Weekly outline

  • Chinese II

    Julie Chen

    Rm 207

    email: julie-chen@shenzhen.qsi.org

    Syllabus

    The Chinese II Secondary Course is designed for Secondary school students or 12 and up students if they are qualified. A normal prerequisite for this course is the Chinese Secondary I Course or its equivalent.  It is centered on the practical application of communication skills, with an emphasis on the language material used in everyday situations.  Grammar is taught primarily through speech patterns.   In order to develop interpersonal listening and speaking skills, interpretive reading and listening skills, and performance writing and speaking skills, the students will be involved in a variety of activities, including songs, role-play, educational games, and authentic reading and writing tasks.  The students will also become acquainted with some cultural features of the language.  The students will be able to identify and write a larger range of vocabulary. The students will be developing fluidity in conversation and will expand the range of situations in which they can communicate.

    The Chinese II Course consists of 10 essential units. The Essential Outcomes must be assessed for mastery.  The Introduced/ Practiced Outcomes are intended to expose the student to skills that will be mastered in a future essential unit, engage the student in ongoing and necessary skills, and to practice the outcomes previously taught. 

    An outline of the 10 essential units follows.  These 10 essential units are primarily designed to be taught in order.  

    Essential Units:


    E01 – School supplies

     

    E02 – Beyond the classroom    

     

    E03 – Entertainment

     

    E04 – Hobbies

     

    E05 – Chinese New Year

     

    E06 – Where we live

     

    E07 – Asking the way

     

    E08 – Writing about hobbies of family members

     

    E09 – Chinese idioms introduction

     

    E10 – A glimpse of Chinese culture





  • EO1 School Supplies

    Unit Statement:  In this unit the student will learn to communicate with others verbally and in writing about the use of school supplies.

     

    Essential Outcomes:  (must be assessed for mastery)

     

    1.      The Student Will recognize unit vocabulary words related to school supplies and things they use every day:  蓝色/blue,书包/bag,绿色/green,新/new,旧/old,上/on,让/let,这儿/here,太/too,带/bring,本/book,课本/textbook,本子/notebook,练习本/notebook,那么/then,多/many,书/book,蜡笔/crayon,借/borrow,笔/pen,红色/red,黑色/black,买/buy,文具/stationery,黄色/yellow,白色/white,铅笔/pencil,圆珠笔/ball pen,尺子/ruler,文件夹/folder,大/big, (Interpretive listening and reading)

     

    2.      TSW write from memory the following key unit vocabulary:  原来/originally,用/use,放/put, place,玩具/toy,盒/box,支/for pens,颜色/color,种/kind,紫色/purple,橡皮/rubber,块/for piece,把/for handful,播放器/mp3 player (Interpretive reading and presentational writing) 

     

    3.      TSW label with Chinese words things contained in their backpack. (Presentational writing)

     

    4.      TSW talk with others about school supplies using simple descriptions and the correct measure words. (Interpersonal Communication)

     

    5.      TSW write a shopping list using the most frequently used school supply words. (Presentational writing)

     

    6.      TSW read the Chinese Readers Green Level: “My pencil Case.” (Interpretive reading)

     

    7.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

     

    Introduced /Practiced Outcomes: 

     

    1.      The Student Will fill out information on a lost and found information card. (Presentational writing)

     

    2.      TSW check for the prices of their school supply shopping list from Chinese websites. (Interpretive reading)

     

    3.      TSW comprehend some traditional Chinese idioms when they are heard. (Interpretive listening & Culture)

     

    4.      TSW recognize some information from advertisements and brochures about school supplies and recognize some words written in stationary stores. (Interpretive listening)


  • EO2 Beyond the Classroom

    Unit Statement:  The student will exchange ideas with others verbally and in writing about their after-school activities such as surfing on the internet, weekend get-togethers, and team or individual sports.   

     

    Essential Outcomes: (must be assessed for mastery)

     

    1.      The Student Will read and write unit vocabulary key words:  词典/dictionary, 网上/online, 为什么/why, 网站/website, 容易/easy, 方便/convenient, 听说/it is said, 常常/often, 上网/surf online, 世界/world, /most, 光盘/CD OR DVD, /give, /for flat objects, 优盘/flash drive, /save, 文件/file, 磁盘/floppy disk, 打球/play basketball, /mood particle, 足球/soccer, 篮球/basketball, 滑旱冰/rollerblade, /shoe, /pair, 滑板/skateboard, 野餐/picnic, /also, 杯子/cup, 盘子/plate, /knife, /fork, 纸巾/tissue, /again, 以前/before, /kick, /team, 宽带/broadband, 铅笔盒/pencil case  (Interpretive reading and presentational writing) 

