ulrike Klett
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CHINESE PROGRAM SCOPE AND SEQUENCE
Grade 7
Grade 8
Chinese IA
Chinese IIA Chinese IIH
Chinese IIIA
Chinese IVA
Chinese IIIH
Chinese IVH
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Bridgewater-Raritan Regional School District
Bridgewater, New Jersey
Course Name: Chinese Language
Grades: 7
BOE Approval Date: April 24, 2007
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Chinese Grade 7
Chinese Grade 7
Authors: Chia Ying Jeng-Liu
Course Description:
The 7th
Grade Chinese Language is offered to all seventh grade
students in BRRSD, and is the initial phase of a sequential study
for the entire level one program to be completed in grades sevenand eight.
The main goal of Chinese Grade 7 is to enable students to attain
basic language skills for communication in the interpretive,
interpersonal, and presentational modes, as specified in the
National Standards for Foreign Language Learning, and toincrease students awareness and understanding of Chinese-
speaking cultures.
By the end of the school year, the students will be able to engage
in communicative tasks at Novice-Mid proficiency level as
defined by the ACTFL proficiency guidelines.
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Chinese Grade 7
29
Chinese, Grade 7
Unit 1: Learning Pinyin and Chinese Character
Essential
Questions
Description of
Unit
Objectives Including
Language and Culture
Alignment to the NJCCCS Core Activities
Unit1:Le
arningPinyinandChineseCharacter
Why is Chinese
language soimportant
nowadays?
Why are youlearning Chinese?
How does the
Chinese languagesound differently
from English?
Why is the tone an
important elementin Chinesepronunciation?
In this unit,
students will learna brief introduction
of different
phonetic notationsystems, to
differentiate theiradvantages and
disadvantages.Additionally,
students will learn
how to read andpronounce "Pinyin"
which is the
official system forrepresenting
Mandarin with the
Roman alphabet.
Listen to thepronunciation by
scrolling over or
clicking on thePinyin. Practice
these sounds until
you sound like thenative speaker.
.
Introduces Pinyin in a fun and
meaningful way and provides
general information about
Chinese characters
Differentiate pronunciationbetween Chinese & English or
other world languages.
Identify the tone marks.
Demonstrate proper
pronunciation
Perform tone combinations
NJCCCS:
7.1
A. 1, 2, 4,
B. 1,C. 3
7.2
A. 4B. 2
C. 1, 2, 3
Students listen and circle the
correct tone on work sheet.
Students listen and write
down the tone combinationon a small dry eraser board.
Students listen and use
different gestures to presenttone marks.
Students listen to what theyheard in the language lab,
then repeat and record.
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Chinese Grade 7
30
Chinese, Grade 7
Unit 1: Learning Pinyin and Chinese Character
Assessment Materials List Technology References andResources
Pacing/Modifications
Unit1:LearningPinyinandChineseCharacter
On-goingpronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions andanswers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Worksheet
Writing activities
Language lab recordingfacilities
CD Player
Overhead Transparent
Power PointPresentation
Wu, W. and Tsai,H. , Chinese for
Youth Level 1,
The Far EastBook Co., 2006.
Chinese for
Youth Level 1Student
Workbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 5 weeks
Modifications
Modifications of materials
and assessment items willbe made in accordance to
individual student IEPs.
Sample modifications
include extended time,
preferential seating, and
support assistance.
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Chinese Grade 7
31
Chinese, Grade 7
Unit 2: Chinese people
Essential Questions Description ofUnit
Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
Unit2:Chinesepe
ople
How does the Chinese written system
differ from the Roman alphabets writing
system?
Can I differentiate traditional andsimplified Chinese characters?
Can I compare the Chinese culture and
my own culture?
Can I tell my experience with Chinese
culture?
In this unit,
students will learnthe cultural and
historical
background,geographic
location, common
speech and
regional dialectsof China.
Additionally,
students learn theChinese
characters, radicalparts, and stroke
orders pertaining
to the less
Grammatical
structures in thisunit includepersonal
pronouns, present
simple, positive,and negative
sentences.
To identify the
geographic location of
China, including its
neighbor countries.
To learn the history of
Chinese written system.
To describe other
peoples nationalities.
To ask and answerquestions about peoples
nationalities.
NJCCCS:
7.1
A. 1, 2, 3,
B. 1, 5C. 3
7.2
A. 1, 2, 3, 4.B. 2
C. 1, 2
Students will create a
KWL chart on China
and read the
information about the
country in English.
Students choose one of
famous Chinese people,
research and present the
research to the class.
Students will discussthe Chinese New Year
and share their
understanding.
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Chinese Grade 7
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Chinese, Grade 7
Unit 2: Chinese people
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit2:Chinesepeople
On-going
pronunciation drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far EastBook Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese forYouth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materialsand assessment items will be
made in accordance to
individual student IEPs.
Sample modifications include
extended time, preferential
seating, and supportassistance.
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Chinese Grade 7
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Chinese, Grade 7
Unit 3: Chinese Names
Essential Questions Description of
Unit
Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit3:ChineseNames
How does the Chinese surname
differ from the Western surname?
Can I express the meaning of my
Chinese name?
Why is the Chinese surname soimportant to Chinese people?
In this unit,
students will be
assigned a Chinesename. Students
will learn to tell themeaning of their
names, write theirnames.
They will alsolearn to ask and
answer their
names.
Grammatical
structures in this
unit includepossessive form.
To learn to recognize and
write their Chinese names.
To demonstrate proper
pronunciation.
To ask and answersomeones name.
To learn the specialfeatures of the Chinese
names.
To utilize the possessive
form in daily conversation
NJCCCS:
7.1A. 1, 3,
B. 1, 4C. 3, 4
7.2
A. 1, 2, 3, 4
B. 2C. 2
Use the Chinese-English
dictionary to define the
meaning of students
names.
Students will create a
name poster to introduce
themselves to the class.
Students write down
Chinese last names from
friends or famous people.
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Chinese Grade 7
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Chinese, Grade 7
Unit 3: Chinese Names
Assessment Materials List Technology References andResources
Pacing/Modifications
Unit3:ChineseNames
Daily
conversation drill
On-goingpronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Test Book
Writing Practice
Student Workbook
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai,
H. , Chinese for
Youth Level 1,
The Far EastBook Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEPs.
Sample modifications includeextended time, preferential
seating, and support
assistance.
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Chinese Grade 7
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Chinese, Grade 7
Unit 4 :Students of Chinese
Essential Questions Description of
Unit
Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Un
it4:StudentsofChinese
Can I introduce people?
Can I greet people?
Can I address people properly?
In this unit,
students will learn
to identify teacher,students,
classmates, andfriends in various
situations. Theyalso learn to
introduce people
by using this is and that is
Additionally,
students will learn
to address people
properly based ontheir age, sex, and
relationship. They
will also learn togreet people and
respond to peoples
greeting in variousways.
