Section

  • 1

    EO1 Window Shopping
    - Toggle

    Unit StatementThe student will use words related to shopping to communicate with others when going shopping.

     

    Essential Outcomes:  (assessed for mastery)

    1.      TSW read and write key words related to shopping. (Interpretive reading and presentational writing)

     

       购 物 /buy things, 百 货 公 司 /department store, 商 店 /shop, /to form an adverb, 指 南 /guide, 直 接 /directly, 过 去 /pass 天 地 /world ,外 衣 /outwear, 进 去 /enter, 样 子/style, /short, /leg, 手臂/arm, 漂亮/beautiful, 号/size of clothing,大小/size,合适/fitting,百/hundred,打折/discount,付/pay,一共/total,特价/sale price,帽子/hat,手套/glove,围巾/scarf,顶/for a hat,袜子/sock,破/broken,校服/school uniform,裙子/skirt,肥/fat,瘦/skinny,过来/come over,裤子/pants,衬衣/shirt,出去/go out,酷/

    2.      TSW read words on the sale sign and understand the sale sign and advertisement. (Interpretive reading)

     

    3.  TSW describe common clothing items including color, size, style and correct measure words. (Communicative)

    4.  TSW describe the places where they go shopping orally and verbally. (Presentational speaking and writing)

    6.  TSW recognize some words from shopping center advertisements, brochures, or shopping directory. (Interpretive listening/reading)

    7.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

     

    Introduced /Practiced Outcomes

    1.  TSW fill out information on a list and found information card on stationery. (Presentational writing)

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

    3.  TSW understand the meaning of some Chinese idioms when they are heard. (Interpretive listening & Culture)

     

    Required Texts and Materials

    1.      HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   

    2.      Chinese Readers level Three: My pencil Case

    3.      Chinese Readers Green level: Shopping in the supermarket,   shopping for clothes.

    4.      Chinese Readers Orange level: My wardrobe, Food.

    5.      Chinese Readers level Five:  Strolling in the night market

    6.      Chinese Readers level Four:  Lily goes window shopping.

     

    Suggested Materials:

    1.      My First Stories – Nature: Dr. DouDou’s toy Store

    2.      Easy Step to Chinese textbook 3/workbook 3: see unit 4 lesson 10 Fresh market.

    3.      Online resources related

    4.      Flash cards and pictures

    5.      Make a big shopping list on the post.

  • 2

    EO2 Special Purchases for the Spring Festival
    - Toggle

    Unit StatementThe student will learn how to name the special goods needed for celebrating the Spring Festival. Know Chinese New Year is the most important traditional holiday in China and the people how to celebration.

     

    Essential Outcomes:  (assessed for mastery)

    1.      TSW read and write key words related to special purchases for the spring festival. (Interpretive reading and presentational writing)

     

    /crowded    人 山 热 海/a sea of people   年 货 /special purchases for the Spring Festival   年 糕 /New Year cake   平 时 usually    味 道 /taste  美 好 /happy   举 办 /hold  发 财 /get rich    前 来 /come   春 节 /the Chinese New Year   发 财 树 /a real tree that symbolizes good fortune for the new year    年 夜 饭 /dinner on New Year’s Eve     放 爆 竹 /light firecrackers       拜 年 /pay a New Year visit    贴 春 联 /post Spring Festival couplets on door panels    聚 会 /get together

     

    2.      TSW read words on the sale sign and understand the sale sign. (Interpretive reading)

     

    3.  TSW describe where they go shopping and what the special goods is. (Communicative)

    4.  TSW write a shopping list on the post or order the things from a Chinese website. (Presentational speaking and writing)

    5.  TSW describe a shopping experience. (Presentational Speaking)

    6.  TSW name the special goods needed for celebrating the Spring Festival. (Interpretive reading)

    7.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

     

     

    Introduced /Practiced Outcomes

    1.  TSW write a special goods for Chinese New Year on the post.  (Presentational writing& Culture)

    2.  TSW Understand a sales sign in the supermarket. (Interpretive reading)

    3.  TSW understand the meaning of some Chinese idioms when they are heard. (Interpretive listening & Culture)

     

    Required Texts and Materials

    1.      HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   

    2.      Chinese Readers level Six: Chinese New Year Food.

    3.      Chinese Readers Green level:  China’s Festivals.

    4.      Chinese Readers Red level:   Chinese Dragons,  The Legend Of Nian

     

     

    Suggested Materials:

    1.      I Can Read : Spring Festival,  Chinese New Year Cruise.

    2.      Easy Step to Chinese textbook 3/workbook 3: see unit 4 lesson 12 Eating Out

    3.      Online resources related

    4.      Flash cards and  pictures

    5.      The video about Chinese New Year


    • 3

      See a Doctor
      - Toggle

      Unit Statement:  The student will learn how to name major body parts, Describe common symptoms of illnesses and simple injuries, Understand instructions about when and how to take a medicine.