     

    2.      TSW use the sentence structures “…以前” and “…以后” to indicate a sequence of actions both orally and in writing. (Presentational speaking and writing)

     

    3.      TSW talk with others about computers and surfing the Internet using unit vocabulary words. (Interpersonal speaking)

     

    4.      TSW plan a picnic or other event choosing basic eating utensils, indicating the name, color, size and number of the items. (Interpersonal speaking and listening)

     

    5.      TSW role-play a dialogue about some common sports and sporting goods. (Presentational speaking)

     

    6.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

     

    Introduced /Practiced Outcomes: 

     

    1.      The Student Will design an advertisement poster advertising a certain kind of IT device such as laptop, mobile phones, mp3, e-pad, etc. (Presentational writing)

     

    2.      TSW arrange an outing or party and discuss with others what eating utensils and sport equipment everyone needs to bring. (Interpersonal speaking)

     

    3.      TSW write a note to a friend asking his/her plans and make suggestions about what to do. (Interpersonal writing)

     

    4.      TSW list some popular Chinese websites and know what each is for. (Culture)

     


    • EO3 Entertainment

      Unit Statement:  The student will learn to communicate with others verbally and in writing about entertainment and leisure activities.

       

      Essential Outcomes:  (must be assessed for mastery)

       

      1.      The Student Will identify and recognize unit vocabulary words: 电影/movie, 开始/start, /want,可以/can,能/be able to,一点儿/a little,钱/money,才/only,先/first…then…,晚/late,小时/hour,早/early,正/verb+ing,球赛/ball game,一边/at the same time,歌/song,有的/some,弹/play(piano),会/know how to,拉/play(violin),小提琴/violin,大提琴/cello,吉他/guitar,就/then,一会儿/a little while,卡通/cartoon,应该/should,怎么/how,晚饭/dinner,饺子/dumpling,冰/ice,回来/back  (Interpretive listening and reading)

       

      2.      TSW read and write key unit vocabulary words related to entertainment: 美丽/pretty,再说/moreover,没空儿/busy,比赛/competition,下载/download,竖琴/harp,考试/test,父母/parents,下饺子/boil dumplings,  法国/France  (Interpretive reading and presentational writing)

       

      3.      TSW role-play conversations with friends about common recreational activities for their ages, including playing computer games, music they like, going to the cinema, etc. (Interpersonal Communication)

       

      4.      TSW exchange ideas about their intentions and ability to do some activities together. (Interpersonal Communication)

       

      5.      TSW interview friends and list their favorite movies, computer games, music instruments, etc.  (Interpersonal, Presentational writing)

       

      6.      TSW read the Chinese Readers - Brown Level:  “I want to see a film,” or other relevant book. (Interpretive reading)

       

      7.      TSW self-select and read level-appropriate literature independently for at least 40 minutes during a school week. (Interpretive reading)

       

      Introduced /Practiced Outcomes:

       

      1.      The Student Will design a summer camp activity timetable for the coming summer holiday. (Presentational writing)

       

      2.      TSW check the cinema show time schedule and find the information for planning to watch a movie. (Interpretive reading)

       

      3.      TSW recognize a Chinese pop song and sing it individually or in small groups. (Interpretive listening, presentational speaking, Culture)

       

      4.      TSW draft a program for a school concert or variety show. (Presentational writing)

       

      5.      TSW comprehend the meaning of some Chinese idioms. (Interpretive listening)

      • EO4 Hobbies

        Unit Statement:  The student will discuss, role-play and write about their hobbies, travel plans and different TV programs.

         

        Essential Outcomes:  (must be assessed for mastery)

         

        1.       The Student Will identify and recognize unit vocabulary words: 旅行/travel, /ride, /vehicle,时候/time,说/say,话/words,前边/front,水/water,停/stop,美/pretty,饿/hungry,中餐/Chinese food,西餐/western food,厕所/bathroom,等/wait,分钟/minute,节目/program,电视剧/TV drama,新闻/news,文艺/arts and culture,着/indicates accompanying action,旅游/travel,卡通片/cartoon film,电视机/TV set,报/newspaper,第/prefix for ordinal numbers,频道/channel,少/less,胖/fat  (Interpretive listening and reading) 

         