Grammatical
structures in this
unit include noun,descriptive word.
To identify and ask about
the relationships of the
people in the classroomsetting
To introduce someone to
someone else.
To ask and tell
someones name
To ask and tell how
things are going.
To greet and say farewell
to someone.
NJCCCS:
7.1A. 1, 2, 3, 6
B. 1, 2, 3, 5C. 1, 3
7.2
A. 1
B. 1C. 2
Sing the song Where is
my friend?
Students work in pairs
and ask each others
name and names of best
friends.
Create a cartoon poster
with different people
greeting each other.
Students work in pairs
and prepare a few
sentences to tell the
class about his/her
teachers, friends,
classmate, etc. Allow
students to make upimaginary relationships
on the condition that
they do not offend
anyone.
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Chinese Grade 7
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Chinese, Grade 7
Unit: 4 Students of Chinese
Assessment Materials List Technology References andResources
Pacing/Modifications
U
nit:4StudentsofCh
inese
Daily
conversation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and
pronunciation exercises
Speaking Practice
Free response questions
and answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Pictures
Writing Practice
Student Workbook
Worksheet
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai, H. ,
Chinese for Youth
Level 1, The Far East
Book Co., 2006.
Chinese for YouthLevel 1 StudentWorkbook
Chinese for YouthLevel 1 Audio CD
Series
Approximately 6
weeks
Modifications
Modifications of
materials andassessment items will
be made in
accordance toindividual student
IEPs.
Sample modifications
include extended
time, preferential
seating, and supportassistance.
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Chinese Grade 7
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Chinese, Grade 7
Unit 5: My Family
Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit5:
MyFamily
Can I address my family
member?
?
What is my favorite
occupation?
What am I going to be when Igrow up?
Can I ask and answer howmany people in someones
family?
In this unit, students
will learn to identify
family members andcommon professions.
Students will learn to
count from one to ten.
In addition, students
will also learn torecognize the
numbers on an
authentic object, anduse proper measure
word to describe the
objects.
Grammatical
structures in this unitinclude measure
word.
To count from one to ten.
To identify family members.
To identify common
professions.
To initiate and answer
questions about peoples
job.
To describe objects in plural
format.
To utilize measure word
properly.
NJCCCS:
7.1A. 1, 3, 5
B. 1, 2, 4
C. 2, 3
7.2
A. 1
B. 1, 2
Students make posters
about their family
members.
Students work in groups,
write a scenario about afamily with the dialogs
have learned, then act
out.
Numbers tongue twister.
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Chinese Grade 7
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Chinese, Grade 7
Unit 5: My Family
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit:5MyFamily
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Writing Practice
Student Workbook
Writing activities
Picture prompt
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far EastBook Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese forYouth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEPs.
Sample modifications includeextended time, preferentialseating, and support
assistance.
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Chinese Grade 7
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Chinese, Grade 7
Unit: 6 My Younger Brother
Essential Questions Description ofUnit
Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
Unit:6MyYou
ngerBrother
Can I ask and answer someones
age?
Can I count from one to ninehundred ninety nine?
Can I compare peoples age and
appearance?
In this unit,
students will learnhow to describe
peoples
appearance and
characters.
They will also learn
ask and tellsomeones age and
school grade.
Grammatical
structures in this
unit includecomparative and
superlative.
To describe peoples
appearance.
To describe peoples
characters.
To compare peoples
appearance and characters.
To count from one to nine
hundred ninety nine.
NJCCCS:
7.1
A. 1, 2, 3, 5, 6
B. 1, 2
C. 2
7.2
A. 1, 2, 4,B. 1, 2
C. 2
Students work in group,
each group should create a
family picture with each
member being labeled. Put
up picture of one group.Talk about peoples
heights and ages, use
comparative and
superlative.
Students work in pairs,
interview each other aboutfamily member, ages,
school grades.
Students use hope to make a wish list.
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Chinese Grade 7
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Chinese, Grade 7
Unit 6: My Younger Brother
Assessment Materials List Technology References andResources Pacing/Modifications
U
nit:6MyYoungerBrother
Daily conversationdrill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions andanswers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Text Book
Pictures
Writing Practice
Student Workbook
Writing activities
Picture Prompt
Language lab recordingfacilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. andTsai, H. ,
Chinese for
Youth Level 1,The Far East
Book Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materialsand assessment items will be
made in accordance to
individual student IEPs.
Sample modifications include
extended time, preferentialseating, and supportassistance.
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Bridgewater-Raritan Regional School District
Bridgewater, New Jersey
Course Name: Chinese LanguageGrade 8
BOE Approval Date: November 25, 2008
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Chinese Grade 8
Chinese Grade 8
Curriculum
Author: Chia Ying Jeng-Liu
Course Description
The 8th Grade Chinese Language course is designed to encourage students
to develop basic communicative competency in listening, speaking, readingand writing as well as an appreciation of the cultures of the Chinese-
speaking world.
The 8th Grade level builds on language skills acquired in grade 7. As
defined by the NJCCCS for World Languages 7.1 (communication) and 7.2
(culture), this level will emphasize the three modes of language acquisition,
which are: the Interpretive Mode (understanding and interpretation of
spoken or written communication), the Interpersonal Mode (direct oral or
written communication), and the Presentational Mode (spoken and written
communication for an audience).
By the end of the school year, the students will be able to communicate at
the Novice-Mid to Novice-High proficiency level as defined by the ACTFLproficiency guidelines.
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Chinese Grade 8
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Course Title
Unit 7: Animals
Essential
Questions
Description of
Unit
Objectives Including
Language and Culture
Alignment to the NJCCCS Core Activities
Unit7:Animals
Can I name the
animals?
What is my favorite
animal? And why?
Can I describe theappearances and
abilities of the
animals?
Why giant pandas
are endangered
species? How dowe protect them?
In this unit,
students will learnthe names of
common animals
and their habitats.
They also learn
measure words are
used along withtypes of objects.
They learn the
measure words ofdifferent animals.
Additionally,
students will learn
the facts of giantpandas and
Chinese golden
monkey.
To identify animals.
To use adjective to describe
animals.
To express likes/dislikes of
animals and provide reasons.
To learn about the Chinese
panda and the Chinese Golden
Monkey.
To utilize measure word
properly.
To demonstrate proper
pronunciation
NJCCCS:
7.1
A. 1, 2, 4,
B. 1,C. 3
7.2
A. 4B. 2
C. 1, 2, 3
Use TPR or stuffed animals
to introduce animals.
By using different gestures,
students guess what animalsare.
By asking different questions
about the appearances andabilities of the animals,
students guess what they are.