       

      Essential Outcomes:  (assessed for mastery)

      1. TSW read and write key words related to sick, doctor and hospital. (Interpretive reading and presentational writing)

       

      摔 倒/fall down,受伤/injured,担心/worry,撞/collide,坏/bad,疼/ache,检查/examination,除了…以外/apart from,骨头/bone,照X光/take an X ray,舒服/comfortable,麻烦/trouble,感冒/cold,如果/if,陪/accompany,医务所/clinic,鼻涕/nasal discharge,打喷嚏/sneeze,发烧/have a fever,咳嗽/cough,药/medicine,勺/spoon,季节/season,得病/get sick,结果/outcome,严重/serious,修/repair,厉害severe,嗓子/throat,眼睛eye,鼻子/nose,嘴/mouth,耳朵/ear,手/hand,脚/foot,头/head

       

      1. TSW read the dialogue and learn the body parts words, read a hospital sign and each room’s sign. (Interpretive reading)

       

      3.  TSW describe symptoms of an illness. (Communicative)

      4.  TSW describe if people don’t feel well how to talk with the doctor.(Presentational speaking)

      6.  TSW understand instructions about when and how to take a medicine. (Presentational speaking)

      7.  TSW recognize some words from illness, medicine and hospital. (Interpretive listening/reading)

      8.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

       

      Introduced /Practiced Outcomes

      1.  TSW fill out name of body parts on the paper.(Presentational writing)

      2.  TSW read a dialogue about between doctor and patient. (Interpretive reading)

      3.  TSW understand the meaning of some Chinese medicine and illness when they are heard. (Interpretive listening & Culture)

       

      Required Texts and Materials

      1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   
      2. Chinese Readers level Three: Dragon’s body
      3. Chinese Readers Brown level: Seeing The Doctor
      4. Chinese Readers Green level:  You Are So Annoying.

       

       

      Suggested Materials:

      1. Step by step level B Stomach ache, You have a cold, How can it be.
      2. Easy Step to Chinese textbook 2/workbook 2: see unit 2 lesson 6 Sickness. Textbook3/workbook3:  see unit1 lesson 3 seeing a doctor.
      3. Online resources related.
      4. Flash cards and hospital pictures.

       

       

      Suggested Assessment Tools and Strategies:

      1. Any appropriate teacher-created or teacher-selected materials.
      2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
      3. Performance a play as in the hospital.

       

      • 4

        Looking for help
        - Toggle

        Unit Statement:  The student will learn how to describe a traffic accident and ask for assistance when in need, describe a petty crime such as theft, Can understand and use an action that is done to someone or something.

         

        Essential Outcomes:  (assessed for mastery)

        1. TSW read and write the key words related to traffic accident and steal. (Interpretive reading and presentational writing)

         

        迷 路 /stray 路 牌 /street sign  错 /wrong  红 绿 灯/traffic light   短 信 /text message  电 /electricity  卡 /card  怎 么 办 /what to do  附 近 /nearby  东 /east  来 回 /round trip  事 故 /accident  被 /by 司 机 /driver  送 /send  警 察 /police  偷 /steal  爬 /crawl  墙 /wall  跑 /run 菜 场 /vegetable market

         

        1. TSW read words on the traffic sign and street sign understand the direction. (Interpretive reading)

         

        3.  TSW describe how to ask people for help when who lost one’s way. (Communicative)

        4.  TSW describe how to tell people about accident happened and something be steal. (Presentational speaking)

        5.  TSW recognize some words from public transit and public place. (Interpretive listening/reading)

        6.  TSW describe the directions and where the place is when they know the things happened. (Communicative)

        7.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

         

        Introduced /Practiced Outcomes

        1.  TSW Write message to friends let them know you need help. (Presentational writing)

        2.  TSW can read a guide to public transportation and flight schedule or bus schedule.  (Interpretive reading)

        3.  TSW can information site for public transportation. (Interpretive reading)

        4.  TSW understand the meaning of some Chinese idioms when they are heard. (Interpretive listening & Culture)

         

        Required Texts and Materials

        1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   
        2. Chinese Readers Orange Level: Dragon is missing.
        3. Chinese Readers Green Level:  Directions.
        4. Chinese Readers Blue level: Where is it?    Where is dragon?