        2.      TSW read and write key unit vocabulary words and write sentences with these words to express ideas about traveling and TV shows: 熊猫/panda,咪咪/meow,古典/classical, 流行/popular,风景/scenery,随便/anything will do,中央/central,电视台/TV station,喊/yell,  有线电视/cable TV,收到/receive,开/hold,表演/perform,唱/sing,一些/some,春节/Spring Festival,练习/practice,病毒/virus,运行/run,去/eliminate,软件/software (Interpretive reading and presentational writing)

         

        3.      TSW survey their peers’ regarding their likes and dislikes of different TV shows and different TV channels and create a graphic of their results. (Interpersonal communication and presentational writing)

         

        4.      TSW talk or role-play with others about a trip they took, indicating the schedule, transportation, time spent, main activities, etc. (Communicative)

         

        5.      TSW read for comprehension the Chinese Readers - Brown Level:  “Going on a trip.” and “Going travelling,” or other relevant book. (Interpretive reading)

         

        6.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

         

        Introduced /Practiced Outcomes:  

         

        1.      The Student Will watch TV at home or school and then list 12 CCTV channels and talk about what each channel is. (Presentational writing and speaking)

         

        2.      TSW compare the schedules of a Chinese sports channel and a U.S sports channel, talking with partners about the differences. (Interpretive reading, Interpersonal speaking and culture.)

         

        3.      TSW read for comprehension itinerary booklets from a local travel agency. (Interpretive reading, Culture)

         

        4.      TSW draft a program for a school concert or variety show. (Presentational writing)

         

        5.      TSW make scrapbook pages, planning a dream trip to their dream country. (Presentational writing)

        • EO5 Chinese New Year

          Unit Statement:  The student will learn about Chinese New Year, and get to know some related cultural highlights. They will study a number of ancient superstitions and see how they influence modern celebrations.

           

          Essential Outcomes:  (must be assessed for mastery)

           

          1.      The Student Will read and write key unit vocabulary words about Chinese New Year, and perform skits with these words to describe how Chinese people celebrate Chinese New Year.  春节、新年/New Year, 福字/character “lucky”,对联/couplet sentences,包饺子/making dumplings,团圆饭/get-together dinner,灯笼/lantern,舞龙/dragon-dance show,红包、压岁钱/lucky money for children during New Year,守岁/stay-up in New Year’s Eve,放鞭炮/set fireworks,窗花/paper-cutting for window decoration,拜年/New Year visit,大年三十/New Year’s Eve,大年初一/First day of the New Year, 新年好、 (Interpretive reading and presentational speaking)

           

          2.      TSW learn about traditional New Year foods and will be able to discuss or make foods traditionally eaten during the New Year celebrations and explains the symbolism of some of those foods. (Presentational speaking)

           

          3.      TSW study and make Chinese New Year Decorations and be able to explain the significance and symbolization of different New Year decorations such as “Lucky” character sign and couplet sentences. (Interpretive reading, presentational speaking)

                                                                                                                                                                                                       

          4.      TSW also get to know and present information about taboos and superstitions of Chinese New Year. (Cultural and historical study)

           

          5.      TSW compare Chinese New Year with other festivals from his/her home culture such as Christmas or Thanksgiving and write the similarities and differences in a chart or other writing. (Presentational writing)

           

          6.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

           

          Introduced /Practiced Outcomes:

           

          1.      The Student Will use the vocabulary taught to give a speech describing some of the highlights of a traditional New Year's celebration (Presentational speaking)  (See Required Texts and Materials below.)

           

          2.      TSW identify and recognize some commonly seen couplets phrases and other simple New Year greeting sentences to greet people during New Year time.  新年快乐/Happy New Year, 年年有余/Leftovers every year,岁岁平安/Peaceful every year, 万事如意/Everything Lucky, 恭喜发财/Wish you big fortune,身体健康/great health (Interpretive reading, communicative speaking, culture.) 

           

          3.      TSW write some couplet sentences to decorate home and make red envelop for younger sisters/brothers and their friends. (Presentational writing)

           

          • EO6 Where we live

            Unit Statement:  The student will learn and write about different functional buildings and rooms in schools, as well as the rooms in their homes. They will also get to know the names and locations of some major cities in China.