Students create a post of azoo.
Students sing a Chinese
song: Two Tigers
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Chinese Grade 8
43
Course Title
Unit 7: Animals
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit7:Animals
On-going
pronunciation drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Worksheet
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point
Presentation
Wu, W. and Tsai,
H. , Chinese for
Youth Level 1,The Far East
Book Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 5 weeks
Modifications
Modifications of materials
and assessment items willbe made in accordance to
individual student IEP and
ISIPs.
Sample modifications
include extended time,preferential seating, andsupport assistance.
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Chinese Grade 8
44
Course Title
Unit 8: My Birthday
Essential Questions Description of Unit Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
Unit2:MyBirthday
Can I express the days and dates?
Can I differentiate Chinese lunar calendar and solar
calendar?
Why is Chinese lunar calendar so important to
Chinese people?
How were the twelve animals of zodiacs chosen?
What do the zodiacs symbolize?
In this unit,
students will learn
the date and
calendar. They
also apply
numbers to
someones house
number andtelephone number.
The important note
in this unit is the
Chinese time
concepts are
arranged from the
biggest unit to thesmallest unit.
Additionally, the
typical word order
for a Chinese one-
clause-sentence is
different from
English.
To identify and ask
about someones house
number and telephone
number...
To express the day and
date.
Talk and ask about
someones birthday.
To learn about the
Chinese way of
counting age and the
Chinese Zodiac.
NJCCCS:
7.1
A. 1, 2, 3,
B. 1, 5
C. 3
7.2A. 1, 2, 3, 4.
B. 2
C. 1, 2
Base on their birth
months, students create
a monthly calendar of
the upcoming year.
Students compare and
contrast Chinese lunar
calendar and solar
calendar by developing
a Venn diagram.
Students design a poster
of Chinese Zodiac.
Students discuss the
Chinese Zodiac and
share their
understanding
Students work in pairs,
write a telephoneconversation about
inviting someone to
come over.
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Chinese Grade 8
45
Course Title
Unit 2: Chinese people
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit2:Chinese
people
On-goingpronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions andanswers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Writing activities
Language lab recordingfacilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. andTsai, H. ,
Chinese for
Youth Level 1,The Far East
Book Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will bemade in accordance to
individual student IEP and
ISIPs.
Sample modifications include
extended time, preferentialseating, and supportassistance.
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Chinese Grade 8
46
Course Title
Unit 9: Speaking Chinese
Essential Questions Description ofUnit Objectives IncludingLanguage and
Culture
Alignment tothe NJCCCS Core Activities
Unit9:SpeakingChinese
How does the Chinese differ from English?
Why am I learning Chinese?
Can I express my favorite leisure activity? And
why?
Can I describe why Tai chi and Chinese martial arts
are good for someones health?
In this unit,
students will be
assigned aChinese name.
Students willlearn to tell themeaning of their
names, write
their names.
They will also
learn to ask and
answer theirnames.
Grammaticalstructures in this
unit include
possessive form.
To talk about
languages and how
people feel aboutlearning a language.
To identify hobbiesand how people feel
about learning a
hobby.
To ask someone for
help learning how to
do something.
To learn about
Chinese musicalinstruments, songs,
dances, and martial
arts.
To demonstrate properpronunciation.
NJCCCS:
7.1A. 1, 3,
B. 1, 4C. 3, 4
7.2
A. 1, 2, 3, 4B. 2
C. 2
Students differentiate
English and Chinese.
Students will share
their experience
about learning
Chinese.
Students learn to use
the online Chinese
English dictionary,
and become lifelonglanguage learners.
Students work in
pairs; interview each
other about their
leisure activities.
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47
Course Title
Unit 9: Speaking Chinese
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit9:SpeakingChinese
Dailyconversation drill
On-going
pronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions andanswers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Test Book
Writing Practice
Student Workbook
Writing activities
Language lab recordingfacilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai,H. , Chinese for
Youth Level 1,
The Far East
Book Co., 2006.
Chinese forYouth Level 1Student
Workbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materialsand assessment items will be
made in accordance to
individual student IEP andISIPs.
Sample modifications includeextended time, preferential
seating, and support
assistance.
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Chinese Grade 8
Course Title
Unit 10 :Chinese Breakfast
Essential Questions Description of Unit Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
Unit10:Chin
eseBreakfast
How do I differentiate Chinese breakfast
and Western breakfast?
Why is breakfast important to everyone?
Why is Chinese tea an important of
Chinese culture?
Can I describe the characteristic of Chinese
eating and drinking habit?
Can I address people properly?
In this unit, students
will learn to identify
teacher, students,
classmates, and
friends in various
situations. They
also learn to
introduce people by
using this is
and that is
Additionally,
students will learn
to address people
properly based on
their age, sex, andrelationship. They
will also learn to
greet people and
respond to peoples
greeting in various
ways.
Grammatical
structures in this
unit include noun,
descriptive word.
To talk about breakfast.
To preferences for
breakfast foods and drinks.
To ask about past
experiences.
To learn about Chinese
breakfast and Chinese tea.
To differentiate Chinese
breakfast and Western
breakfast.
NJCCCS:
7.1
A. 1, 2, 3, 6
B. 1, 2, 3, 5
C. 1, 3
7.2
A. 1
B. 1
C. 2
Sing the song Where is
my friend?
Students interview
others about what
breakfast they had
before.
Create a Chinese
breakfast menu.
Students taste the
authentic Chinese
breakfast samplers.
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hi d
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Chinese Grade 8
Course Title
Unit 10 :Chinese Breakfast Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit10:ChineseB
reakfast
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Pictures
Writing Practice
Student Workbook
Worksheet
Language lab recording facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai, H. ,
Chinese for Youth
Level 1, The Far East
Book Co., 2006.
Chinese for YouthLevel 1 Student
Workbook
Chinese for Youth
Level 1 Audio CD
Series
Approximately 6 weeks
Modifications
Modifications of
materials and
assessment items will
be made in accordance
to individual student
IEP and ISIPs.
Sample modifications
include extended time,preferential seating, and
support assistance.
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Chinese Grade 8
Course Title
Unit 11:Fruit
Essential Questions Description of Unit Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
Unit1
1:Fruit
Can I address my family member?
What is my favorite fruit? And why?
Can I describe the taste of the fruit?
In this unit, students
will learn to identifyfamily members and
common
professions.
Students will learn
to count from one to
ten.
In addition, students
will also learn to
recognize thenumbers on an
authentic object, anduse proper measure
word to describe the
objects.
Grammatical
structures in thisunit include anexclamatory
sentence.
To identify and talk about
fruits.
To express preferences
and the tastes of a varietyof fruit.
To express that one is
angry or happy.
To learn about the
Chinese Litchi.
