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Course Title: Introduction to Chinese Language and Culture Subject: World Language Grade Level: Grade 11-12 Duration: 1 year Prerequisite: Chinese I Elective or Required: Elective World Language Mission Statement In a changing world of technology and multiculturalism, the world is getting
smaller and the importance of multilingual abilities is becoming increasingly important.
We in the World Language Department believe every individual in our school is capable
of learning a foreign language to the best of their ability. Our emphasis is on
communication and culture. Students will use correct syntax, grammar, and
pronunciation. Included in our repertoire of activities is a study of Francophone and
Hispanic, and Chinese cultures. This also includes non-verbal clues common to these
cultures. Students will be exposed to all forms of literature in the native language in their
chosen second language, in the original from, depending on the level of study.
Students will also be exposed to the language not only through the use of the
textbook but also through the use of multimedia, listening, speaking, reading, and writing
activities. Native speakers will be invited and engaged whenever possible. Students will
be expected to take an active role in the learning of the language since true
communication is an active process. Students will be assessed in all four skills:
listening, speaking, reading and writing. Authentic assessment in real life and survival
situations will be a part of all teachers’ classrooms. Available technology will be
employed, working on collaborative activities within the framework of the topic.
New Jersey Core Curriculum Content Standards
World Language
7.1 All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the
perspectives of other cultures. Through language study, they will make connections with
other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Course Description:
Chinese II will develop and expand the fundamental skills introduced in Chinese I. It also
includes a comprehensive examination of both cultural and linguistic elements so that
students can increase existing introductory language knowledge and have a better
understanding and appreciation of the multi-culture diverse world. Aural comprehension,
pronunciation and speaking exercise facilitate the oral communication. Additional
vocabulary and grammar will be introduced to lead to advanced reading and writing.
Authentic reading materials and audio/video recordings will be used to enrich the
instruction. The course is defined by New Jersey Core Curriculum Content Standards
with application, problem solving and high-order thinking skills and performance-based,
open-ended assessment. The course consists of the following components: (1) Review of
Chinese PINYIN pronunciation system and basic communication, (2) Family and home,
(3) School items and school activities, (4) Community, such as dining, weather, holiday
celebration. (5) The world, such as friends, shopping, travel and directions. The students
should be able to get Naive- High or Intermediate Low level of proficiency. Two years of
the same foreign language are required for graduation in Glen Ridge high School.
Chinese II may be partially used to fulfill the requirement. Author: Shihong Zhang Date Submitted: Summer 2012
World Languages – Curriculum Standards
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
A. Interpretive Mode Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written communication within the appropriate cultural context. Examples of "one-way" reading or listening include cultural interpretations of print, video, and online texts, movies, radio and television broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it implies the ability to read or listen "between the lines" and "beyond the lines."
B. Interpersonal Mode Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication with others (e.g., conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).
C. Presentation Mode Presentational Mode: The mode of communication in which students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication are making a presentation to a group, posting an online video or webpage, creating and posting a podcast or video cast, and writing an article for a newspaper.
Unites of Study
1. Foundation and basic communication 6 weeks (30 days)
Geography, government, pinyin, classroom expression and greeting,
2. My family and I 7 weeks (35 days) Numbers, family, occupations and home
3. My school and I 7 weeks (35 days)
Review school items, schedule and activities, choose a course
4. The community and I 8 weeks (40 days)
Dining, Tea, weather, and holidays,
5. The world and I 8 weeks (40 days)
Friend, clothing, color, shopping, describe appearance, and Travel
Total number of days allocated equals 180 days
Topic/Unit: #1 Foundations nd Basic Communication Approximate # of Weeks: 6 Essential Questions:
How do I engage myself a conversation at a basic level with a Chinese speaker?
What did China used to look like? How about nowadays?
How does Chinese government work?
What are the famous tour attractions throughout of China?
How to pronounce Chinese Pinyin more natural?
What are common Chinese expressions in daily life?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Languages
Upon completion of this unit students will be able to:
CPI# Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the
main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through
appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural
practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in
readings from age- and level-appropriate, culturally
authentic materials.
7.1.IL.A.1 Identify the main idea and most supporting details
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through
appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal
etiquette (i.e., the use of gestures, intonation, and
cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 Use the target language to describe people, places,
objects, and daily activities learned about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6 Identify the main idea, theme, and most supporting
details in readings from age- and level-appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 Compare and contrast unique linguistic elements in
English and the target language.