             

            Essential Outcomes:  (must be assessed for mastery)

             

            1.      The Student Will identify and understand unit vocabulary words. 地图/map, 首都/capital, 城市/city,北部/north,东部/east,西部/west,南部/south,中部/middle,这些/these,远/far,长/long,南边/south,火车/train,过/celebrate,旁边/next to,西边/east to,离/away,走路/walk,教学/teach,教室/classroom,楼/building,餐厅/cafeteria,篮球场/basketball court,网球场/tennis court,左边/left,右边/right,后边/behind,外边/out,间/for rooms,卧室/bedroom,客厅/living room,厨房/kitchen 饭厅/dining room, 书房/study, 里边/inside, 卫生间/bathroom, 中间/in the middle of, 房间/room, really, 对面/opposite  (Interpretive listening and reading)

             

            2.      TSW read and write unit vocabulary key words: 古老/ancient,不好意思/excuse me,打扰/disturb,一定/for sure,欢迎/welcome,湖/lake,训练/training,参观/visit,过道/hallway,  哇塞/wow,啊/Aha, /more, bright, /for machines, /slow, 当时/at that time, 合住/live together, 自己/oneself, /messy, 整齐/neat  (Interpretive reading and presentational writing)

             

            3.      TSW talk and role-play with friends about school buildings and rooms, demonstrating locations and positional relationship. (Interpersonal Communication)

             

            4.      TSW explain models or drawings of the layout and surroundings of their houses/apartments. (Presentational speaking)

             

            5.      TSW describe orally and in writing the distance between two things with the correct sentence structures such as “A在B的”and “A在B的”. (Presentational speaking and writing)

             

            6.      TSW recognize some major cities’ names on the map of China, and understand the names when hearing them. (Interpretive listening and reading, culture)

             

            7.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

             


             

            Introduced /Practiced Outcomes:

             

            1.      The Student Will trace out the plan of a house according to layout information given orally or in writing. (Interpretive listening or reading, Presentational writing)

             

            2.      TSW create a map of their ideal school, including most common used school facility words. (Presentational writing)

             

            3.      TSW check and record the weather report in 5-10 major Chinese cities for the next day through websites or news report video clips. (Interpretive listening and reading, Culture)

             

            4.      TSW visit a local school and tell the difference of layouts between that school and their current school. (Presentational speaking)

            • EO7 Asking the way

              Unit Statement:  The student will learn and write about neighborhoods and the surroundings of their homes. They will also learn about how to ask and give directions.

               

              Essential Outcomes:  (must be assessed for mastery)

               

              1.      The Student Will read and write key unit vocabulary words from text, and will say, role play or write sentences with these words to portray their neighborhood.  对外/overseas, 教科书/textbook, 外文/foreign,书店/bookstore,或者/or,银行/bank,饭店/restaurant,忘/forget,商店/shop,咖啡馆/cafe,问题/question,打电话/make phone calls,进/enter,喝/drink,等/wait,杯/cup,暑假/summer holiday,打算/plan,姥姥/grandma,到/to,卖/sell,小吃/snack food,主人/owner  (Interpretive reading, and presentational speaking/writing)

               

              2.      TSW create a map of their neighborhood, label the functional buildings on it and talk with friends about the map. (Presentational writing, communicative)

               

              3.      TSW recognize and know how to use different ways to indicate a location or position, using words such as 边,对面,前///. (Interpretive listening and presentational speaking)

               

              4.      TSW role play with classmates asking directions and directing the way. (Communicative)

               

              5.      TSW read the Chinese Readers - Green Level: “Directions” and “Where Do You Live” or other relevant book. (Interpretive reading)

               

              6.      TSW write directions from a map that shows a visitor how to get to a certain place. (Presentational writing)

               

              7.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

               

              Introduced /Practiced Outcomes:

               

              1.      The Student Will design a board game including the neighborhood vocabulary they learned from the text and play the game with partners. (Presentational writing, communicative)

               

              2.      TSW copy 10 signboards in their neighborhood and look up the meaning of the names online. (Interpretive reading)

               

              3.      TSW create a treasure hunt instruction list, indicating where each “treasure” is using the words for positions and locations. (Presentational writing)

              • EO8 Writing about hobbies of family members

                Unit Statement:  The student will concentrate on their writing skills demonstrating their ability to apply previously learned vocabulary and sentence patterns.

                 

                Essential Outcomes: (must be assessed for mastery)

                 

                1.      The Student Will as a pre-writing activity, talk about family members’ hobbies, and give a presentation using previously learned vocabulary and sentence patterns. (Interpersonal speaking)  (Include the vocabulary list from E01 through E07)

                 

                2.      TSW write one or more longer narratives about family members’ hobbies, applying the correct characters and including some extra words if needed, by looking them up in a dictionary. (Presentational writing and interpretative reading)

                 

                3.      TSW demonstrate in writing the ability to use punctuation correctly, and the ability to apply sentence patterns learned previously. (Presentational writing)

                 

                4.      TSW organize and link sentences into 2-4 paragraphs with clear transitions and logical sequence. (Presentational writing)

                 