.
NJCCCS:
7.1
A. 1, 3, 5
B. 1, 2, 4C. 2, 3
7.2
A. 1B. 1, 2
Use authentic
materials or pictures to
introduce fruits.
Students design aposter of fruit store.
Students work in
groups, develop a
scenario about a
family with the
dialogs have learned,and then act out.
Numbers tongue
twister.
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Chinese Grade 8
Course Title
Unit 11:Fruit Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit11:F
ruit
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Writing Practice
Student Workbook
Writing activities
Picture prompt
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far East
Book Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese for
Youth Level 1Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEP and
ISIPs.
Sample modifications includeextended time, preferential
seating, and support
assistance.
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Chinese Grade 8
Course Title
Unit: 12 Final Review Essential Questions Description of
Unit
Objectives
Including
Language and
Culture
Alignment
to the
NJCCCS
Core Activities
Unit:12FinalRevi
ew
Why is Chinese family value so important to Chinese culture?
How does language and culture associate to each other?
What are the important values of Chinese culture?
How might Chinese culture influence the world culture?
In this unit,
students will
review what they
have learned inthis book, i.e.
pronunciations,
tones, characters,
family, friends,
occupations,
animals, calendar,
leisure activities,
food.
Grammatical
structures in this
unit include
possessives,
comparative,
superlative. Basic
clause structure.
To engage
conversation in
Chinese.
To utilize the
conversation in
daily life.
To gain the
general
knowledge about
Chinese culture.
To count from
one to nine
hundred ninety
nine.
NJCCCS:
7.1
A. 1, 2, 3, 5,6
B. 1, 2
C. 2
7.2
A. 1, 2, 4,
B. 1, 2
C. 2
Students work in
groups, choose any
topic from this book,
create a scenario,
develop a dialogue,
and perform in the
class.
Students study the
Chinese tea
ceremony.
Study design theirown tea pot and
write a letter to an
advertising company
and ask them whether
they would use
the students work.
Students create a
KWL chart about
learning Chinese.
Students have a field
trip to China town in
New York City.
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Chinese Grade 8
53
Course Title
Unit: 12 Final Review
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit:12FinalRe
view
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Pictures
Writing Practice
Student Workbook
Writing activities
Picture Prompt
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far East
Book Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese for
Youth Level 1Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEP and
ISIPs.
Sample modifications includeextended time, preferential
seating, and support
assistance.
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Bridgewater-Raritan Regional School District
Bridgewater, New Jersey
Course Name: Chinese I Academic
Grades: 9-12
Updated: January 13, 2009
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Chinese I A
Curriculum
Author: Chia Ying Jeng-Liu
Course Description
The Chinese I A Language course is designed to encourage students to
develop basic communicative competency in listening, speaking, readingand writing as well as an appreciation of the cultures of the Chinese-
speaking world.
As defined by the NJCCCS for World Languages 7.1 (Communication) and
7.2 (Culture), this level will emphasize the three modes of language
acquisition, which are: the Interpretive Mode (understanding and
interpretation of spoken or written communication), the Interpersonal Mode(direct oral or written communication), and the Presentational Mode (spoken
and written communication for an audience).
By the end of the school year, the students will be able to communicate at
the Novice-Mid proficiency level as defined by the ACTFL proficiency
guidelines.
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55
Chinese I A
Unit 1: Learning Pinyin and Chinese Character
Essential
Questions
Description of
Unit
Objectives Including
Language and Culture
Alignment to the NJCCCS Core Activities
Unit1:L
earningPinyinandChineseCharacter
Why is Chinese
language soimportant
nowadays?
Why are youlearning Chinese?
How does theChinese language
sound differentlyfrom English?
Why is the tone an
important elementin Chinesepronunciation?
In this unit,
students will learna brief introduction
of different
phonetic notationsystems, to
differentiate theiradvantages and
disadvantages.Additionally,
students will learn
how to read andpronounce "Pinyin"
which is the
official system forrepresenting
Mandarin with the
Roman alphabet.
Listen to thepronunciation by
scrolling over or
clicking on the
Pinyin. Practicethese sounds until
you sound like thenative speaker.
.
Introduces Pinyin in a fun and
meaningful way and provides
general information about
Chinese characters
Differentiate pronunciation
between Chinese & English orother world languages.
Identify the tone marks.
Demonstrate proper
pronunciation
Perform tone combinations
NJCCCS:
7.1
A. 1, 2, 4,
B. 1,C. 3
7.2
A. 4B. 2
C. 1, 2, 3
Students listen and circle the
correct tone on work sheet.
Students listen and write
down the tone combinationon a small dry eraser board.
Students listen and use
different gestures to presenttone marks.
Students listen to what theyheard in the language lab,
then repeat and record.
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56
Chinese I A
Unit 1: Learning Pinyin and Chinese Character
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit1:Learn
ingPinyinandCh
ineseCharacter
On-goingpronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions andanswers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Worksheet
Writing activities
Language lab recordingfacilities
CD Player
Overhead Transparent
Power PointPresentation
Wu, W. and Tsai,H. , Chinese for
Youth Level 1,
The Far EastBook Co., 2006.
Chinese for
Youth Level 1Student
Workbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 5 weeks
Modifications
Modifications of materials
and assessment items willbe made in accordance to
individual student IEPs.
Sample modifications
include extended time,
preferential seating, andsupport assistance.
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57
Chinese I A
Unit 2: Chinese people
Essential Questions Description ofUnit Objectives IncludingLanguage and Culture Alignment to theNJCCCS Core Activities
Unit2:Chinesep
eople
How does the Chinese written system
differ from the Roman alphabets writing
system?
Can I differentiate traditional and
simplified Chinese characters?
Can I compare the Chinese culture and
my own culture?
Can I tell my experience with Chinese
culture?
In this unit,
students will learnthe cultural and
historical
background,
geographiclocation, common
speech and
regional dialectsof China.
Additionally,students learn the
Chinesecharacters, radicalparts, and stroke
orders pertaining
to the less
Grammatical
structures in this
unit includepersonal
pronouns, present
simple, positive,and negative
sentences.
To identify the
geographic location of
China, including its
neighbor countries.
To learn the history of
Chinese written system.
To describe other
peoples nationalities.
To ask and answer
questions about peoplesnationalities.
NJCCCS:
7.1
A. 1, 2, 3,
B. 1, 5
C. 3
7.2
A. 1, 2, 3, 4.B. 2
C. 1, 2
Students will create a
KWL chart on China
and read the
information about the
country in English.
Students choose one of
famous Chinese people,
research and present the
research to the class.
Students will discuss
the Chinese New Yearand share their
understanding.