         

        Suggested Materials:

        1. Easy Step to Chinese textbook 4/workbook 4: see unit 5 lesson 15 Accidents.
        2. Online resources related
        3. Flash cards  

         

        Suggested Assessment Tools and Strategies:

        1. Any appropriate teacher-created or teacher-selected materials.
        2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
        3. Make a play to performance related to ask for assistance.
        4. Video about truth.

         

         

        • 5

          Summer Plans
          - Toggle

          Unit Statement:  The student will learn about summer camp in China. Know how to describe in some detail an academic program. Understand a simple description of an academic program. Can make their own summer plans and write down information.

           

          Essential Outcomes:  (assessed for mastery)

          1. TSW read and write key words related to summer camp and summer school. (Interpretive reading and presentational writing)

           

          计 划 /plan  夏 令 营 /summer camp  知 识 /knowledge  动 漫 /animated cartoon  住 校 /live on camp   没 劲 /it’s boring   费 用 /cost  报 名 /register   热 线 /hotline  其 他 /other 传真/fax 暑 期 /summer vacation  高 考 /college entrance  必 要 /necessity  当 然 /of course  极 了 /extremely  天 才/genius   口 语 /spoken language  听 力 /listening skills  语 法 /grammar  考 题 /exam item  分 析 /analysis

           

          .Extended word list:打 工/work  替 /substitute  助 手/assistant   碰 见 /run into  邻 居 /neighbor  兴 趣 /interest 工 资 /wage  度 假 /spend vacation

          1. TSW read words on the school recruitment poster. (Interpretive reading)

           

          3.  TSW describe common narrate future events such as popular summer activities: camping, swimming, and making handicrafts, animated cartoon class, and soccer club. (Communicative)

          4.  TSW describe and make a post about summer school events: different classes, learning, practicing, exam item. (Presentational speaking and writing)

          5.  TSW recognize some words from school post, understand a simple program. (Interpretive listening/reading)

          6.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

           

           

          Introduced /Practiced Outcomes

          1.  TSW write down their own summer plans on the poster.(Presentational writing)

          2.  TSW read the other school’s recruitment poster and explain the detail. (Interpretive reading)

          3.  TSW understand the meaning with “college exam preparatory programs” pop up everywhere.(Interpretive listening & Culture)

           

          Required Texts and Materials

          1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   
          2. Chinese Readers Level Five:  Planning a trip to the mountains.
          3. Chinese Readers Purple level: My school year.

           

           

          Suggested Materials:

          1. Easy Step to Chinese textbook 4/workbook 4: see unit 3 lesson 9 School Events, unit 5 lesson 14 Travelling.
          2. Online resources related
          3. Flash cards

           

           

          Suggested Assessment Tools and Strategies:

          1. Any appropriate teacher-created or teacher-selected materials.
          2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
          3. Write summer plans on the poster.

           

           

          • 6

            Summer internships
            - Toggle

            Unit Statement:  The student will learn how to describe work, including the working environment, schedule, major responsibilities and organization.

             

            Essential Outcomes:  (assessed for mastery)

            1. TSW read and write key words related to summer internships. (Interpretive reading and presentational writing)

             

            实 习 /internship   镇 /town  政 府 /government   实 习 生 /intern    一 般 /general   各 种 各 样 /all kinds    试 /try   以 上 /above   礼 堂 /auditorium   毕 业 /graduation    典 礼 /ceremony    迎 送 /greet and welcome    招 待 会 /reception    人 员 /staff     联 系 /contact    组 织  /organization    主 要 /main    放 假 /have a vacation holiday    日 历 /calendar

             

            1. TSW become more attuned to his/her personal interactions with the text. (Interpretive reading)

             

            3.  TSW describe narrate future events, use the words explain the job. (Communicative)

            4.  TSW learn to read “volunteers needed” ad from a Chinese website or around anyplace. (Presentational speaking)

            5.  TSW recognize some words about working place, co-workers, schedule and major responsibilities. (Interpretive listening/reading)

            6. TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

             

            Introduced /Practiced Outcomes

            1.  TSW fill out information on a post to ask people to be volunteering. (Presentational writing)

            2.  TSW looking for a job for their summer vacation from a Chinese websites. (Interpretive reading)

            3.  TSW making a job interview with the school office. (Interpretive listening & Culture)

             