Activities – Including 21st Century Technologies:
1. PowerPoint presentation
2. TPR for Classroom expressions.
3. Practice tongue twisters with Pinyin
4. Sing Pinyin song with interactive Chinese CD
5. China Imaginary Tour project.
6. Internet research on China’s attraction.
7. Make a booklet about China – can be made as a powerpoint or a video.
8. Perform a skit – a conversation with family members.
9. Converse on the Language lab with random partners.
10. Tape and review yourself on the Language Lab. 11. Have a simple phone conversation.
12. Fill in a map
13. Role-play different greetings dialogues with several partners.
14. Complete comprehension and cultural activities on textbook and workbook
15. Use the language lab with authentic audio excerpts to respond to and practice the comprehension of greetings and classroom commands.
16. Play a game of Simon Says
Methods of Assessments/Evaluation:
Student Reponses
Students group interaction
Informal teacher observations to student’s pronunciations and tones
Oral dictation of sounds and Pinyin
Suggested project-PowerPoint Presentation about China
Quizlet online practice and assessment
Tests and quizzes for speaking, reading, writing
Listening and speaking exercises (language lab)
Short presentations to class
Homework Text, Resources, and/or Literature
Textbook and workbook: ZhenBang 1Foundation and unit 1
Greeting songs from Rhythms and Tones song book and CD
Mandarin Hiphop CD and workbook
Interactive Chinese DVD- Vol. 1
Textbook: Nihao
My treasure box 百宝箱
Online Resources: www.quizlet.com www.chinese-tools.com WWW.quickmandarin.com www.chinesehours.com Pin Yin http://www.ctcfl.ox.ac.uk/Pinyin.htm
Pin Yin http://www.hello-han.com/ch-education/yinjieku/hanziyinjieku-en.php
Learn Chinese Online http://www.csulb.edu/~txie/online.htm
http://cms.westport.k12.ct.us/cmslmc/mystuff/China/intro.htm
Topic/Unit: #2 My Family and I Approximate # of Weeks: 7 Essential Questions:
What is Chinese family daily life?
How do Chinese families look like?
What are Chinese family values?
How do Chinese housing look like?
What are common family items used every day?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Languages
Upon completion of this unit students will be able to:
CPI# Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through
appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and
brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in
readings from age- and level-appropriate, culturally authentic materials.
7.1.IL.A.1 Identify the main idea and most supporting details
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written
instructions connected to daily activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and non-verbal
etiquette (i.e., the use of gestures, intonation, and
cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 Use the target language to describe people, places,
objects, and daily activities learned about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and
written information on a variety of topics.
7.1.IL.A.6 Identify the main idea, theme, and most supporting
details in readings from age- and level-appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some
new contexts.
7.1.IL.A.8 Compare and contrast unique linguistic elements in
English and the target language.
Activities – Including 21st Century Technologies:
1. PowerPoint presentation
2. TPR for Classroom expressions. 3. Practice tongue twisters with Pinyin
4. Sing I Love My Family song with interactive Chinese CD
5. Family tree project.
6. Internet research on Chinese housing.
7. Perform a skit – a conversation with family members.
8. Converse on the Language lab with random partners.
9. Tape and review yourself on the Language Lab.
10. Role-play different family dialogues with several partners.
11. Complete comprehension and cultural activities on textbook and workbook
12. Play a game of Simon Says
Methods of Assessments/Evaluation:
Student Reponses
Students group interaction
Informal teacher observations to student’s pronunciations and tones
Oral dictation of sounds and Pinyin
Suggested project-PowerPoint family tree
Quizlet online practice and assessment
Tests and quizzes for speaking, reading, writing
Listening and speaking exercises (language lab)
Short presentations to class
Homework Text, Resources, and/or Literature
Textbook and workbook: ZhenBang 1unit 2
Mandarin Hiphop CD and workbook
Interactive Chinese DVD- Vol. 1
Textbook: Nihao
My treasure box 百宝箱
Online Resources: www.quizlet.com www.chinese-tools.com WWW.quickmandarin.com
www.chinesehours.com Pin Yin http://www.ctcfl.ox.ac.uk/Pinyin.htm
Pin Yin http://www.hello-han.com/ch-education/yinjieku/hanziyinjieku-en.php
Learn Chinese Online http://www.csulb.edu/~txie/online.htm
http://cms.westport.k12.ct.us/cmslmc/mystuff/China/intro.htm
Topic/Unit: #3 My School and I Approximate # of Weeks: 7 Essential Questions:
Why education is so important in China as well as in America?