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58
Chinese I A
Unit 2: Chinese people
Assessment Materials List Technology References andResources
Pacing/Modifications
Unit2:Chinesep
eople
On-going
pronunciation drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far East
Book Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese forYouth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materialsand assessment items will be
made in accordance to
individual student IEPs.
Sample modifications include
extended time, preferentialseating, and supportassistance.
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59
Chinese I A
Unit 3: Chinese Names
Essential Questions Description ofUnit
Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
Unit3:ChineseNam
es
How does the Chinese surname
differ from the Western surname?
Can I express the meaning of myChinese name?
Why is the Chinese surname soimportant to Chinese people?
In this unit,
students will be
assigned a Chinesename. Students
will learn to tell the
meaning of their
names, write theirnames.
They will alsolearn to ask and
answer their
names.
Grammatical
structures in this
unit includepossessive form.
To learn to recognize and
write their Chinese names.
To demonstrate proper
pronunciation.
To ask and answersomeones name.
To learn the specialfeatures of the Chinese
names.
To utilize the possessive
form in daily conversation
NJCCCS:
7.1A. 1, 3,
B. 1, 4
C. 3, 4
7.2
A. 1, 2, 3, 4
B. 2C. 2
Use the Chinese-English
dictionary to define the
meaning of students
names.
Students will create a
name poster to introduce
themselves to the class.
Students write down
Chinese last names from
friends or famous people.
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60
Chinese I A
Unit 3: Chinese Names
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit3:Chine
seNames
Daily
conversation drill
On-goingpronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Test Book
Writing Practice
Student Workbook
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai,
H. , Chinese for
Youth Level 1,
The Far EastBook Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEPs.
Sample modifications includeextended time, preferential
seating, and support
assistance.
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61
Chinese I A
Unit 4 :Students of Chinese
Essential Questions Description ofUnit
Objectives IncludingLanguage and Culture
Alignment to theNJCCCS
Core Activities
U
nit4:StudentsofCh
inese
Can I introduce people?
Can I greet people?
Can I address people properly?
In this unit,
students will learn
to identify teacher,students,
classmates, and
friends in various
situations. Theyalso learn to
introduce people
by using this is and that is
Additionally,
students will learn
to address people
properly based ontheir age, sex, and
relationship. They
will also learn to
greet people andrespond to peoples
greeting in variousways.
Grammatical
structures in this
unit include noun,
descriptive word.
To identify and ask about
the relationships of the
people in the classroomsetting
To introduce someone to
someone else.
To ask and tell
someones name
To ask and tell how
things are going.
To greet and say farewell
to someone.
NJCCCS:
7.1A. 1, 2, 3, 6
B. 1, 2, 3, 5
C. 1, 3
7.2
A. 1
B. 1C. 2
Sing the song Where is
my friend?
Students work in pairs
and ask each othersname and names of best
friends.
Create a cartoon poster
with different people
greeting each other.
Students work in pairs
and prepare a few
sentences to tell the
class about his/her
teachers, friends,
classmate, etc. Allow
students to make upimaginary relationships
on the condition that
they do not offend
anyone.
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62
Chinese I A
Unit: 4 Students of Chinese
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit:4StudentsofC
hinese
Daily
conversation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and
pronunciation exercises
Speaking Practice
Free response questions
and answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Pictures
Writing Practice
Student Workbook
Worksheet
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai, H. ,
Chinese for Youth
Level 1, The Far East
Book Co., 2006.
Chinese for Youth
Level 1 StudentWorkbook
Chinese for YouthLevel 1 Audio CD
Series
Approximately 6
weeks
Modifications
Modifications of
materials andassessment items will
be made in
accordance toindividual student
IEPs.
Sample modifications
include extended
time, preferential
seating, and supportassistance.
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63
Unit 5: My Family
Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit5
:MyFamily
Can I address my family
member?
?
What is my favoriteoccupation?
What am I going to be when Igrow up?
Can I ask and answer howmany people in someones
family?
In this unit, students
will learn to identify
family members andcommon professions.
Students will learn to
count from one to ten.
In addition, students
will also learn torecognize the
numbers on an
authentic object, anduse proper measure
word to describe theobjects.
Grammatical
structures in this unitinclude measure
word.
To count from one to ten.
To identify family members.
To identify common
professions.
To initiate and answer
questions about peoples
job.
To describe objects in plural
format.
To utilize measure word
properly.
NJCCCS:
7.1A. 1, 3, 5
B. 1, 2, 4
C. 2, 3
7.2
A. 1
B. 1, 2
Students make posters
about their family
members.
Students work in groups,
write a scenario about a
family with the dialogs
have learned, then act
out.
Numbers tongue twister.
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64
Chinese I A
Unit 5: My Family
Assessment Materials List Technology References andResources
Pacing/Modifications
Unit:5MyFam
ily
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Writing Practice
Student Workbook
Writing activities
Picture prompt
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far East
Book Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese forYouth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEPs.
Sample modifications includeextended time, preferentialseating, and support
assistance.
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65
Chinese I A
Unit: 6 My Younger Brother
Essential Questions Description of
Unit
Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit:6MyYo
ungerBrother
Can I ask and answer someones
age?
Can I count from one to nine
hundred ninety nine?
Can I compare peoples age and
appearance?
In this unit,
students will learnhow to describe
peoples
appearance and
characters.
They will also learn
ask and tellsomeones age and
school grade.
Grammatical
structures in thisunit includecomparative and
superlative.
To describe peoples
appearance.
To describe peoples
characters.
To compare peoples
appearance and characters.
To count from one to nine
hundred ninety nine.
NJCCCS:
7.1
A. 1, 2, 3, 5, 6
B. 1, 2
C. 2
7.2
A. 1, 2, 4,B. 1, 2
C. 2
Students work in group,
each group should create a
family picture with each
member being labeled. Put
up picture of one group.
Talk about peoples
heights and ages, use
comparative and
superlative.
Students work in pairs,
interview each other about
family member, ages,school grades.
Students use hope to make a wish list.
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66
Chinese I A
Unit 6: My Younger Brother
Assessment Materials List Technology References
andResources
Pacing/Modifications
Unit:6MyYoungerBrother
Daily conversation drill
Classroom participation
Homework
Quizzes
Test
Project
Listening
Comprehension
Listening and
pronunciation
exercises
Speaking Practice
Free responsequestions and answers
Pairs and groupscommunicative
activities
ReadingComprehension
Flash Cards
Text Book
Pictures
Writing PracticeStudent Workbook
Writing activitiesPicture Prompt
Language lab
recording
facilities
CD Player
OverheadTransparent
Power PointPresentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level
1, The Far
East Book
Co., 2006.
Chinese for
Youth Level1 Student
Workbook
Chinese for
Youth Level
1 Audio CD
Series
Approximately 6 weeks
Modifications
Modifications of
materials and
assessment items will bemade in accordance to
individual student IEPs.