            Required Texts and Materials

            1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   
            2. Chinese Readers Orange level: Daily Routine
            3. Chinese Readers Blue level: I like to… 

             

             

            Suggested Materials:

            1. Easy Step to Chinese textbook 3/workbook 3: see unit 2 lesson 5 Occupations, textbook 4/workbook4: see unit 1 lesson 2 Occupations.
            2. Online resources related
            3. Flash cards  
            4. Job video

             

            Suggested Assessment Tools and Strategies:

            1. Any appropriate teacher-created or teacher-selected materials.
            2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
            3. Make a trip going to one’s company.

             

            • 7

              Bookstore and dictionary
              - Toggle

              Unit Statement:  The student will learn how to describe the books in the bookstore, know how to speak the name of different dictionary in Chinese. Help students learn look up a character in a Chinese dictionary.

               

              Essential Outcomes:  (assessed for mastery)

              1. TSW read and write key words related to bookstore and dictionary. (Interpretive reading and presentational writing)

               

              词 典 /dictionary   非 要 /insist on    不 但…而且/not only…but also   汉字/Chinese character   拼音/pinyin   音像/audio-visual   产品/product 掌上/palm of the hand  手写/handwritten   马上/immediately  发音/pronunciation   词/word   半折/half-price   画/strokes

               

              1. TSW read words on the dictionary’s cover know different dictionary for different study.  (Interpretive reading)

               

              3.  TSW describe how to ask the book shop assistant get a dictionary. (Communicative)

              4.  TSW describe the places in bookstore is not only sale books even include sound and video product and TV series. (Presentational speaking)

              6.  TSW recognize some words about dictionary’s name or product from bookstore and shopping list.  (Interpretive listening/reading)

              7. TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

               

              Introduced /Practiced Outcomes

              1.  TSW check the online directory of bookstore in city, try to fill out them on the form. (Presentational writing)

              2.  TSW practice looking up the character in a Chinese dictionary, know it would be has two way to do it.(Interpretive reading)

              3.  TSW understand the meaning of some Chinese idioms when they are heard. (Interpretive listening & Culture)

               

              Required Texts and Materials

              1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   
              2. Chinese Readers Orange level :  Places
              3. Chinese Readers Blue level : Where is dragon?-World tour

               

               

              Suggested Materials:

              1. Easy Step to Chinese textbook 3/workbook 3: see unit 3 lesson 9 Stationery
              2. Online resources related
              3. Flash cards  
              4.  Ask the students look up  characters in a Chinese dictionary.

               

              Suggested Assessment Tools and Strategies:

              1. Any appropriate teacher-created or teacher-selected materials.
              2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
              3. Dictionary for everyone.

               

               

              • 8

                Chinese idioms
                - Toggle

                Unit Statement:  The student will learn about Chinese idioms, know what meaning with that word and can use it. Help students broaden their linguistic range and strengthen their understanding of Chinese culture.

                 

                Essential Outcomes:  (assessed for mastery)

                1. TSW read and write key words related to each idiom.  (Interpretive reading and presentational writing)

                 

                盲 人 /blind man   缺 /lack    无 瑕 /flawless 祸 /trouble   充 /sufficient    闻 /hear   锅 /pan  强 /strong   壮 /strong   厌 /boredom  释 /hold on  凡/ordinary  井/well   底/bottom   助/help 

                 

                1. TSW read a story about idiom and describe how and when you can use it. (Interpretive reading)

                 

                3.  TSW draw a picture connect the idiom and describe the meaning. (Communicative)

                4.  TSW use the idiom describe the situations and consider the comments. (Presentational speaking and writing)

                5.  TSW analysis a situation or a phenomenon then choice a idiom to related it.

                6.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

                 

                Introduced /Practiced Outcomes

                1.  TSW completed the sentences with the idiom words. (Presentational writing)

                2.  TSW read the story behind some idioms. (Interpretive reading)

                3.  TSW understand the meaning of some Chinese idioms when they are heard. (Interpretive listening & Culture)

                Required Texts and Materials

                1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part2/2, and teacher’s book part2/2.   See “A glimpse into Chinese Culture” after each topic.
                2. Chinese Readers Level five: Waiting for hares
                3. Chinese Readers Red level:  The legend of nuwa,  The great wall,  Pangu separates sky and earth

                 

                 

                Suggested Materials:  

                1. Online resources related
                2. Flash cards and picture cards
                3. Local Chinese idiom books
                4. Chinese idiom videos

                 

                 

                Suggested Assessment Tools and Strategies:

                1. Any appropriate teacher-created or teacher-selected materials.
                2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
                3. The student can make a Chinese idioms book with characters and pictures.