How do classrooms & school days differ in other countries?
What are the rules of the classroom?
Can I name objects in the classroom in Chinese?
How would I explain my classes?
How can choose a course that I like?
What are good study habits?
What role does technology have in the classroom?
What words can I use to describe my teachers and their job?
What are extracurricular activities in China?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Languages
Upon completion of this unit students will be able to:
CPI# Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the
main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and
written directions, commands, and requests through
appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily
life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and
brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally
authentic materials.
7.1.IL.A.1 Identify the main idea and most supporting details
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through
appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal
etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s
own culture.
7.1.IL.A.4 Use the target language to describe people, places,
objects, and daily activities learned about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6 Identify the main idea, theme, and most supporting
details in readings from age- and level-appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 Compare and contrast unique linguistic elements in
English and the target language.
Activities – Including 21st Century Technologies:
1. PowerPoint presentation
2. TPR for Classroom expressions. 3. Practice tongue twisters with Pinyin
4. Watch DVD Interactive Chinese
5. Internet research and compare project.
6. Pen Pal letter or video chat with Chinese peers.
7. Converse on the Language lab with random partners.
8. Tape and review yourself on the Language Lab. 9. Have a simple phone conversation.
10. Role-play different school settings with several partners.
11. Complete comprehension and cultural activities on textbook and workbook
12. Use the language lab with authentic audio excerpts to respond to and
practice the comprehension of greetings and classroom commands.
13. Play a game of Simon Says
Methods of Assessments/Evaluation:
Student Reponses
Students group interaction
Informal teacher observations to student’s pronunciations and tones
Oral dictation of sounds and Pinyin
Suggested project-PowerPoint Presentation about China
Quizlet online practice and assessment
Tests and quizzes for speaking, reading, writing
Listening and speaking exercises (language lab)
Short presentations to class
Homework Text, Resources, and/or Literature
Textbook and workbook: ZhenBang 1 unit 3
Mandarin Hiphop CD and workbook
Interactive Chinese DVD- Vol. 1
Textbook: Nihao
My treasure box 百宝箱
Online Resources: www.quizlet.com www.chinese-tools.com WWW.quickmandarin.com www.chinesehours.com Pin Yin http://www.ctcfl.ox.ac.uk/Pinyin.htm
Pin Yin http://www.hello-han.com/ch-education/yinjieku/hanziyinjieku-en.php
Learn Chinese Online http://www.csulb.edu/~txie/online.htm
http://cms.westport.k12.ct.us/cmslmc/mystuff/China/intro.htm
Topic/Unit: #4 The Community and I Approximate # of Weeks: 8 Essential Questions:
Why are there so many Chinese restaurants everywhere?
How are meals in China different from those in US?
How do we set a table at home?
What are the table manners dining in China?
How can we order food from Chinesenrestaurants?
How can we prepare a Chinese shopping list?
How can I ask help when dinning or shopping?
What is the tea culture in China?
What are common holidays in China?
What is the most important Chinese holiday?
How’s the weather look like in China?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Languages
Upon completion of this unit students will be able to:
CPI# Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and
written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and
brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in
readings from age- and level-appropriate, culturally authentic materials.
7.1.IL.A.1 Identify the main idea and most supporting details
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through
appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal
etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s
own culture.
7.1.IL.A.4 Use the target language to describe people, places,
objects, and daily activities learned about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6 Identify the main idea, theme, and most supporting
details in readings from age- and level-appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 Compare and contrast unique linguistic elements in
English and the target language.
Activities – Including 21st Century Technologies:
1. PowerPoint presentation
2. TPR for Classroom expressions. 3. Practice tongue twisters with Pinyin
4. Watch and discuss moive 吃喝男女 or documentary 舌尖上的中国
5. Create a menu for your own restaurant – can be made as a powerpoint or
a video.
6. Perform a skit – a conversation between customer and waitress.
7. Converse on the Language lab with random partners.
8. Tape and review yourself on the Language Lab. 9. Have a simple phone conversation.
10. Research on 8 style Chinese food八大菜系
11. Role-play different setting in store, restaurants and park with several
partners.