Sample modificationsinclude extended time,
preferential seating, and
support assistance.
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67
Chinese I A
Unit 7: Animals
Essential Questions Description of
Unit
Objectives
IncludingLanguage and
Culture
Alignment to the
NJCCCS
Core Activities
Unit7:Anima
ls
Can I name the animals?
What is my favorite animal? And why?
Can I describe the appearances and abilities ofthe animals?
Why giant pandas are endangered species? How
do we protect them?
In this unit,students will
learn the
names ofcommon
animals andtheir habitats.
They also
learn measure
words are usedalong with
types of
objects.
They learn the
measure wordsof different
animals.
Additionally,students will
learn the factsof giant
pandas and
Chinesegolden
monkey.
To identify animals.
To use adjective to
describe animals.
To express
likes/dislikes of
animals and
provide reasons.
To learn about the
Chinese panda and
the Chinese Golden
Monkey.
To utilize measure
word properly.
To demonstrate
proper
pronunciation
NJCCCS:
7.1
A. 1, 2, 4,B. 1,
C. 3
7.2
A. 4
B. 2
C. 1, 2, 3
Use TPR or stuffedanimals to introduce
animals.
By using different
gestures, students guesswhat animals are.
By asking different
questions about the
appearances andabilities of the animals,
students guess what
they are.
Students create a post
of a zoo.
Students sing a Chinese
song: Two Tigers
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68
Chinese I A
Unit 7: Animals
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit7:An
imals
On-going
pronunciation drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions and
answers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Map
Pictures
Writing Practice
Student Workbook
Worksheet
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point
Presentation
Wu, W. and Tsai,
H. , Chinese forYouth Level 1,
The Far East
Book Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1
Audio CD Series
Approximately 5 weeks
Modifications
Modifications of materialsand assessment items will
be made in accordance toindividual student IEP and
ISIPs.
Sample modificationsinclude extended time,
preferential seating, and
support assistance.
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69
Chinese I A
Unit 8: My Birthday
Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit2:M
yBirthday
Can I express the days and dates?
Can I differentiate Chinese lunar calendar and solar
calendar?
Why is Chinese lunar calendar so important to
Chinese people?
How were the twelve animals of zodiacs chosen?
What do the zodiacs symbolize?
In this unit,
students will learn
the date and
calendar. They
also apply
numbers to
someones house
number andtelephone number.
The important note
in this unit is the
Chinese time
concepts are
arranged from the
biggest unit to the
smallest unit.
Additionally, the
typical word order
for a Chinese one-
clause-sentence is
different from
English.
To identify and ask
about someones house
number and telephone
number...
To express the day and
date.
Talk and ask about
someones birthday.
To learn about the
Chinese way of
counting age and theChinese Zodiac.
NJCCCS:
7.1
A. 1, 2, 3,
B. 1, 5
C. 3
7.2A. 1, 2, 3, 4.
B. 2
C. 1, 2
Base on their birth
months, students create
a monthly calendar of
the upcoming year.
Students compare and
contrast Chinese lunarcalendar and solar
calendar by developing
a Venn diagram.
Students design a poster
of Chinese Zodiac.
Students discuss the
Chinese Zodiac and
share their
understanding
Students work in pairs,
write a telephone
conversation about
inviting someone to
come over.
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71
Chinese I A
Unit 9: Speaking Chinese
Essential Questions Description of
Unit
Objectives Including
Language andCulture
Alignment to
the NJCCCS
Core Activities
Unit9:SpeakingChinese
How does the Chinese differ from English?
Why am I learning Chinese?
Can I express my favorite leisure activity? And
why?
Can I describe why Tai chi and Chinese martial arts
are good for someones health?
In this unit,
students will be
assigned aChinese name.
Students will
learn to tell themeaning of their
names, write
their names.
They will also
learn to ask andanswer their
names.
Grammaticalstructures in this
unit include
possessive form.
To talk about
languages and how
people feel aboutlearning a language.
To identify hobbiesand how people feel
about learning a
hobby.
To ask someone for
help learning how todo something.
To learn about
Chinese musicalinstruments, songs,
dances, and martial
arts.
To demonstrate properpronunciation.
NJCCCS:
7.1A. 1, 3,
B. 1, 4
C. 3, 4
7.2
A. 1, 2, 3, 4B. 2
C. 2
Students differentiate
English and Chinese.
Students will share
their experienceabout learning
Chinese.
Students learn to use
the online Chinese
English dictionary,
and become lifelonglanguage learners.
Students work in
pairs; interview each
other about their
leisure activities.
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72
Chinese I A
Unit 9: Speaking Chinese
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit9:SpeakingChinese
Daily
conversation drill
On-goingpronunciation drill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Test Book
Writing Practice
Student Workbook
Writing activities
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai,
H. , Chinese for
Youth Level 1,
The Far EastBook Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will be
made in accordance toindividual student IEP and
ISIPs.
Sample modifications include
extended time, preferential
seating, and support
assistance.
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Chinese I A
Unit 10 :Chinese Breakfast
Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit10:ChineseBreakfast
How do I differentiate Chinese breakfastand Western breakfast?
Why is breakfast important to everyone?
Why is Chinese tea an important of
Chinese culture?
Can I describe the characteristic of Chinese
eating and drinking habit?
Can I address people properly?
In this unit, students
will learn to identify
teacher, students,
classmates, and
friends in various
situations. They
also learn tointroduce people by
using this is
and that is
Additionally,students will learn
to address people
properly based ontheir age, sex, and
relationship. They
will also learn to
greet people and
respond to peoples
greeting in various
ways.
Grammaticalstructures in this
unit include noun,
descriptive word.
To talk about breakfast.
To preferences for
breakfast foods and drinks.
To ask about past
experiences.
To learn about Chinese
breakfast and Chinese tea.
To differentiate Chinese
breakfast and Western
breakfast.
NJCCCS:
7.1
A. 1, 2, 3, 6
B. 1, 2, 3, 5
C. 1, 3
7.2
A. 1
B. 1
C. 2
Sing the song Where is
my friend?
Students interview
others about what
breakfast they had
before.
Create a Chinese
breakfast menu.
Students taste the
authentic Chinese
breakfast samplers.
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Chinese I A
Unit 10 :Chinese Breakfast
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit10:ChineseBreakfast
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text Book
Pictures
Writing Practice
Student Workbook
Worksheet
Language lab recording facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and Tsai, H. ,
Chinese for Youth
Level 1, The Far East
Book Co., 2006.
Chinese for Youth
Level 1 Student
Workbook
Chinese for Youth
Level 1 Audio CD
Series
Approximately 6 weeks
Modifications
Modifications of
materials and
assessment items will
be made in accordance
to individual student
IEP and ISIPs.