                5.      TSW write responses and include rich details regarding the following questions: What are your hobbies? How long a day or a week do you spend doing things you enjoy? Where do you do it and whom do you do it with? What are the reasons you like to do it? What are the advantages and disadvantages of your hobbies? How do these hobbies influence your life? (Presentational writing)

                 

                6.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

                 

                Introduced /Practiced Outcomes: 

                 

                1.      The Student Will create a short (5-10 minute) documentary video with Chinese voice-overs to demonstrate visually and audibly the hobbies of each family member. (Communicative speaking)

                 

                2.      TSW hypothesize and talk in groups about what might be different in his/her life if he/she had no hobbies. (Communicative listening and speaking)

                 


                • EO9 Chinese idioms – introduction

                  Unit Statement:  The student will study and become familiar with the origin and meaning of several commonly used Chinese idioms and to know the importance of idioms in Chinese culture.

                   

                  Essential Outcomes: (must be assessed for mastery)

                   

                  1.      The Student Will read 2 classical idiom stories. After reading the stories, retell the stories and explain to others the origin and meaning according to the stories taught. (Comprehensive reading and presentational speaking)

                   

                  2.      TSW act out the 2 idiom stories. (Communicative speaking and listening, presentational writing)

                   

                  3.      TSW create a comic book or other creative responses about one of the stories.

                   

                  4.      TSW study 4-8 more idioms. Student will be able to understand the underlying meaning of these idioms.  (Interpretative listening and reading)

                   

                  5.      TSW comprehend the importance of idioms as a particular linguistic form in Chinese language, as well as the expressiveness and simplicity of this form. (Linguistics and culture)

                   

                  6.      TSW use in daily oral language the idioms taught and learn other common idioms. (Communicative speaking)

                   

                  7.      TSW self-select and read level-appropriate literature independently for at least 40 minutes per week. (Interpretive reading)

                   

                  Introduced /Practiced Outcomes:

                    

                  1.      The Student Will compare some Chinese idioms with idioms in English, or his/her native language and create a PPT presentation showing similarities and differences. (Interpretative reading)

                   

                  2.      TSW write a summary and report about one of the idioms learned for other second language learners. (Presentational writing)

                   

                  3.      TSW look for 10 rhyming words for each idiom taught. (From the book “Stories of Chinese Idioms about Ability”)

                   

                  1.      自相矛盾/Self-contradictory,

                  2.      刻舟求剑/Nick the boat to seek the sword,

                  3.      拔苗助长/Helping shoots grow by pulling them upward,

                  4.      胸有成竹/Have a well-thought-out plan,

                  5.      画饼充饥/Draw cake to allay hunger,

                  6.      水滴石穿/Constant dripping wears the stones,

                  7.      抛砖引玉/Cast brick to attract jade,

                  8.      班门弄斧/Show off one’s skills before an expert.


                  • EO10 A glimpse to Chinese culture

                    Unit Statement:  The student will recognize some basic Chinese cultural facts and get an overview of both ancient Chinese culture and current society of China.

                     

                    Essential Outcomes: (must be assessed for mastery)

                     

                    1. The Student Will recognize the symbolization of each color in traditional Chinese culture and look for influences in modern China of these “color superstitions”. (Culture)

                     

                    2.      TSW analyze the recreational activities in today’s China, and concentrate on the most popular hobbies of modern Chinese people including surfing the internet, movies, TV, etc. (Culture)

                     

                    3.      TSW look at the school life of Chinese children, compare this with other countries in the world and evaluate them. (Culture)

                     

                    4.      TSW look at what parties and banquets are like in China and be able to tell some features of these activities. (Presentational speaking and Culture)

                     

                    5.      TSW self-select and read level-appropriate literature independently for at least 40      minutes per week. (Interpretive reading)

                     

                    Introduced /Practiced Outcomes: 

                     

                    1.      The Student Will read several famous ancient Chinese poems and study the rhyming and other features of ancient Chinese language. (Interpretive Reading and culture)

                     

                    2.      TSW learn some traditional idioms and proverbs in Chinese, telling the origins and underlying meaning of them and then try to apply them to real life situations. (Presentational speaking and Culture)

                     

                    3.      TSW name “Four Treasures of Study” and tell the function of each. (Presentational Speaking and Culture)

                     

                    4.      TSW describe levels of administrative or government divisions of China (district, city, province, etc.) and report on one favorite province. (Presentational speaking and Culture)

                     

                    5.      TSW identify and describe public holidays and travel during these times in modern China, naming the most important Chinese festivals or holidays. (Presentational speaking and Culture)