12. Complete comprehension and cultural activities on textbook and workbook
13. Use the language lab with authentic audio excerpts to respond to and practice the comprehension of greetings and classroom commands.
14. Play a game of Simon Says
Methods of Assessments/Evaluation:
Student Reponses
Students group interaction
Informal teacher observations to student’s pronunciations and tones
Oral dictation of sounds and Pinyin
Suggested project-PowerPoint Presentation about China
Quizlet online practice and assessment
Tests and quizzes for speaking, reading, writing
Listening and speaking exercises (language lab)
Short presentations to class
Homework
Text, Resources, and/or Literature
Textbook and workbook: ZhenBang 1 unit 4 & 5
Greeting songs from Rhythms and Tones song book and CD
Mandarin Hiphop CD and workbook
Interactive Chinese DVD- Vol. 1
Textbook: Nihao
My treasure box 百宝箱
Online Resources: www.quizlet.com www.chinese-tools.com WWW.quickmandarin.com www.chinesehours.com Pin Yin http://www.ctcfl.ox.ac.uk/Pinyin.htm
Pin Yin http://www.hello-han.com/ch-education/yinjieku/hanziyinjieku-en.php
Learn Chinese Online http://www.csulb.edu/~txie/online.htm
http://cms.westport.k12.ct.us/cmslmc/mystuff/China/intro.htm
Topic/Unit: #5 The world and I Approximate # of Weeks: 8 Essential Questions:
Why do more and more people speak Chinese?
What are the China’s Cultural influences on world?
What are the popular shopping places?
What are China’s tradition dresses and modern fashion design?
What are the meanings of color for Chinese people?
How do I plan a trip to China?
How do I find and book hotel reservation?
How do I read a train schedule?
How do I have a conversation with a taxi cab driver in China?
What are the differences and similarities between Beijing and DC?
What is the difference between city life in New York City and Shanghai?
How can I ask for directions in China?
To what extent do I now appreciate Chinese art?
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Languages
Upon completion of this unit students will be able to:
CPI# Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and
written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily
life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and
brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in
readings from age- and level-appropriate, culturally
authentic materials.
7.1.IL.A.1 Identify the main idea and most supporting details
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through
appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal
etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s
own culture.
7.1.IL.A.4 Use the target language to describe people, places,
objects, and daily activities learned about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings from age- and level-appropriate,
culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language.
Activities – Including 21st Century Technologies:
1. PowerPoint presentation
2. TPR for Classroom expressions.
3. Practice tongue twisters with Pinyin
4. Watch and discuss Interactive Chinese DVD vol. 12
5. Internet research on traditional and mordent Chinese dress.
6. Perform a skit – a conversation with clothing shopping.
7. Perform a skit- a conversation on booking vocation to China
8. Converse on the Language lab with random partners.
9. Tape and review yourself on the Language Lab.
10. Chinese artists visit class.
11. Real life experience on Chinese calligraphy and painting.
12. Complete comprehension and cultural activities on textbook and workbook
13. Use the language lab with authentic audio excerpts to respond to and practice the comprehension of greetings and classroom commands.
Methods of Assessments/Evaluation:
Student Reponses
Students group interaction
Informal teacher observations to student’s pronunciations and tones
Oral dictation of sounds and Pinyin
Suggested project-PowerPoint Presentation about China
Quizlet online practice and assessment
Tests and quizzes for speaking, reading, writing
Listening and speaking exercises (language lab)
Short presentations to class
Homework Text, Resources, and/or Literature
Textbook and workbook: ZhenBang 1 unit 6
Greeting songs from Rhythms and Tones song book and CD
Mandarin Hiphop CD and workbook
Interactive Chinese DVD- Vol. 1
Textbook: Nihao
My treasure box 百宝箱
Online Resources: www.quizlet.com www.chinese-tools.com WWW.quickmandarin.com www.chinesehours.com Pin Yin http://www.ctcfl.ox.ac.uk/Pinyin.htm
Pin Yin http://www.hello-han.com/ch-education/yinjieku/hanziyinjieku-en.php
Learn Chinese Online http://www.csulb.edu/~txie/online.htm
http://cms.westport.k12.ct.us/cmslmc/mystuff/China/intro.htm