Sample modifications
include extended time,preferential seating, and
support assistance.
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Chinese I A
Unit 11:Fruit Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Unit11:Fruit
Can I address my family member?
What is my favorite fruit? And why?
Can I describe the taste of the fruit?
In this unit, studentswill learn to identify
family members and
common
professions.
Students will learnto count from one to
ten.
In addition, studentswill also learn to
recognize the
numbers on anauthentic object, and
use proper measure
word to describe theobjects.
Grammaticalstructures in thisunit include an
exclamatory
sentence.
To identify and talk about
fruits.
To express preferencesand the tastes of a variety
of fruit.
To express that one is
angry or happy.
To learn about the
Chinese Litchi.
.
NJCCCS:
7.1
A. 1, 3, 5
B. 1, 2, 4C. 2, 3
7.2
A. 1
B. 1, 2
Use authentic
materials or pictures to
introduce fruits.
Students design a
poster of fruit store.
Students work in
groups, develop a
scenario about a
family with the
dialogs have learned,
and then act out.
Numbers tongue
twister.
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Chinese I A
Unit 11:Fruit
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit11:F
ruit
Daily conversationdrill
Classroomparticipation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciation
exercises
Speaking Practice
Free response questions andanswers
Pairs and groupscommunicative activities
Reading Comprehension
Flash Cards
Text Book
Writing Practice
Student Workbook
Writing activities
Picture prompt
Language lab recordingfacilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. andTsai, H. ,
Chinese for
Youth Level 1,The Far East
Book Co., 2006.
Chinese forYouth Level 1
Student
Workbook
Chinese for
Youth Level 1Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materials
and assessment items will bemade in accordance to
individual student IEP andISIPs.
Sample modifications include
extended time, preferentialseating, and support
assistance.
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Chinese I A
Unit: 12 Final Review
Essential Questions Description of Unit Objectives
Including
Language and
Culture
Alignment
to the
NJCCCS
Core Activities
Unit:12FinalReview
Why is Chinese family value so important to Chinese culture?
How does language and culture associate to each other?
What are the important values of Chinese culture?
How might Chinese culture influence the world culture?
In this unit, students
will review what they
have learned in this
book, i.e.
pronunciations, tones,characters, family,
friends, occupations,
animals, calendar,
leisure activities, food.
Grammatical structures
in this unit includepossessives,
comparative,
superlative. Basic
clause structure.
To engage
conversation in
Chinese.
To utilize the
conversation in
daily life.
To gain the
general
knowledge aboutChinese culture.
To count from
one to nine
hundred ninety
nine.
NJCCCS:
7.1
A. 1, 2, 3, 5,
6B. 1, 2
C. 2
7.2
A. 1, 2, 4,
B. 1, 2
C. 2
Students work in
groups, choose any
topic from this book,
create a scenario,develop a dialogue,
and perform in the
class.
Students study the
Chinese tea
ceremony.
Study design theirown tea pot and
write a letter to an
advertising company
and ask them whether
they would use
the students work.
Students create a
KWL chart aboutlearning Chinese.
Students have a field
trip to China town in
New York City.
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78
Chinese I A
Unit: 12 Final Review
Assessment Materials List Technology References and
Resources
Pacing/Modifications
Unit:12Fina
lReview
Daily conversation
drill
Classroom
participation
Homework
Quizzes
Test
Project
Listening Comprehension
Listening and pronunciationexercises
Speaking Practice
Free response questions and
answers
Pairs and groups
communicative activities
Reading Comprehension
Flash Cards
Text BookPictures
Writing Practice
Student WorkbookWriting activities
Picture Prompt
Language lab recording
facilities
CD Player
Overhead Transparent
Power Point Presentation
Wu, W. and
Tsai, H. ,
Chinese forYouth Level 1,
The Far EastBook Co., 2006.
Chinese for
Youth Level 1
StudentWorkbook
Chinese forYouth Level 1
Audio CD Series
Approximately 6 weeks
Modifications
Modifications of materialsand assessment items will be
made in accordance toindividual student IEP and
ISIPs.
Sample modifications includeextended time, preferential
seating, and support
assistance.
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Bridgewater-Raritan Regional School District
Bridgewater, New Jersey
Course Name: Chinese II Academic / Honors
Grades: 9-12
BOE Approval Date: Summer 2008
Chinese II A/H
Chinese II Academic / Honors
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Chinese II Academic / HonorsCurriculum
Author: Hai-Lan Tsai
Course Description
Chinese II Academic is open to students who have completed middle school
Chinese (grades 7 and 8 with a B- or better) and students who passedChinese IA in high school. Chinese II Honors is open to students who have
the same qualifications and tested into the Chinese honors program. This
course represents the second phase of a sequential study level II to AP.
The goal of Chinese II A/H is to further develop student listening and
speaking skills. Also, students will continue to add grammar concepts to
facilitate better communication using verbal and written Chinese, with afocus on character writing.
As defined by the NJCCCS for World Languages 7.1 (communication) and
7.2 (culture), this level will emphasize the three modes of language
acquisition, which are: the Interpretive Mode (understanding and
interpretation of spoken or written communication), the Interpersonal Mode
(direct oral or written communication), and the Presentational Mode (spoken
and written communication for an audience).
The Academic class will have increased lesson time covering the basic
grammar concepts to facilitate speaking and writing. The Honors class will
feature more independent learning to expand the grammar concepts at a
faster pace. The examinations are different for Academic and Honorsstudents.
By the end of the school year, the students will be able to communicate at
the Novice High proficiency level as defined by the ACTFL proficiency
Chinese II A/H
Chinese II A/H
L 1 Chi f Y th B k O
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80
Lesson 1: Chinese for Youth Book One
Essential
Questions
Description of
Unit
Objectives Including
Language and Culture
Alignment to the NJCCCS Core Activities
Lesson1:MySchool
W
hat are thedifferences between
American school
and Chinese school?
Where is yourschool?
Is your schoolclose to yourhouse?
Do you like yourschool? Why?
This lesson
describes a school
in the point of view
of an Americanexchange student
and a native
Chinese student. Italso introduces the
vocabularies and
key structures ofthe theme.
To identify locations To talk about the distance
between two objects
To talk about the schoolpopulation
To talk about Chinese class
To identify Beijinglandmarks on a map
Use / to describedistance
the concept of
The school grades: and
etc.
Use to estimate amount The difference between
and
The use of between anadjective and a noun
7.1 Communication
A 1,2,4,5,6
B 1,2,3,4,5
C 1,2
7.2 Culture
A 1,2,3,4B 1,2
C 1,2
Students will create
dialogues in which they:
Describe theelementary school,
middle school, and
high school locations,populations, and
Chinese classes.
Compare the schoolsdistance from home
Talk about a Chinesecity and its
landmarks on a map Describe a dream
school
Students will use multipleaudio and video activities as
the basis for conversation
Chinese II A/H
Chinese II A/H
Lesson One: My School
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81
Lesson One: My School
Assessment Materials List Technology References and Resources Pacing/Modifications
Lesson1:MySchool
class quiz of new
words
core activity student workbook reading
comprehension
worksheet laboratory
listening
comprehension -
quiz
laboratoryquestion / answer
- quiz
laboratorywriting
picture story
Textbook informationsee
References andResources
Online Maps of Chinaand the city of Beijing
Internet research ofnation and school
locations
Audio CD
InternetMicrosoft XP
Chinese character
CD player
Chinese for Youth RevisedEdition Level 2 Student
Book,W. Wu and H. Tsai,
The Far East Book Co., Ltd
2007
Chinese for Youth RevisedEdition Level 2 Workbook
W. Wu and H. Tsai,
The Far East Book Co., Ltd2007
Chinese for Youth RevisedEdition Level 2 Audio CDSeries
W. Wu and H. Tsai,
The Far East Book Co., Ltd
2007
Approximately 4 weekswill be required to
complete Lesson 1.
Modifications will vary
from year to year and
student to student.
Particular attention shouldbe paid to the studentsIndividual Educational
Plan (IEP).
Chinese II A/H
Chinese II A/H
Lesson 2: Riding School Bus to School
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Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Lesson
2:RidingSchoolBus
toSchool
What kind of
vehicles do you
like to ride on?
How do you go toschool every day?
What are theadvantages and
disadvantages of
driving versus ridingthe train to work?
This lesson
introduces various
transportationvehicles and the
individual riders
preferences amongthese vehicles.
It also introduces the
facilities on some
vehicles.
To identify vehicles To talk about riding
different vehicles
To describe the vehicles invarious ways, e.g. color,
module, speed, etc.
To talk about theadvantages anddisadvantages of certain
vehicles
To express transportationvehicle preferences
Use to questionthe vehicle chosen
the concept of verb + +adverb
Use pattern todescribe the color of a
vehicle
Use pattern Use pattern
7.1 Communication
A 1,2,4,5,6
B 1,2,3,4,5C 1,2,3
7.2 CultureA 1,2,3,4
B 1,2
C 1,2
Students will create
dialogues in which they:
Compare family carsin various ways
Talk about theeveryday school busride
Talk about howparents go to work
Describe personaldream cars
Students will use multiple
audio and video activities asthe basis for conversation.
Chinese II A/H
Chinese II A/H
Lesson 2: Riding School Bus to School
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83
Lesson 2: Riding School Bus to School
Assessment Materials List Technology References and Resources Pacing/Modifications
Le
sson2:RidingSchoo
lBustoSchool
class quiz of
new words
core activity student
workbook
readingcomprehensionworksheet
laboratorylistening
comprehension -
quiz
laboratoryquestion /
answer - quiz
laboratorywriting
picture story
Textbooks information seeReferences and
Resources
Authentic pictures ofvarious vehicles
Internet research ofChinese schooltransportation information
Audio CD
InternetMicrosoft XP
Chinese
CharacterCD player
Chinese for Youth RevisedEdition Level 2 Student
Book,W. Wu and H. Tsai,
The Far East Book Co., Ltd
2007
Chinese for Youth RevisedEdition Level 2 Workbook
W. Wu and H. Tsai,
The Far East Book Co., Ltd2007
Chinese for Youth RevisedEdition Level 2 Audio CDSeries
W. Wu and H. Tsai,
The Far East Book Co., Ltd
2007
Approximately 4 weeks willbe required to complete
Lesson 2.
Modifications will vary from
year to year and student to
student. Particular attention
should be paid to thestudents IndividualEducational Plan (IEP).
Chinese II A/H
Chinese II A/H
Lesson 3: My daily Routine
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y y
Essential Questions Description of Unit Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
L
esson3:MydailyRo
utine
What is your dailyschedule?
What time doyou get up every
day?
What time of
day do you
play sports?
What do you doat night?
This lesson
introduces how to
tell time and parts of
the day. It alsointroduces a
students daily
schedule andextracurricular
activities. This
lesson talks aboutsports and related
activities.
To ask / tell time and partsof the day
To talk about dailyschedules
To identify sports To answer questions about
sports
To talk about someextracurricular activities
To tell the time and placeof a future appointment in
the
sequence
Use + adjectivetoexpress surprise
Use pattern Use / pattern
7.1 Communication
A 1,2,4,5,6
B 1,2,3,4,5
C 1,2,3
7.2 Culture
A 1,2,3,4B 1,2
C 1,2
Students will create dialogues
in which they:
Talk about their dailyschedules andextracurricular
activities Talk about their
favorite sports
Make a futureappointment tell the
time and place
Describe their personaldream daily schedule
Students will use multiple
audio and video activities asthe basis for conversation.
Chinese II A/H
Chinese II A/H
Lesson 3: My daily Routine
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Assessment Materials List Technology References and
Resources
Pacing/Modifications
Lesson3:Myda
ilyRoutine
class quiz ofnew words
core activity student
workbook
readingcomprehension
worksheet
laboratorylistening
comprehensio
n - quiz
laboratoryquestion /
answer - quiz
laboratorywriting
picture story
Textbooks information seeReferences and Resources
Student created real dailyschedule form
Student created dream dailyschedule form
Audio CD
Internet
Microsoft XP
Chinese CharacterCD player
Chinese for YouthRevised Edition Level 2Student Book,
W. Wu and H. Tsai,
The Far East Book Co.,Ltd
2007
Chinese for YouthRevised Edition Level 2Workbook W. Wu and H.
Tsai,
The Far East Book Co.,Ltd 2007
Chinese for YouthRevised Edition Level 2Audio CD
Series
W. Wu and H. Tsai,The Far East Book Co.,
Ltd 2007
Approximately 4 weeks willbe required to complete
Lesson 3.
Modifications will vary fromyear to year and student to
student. Particular attentionshould be paid to the
students IndividualEducational Plan (IEP).
Chinese II A/H
Chinese II A/H
Lesson 4: Todays Weather
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Essential Questions Description of
Unit
Objectives Including
Language and Culture
Alignment to the
NJCCCS
Core Activities
Lesson4:TodaysWea
ther
Is the summer weather in the US hotter than in
China?
How is todaysweather?
What istomorrowshighesttemperature?
Were you afraidof the heat orcold? Why?
This lesson
introducesweather types
and
temperatures.It also
compares the
weather indifferentplaces. It also
introduces
somenecessities for
different
weather
conditions, e.g.umbrellas,
raincoats, etc.
To identify weather types To describe weather types To talk about the daily