                 

                 

                • 9

                  Chinese reading
                  - Toggle

                  Unit Statement:  In this unit the student will read four different essays in Chinese. This will be growing their vocabulary items. The student will examine plot elements and build fluency skills. They will practice using context clues in a sentence or passage to help them figure out the meaning of unfamiliar words.

                   

                  Essential Outcomes:  (assessed for mastery)

                  1. TSW read and write key words related to each essay. (Interpretive reading and presentational writing)

                   

                  1. TSW comprehends the meaning of what they read in Chinese. (Interpretive reading)

                   

                  3.  TSW discussion questions for oral practice with partner. (Communicative)

                  4.  TSW identify and interpret parts of a story: character, setting and plot.(Presentational speaking and writing)

                  6.  TSW read with expression to demonstrate fluency skills by means of matching character’s voice, tone, feelings and emotions. (Interpretive listening/reading)

                  7.  TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

                   

                  Introduced /Practiced Outcomes

                  1.  TSW .write a variety of personal responses about essay they read. Such as interesting characters, events or something that they enjoyed. (Presentational writing)

                  2.  TSW compare and contrast character, setting and plot of at least two essays read. (Interpretive reading)

                  3.  TSW actively listen and participate in classroom discussions related to texts read. (Interpretive listening & Speaking)

                  4.   TSW Share, recommend, and criticize books they have read in Chinese.( Interpretive listening)

                   

                  Required Texts and Materials

                  1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book   part 2/2.
                  2. Readings in Chinese culture series, volume 2, choice four essays from the contents.

                   

                  Suggested Materials:

                  1. Online resources related
                  2. Flash cards and  pictures
                  3. Any Chinese books with story.

                   

                  Suggested Assessment Tools and Strategies:

                  1. Any appropriate teacher-created or teacher-selected materials.
                  2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
                  3. The students can write their own opine after they read stories.
                  4. The students will share their books each other.

                   

                  • 10

                    Descriptive Writing: Person
                    - Toggle

                    Unit Statement:  The student will produce a publication that describe a PERSON. The writing focus on word choice. They will use various adjective, punctuations, and dialogue within the publication. Topic sentences and concluding sentences will be used.

                     

                    Essential Outcomes:  (assessed for mastery)

                    1. TSW read and write key words related to people. (Interpretive reading and presentational writing)

                     

                    1. TSW read some books about describe a person, discuss what a step to describe a person. (Communicative)

                     

                    3.  TSW create a descriptive publication about an individual which includes a topic sentence and concluding sentence. (Interpretive reading)          

                    4.  TSW use pre-write/brainstorm activities to generate words in descriptive writing.(Presentational writing)

                    5.  TSW identify and use demonstrative adjectives and predicate adjectives.

                    6.  TSW Write daily in class at some point during any subject for 20 minutes in journal. (Presentational writing)

                    7.   TSW self-select and read level- appropriate literature independently for at least 60minuts per week.(Interpretive reading)

                     

                    Introduced /Practiced Outcomes

                    1.  TSW Use editing skills and universal editing marks as it relates to punctuation, spelling, and grammar. (Presentational writing)

                    2.  TSW practice and develop cursive handwriting skills. (Presentational writing)

                    3.  TSW    identify significant person in student’s family, draw a picture of the person, and write a descriptive paragraph.( Presentational writing & Culture)

                     

                    Required Texts and Materials

                    1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2/2, and teacher’s book part2/2.   
                    2. Chinese Readers level two: Who am I?  Blue level:   What is this?
                    3. Chinese Readers Orange level: Dragon’s body, everyone’s different, what do you look like?
                    4. Chinese readers  Level five:  Twin Brothers
                    5. Chinese readers  Green level: Best friends

                     

                     

                    Suggested Materials:

                    1. Easy Step to Chinese textbook 3/workbook 3: see unit 1 lesson 2 Appearance,  textbook4/workbook4:  see unit 1 lesson 2  Appearance
                    2. Online resources related
                    3. Flash cards and pictures
                    4. Teacher provides one large picture of someone let all the student write about it.

                     

                    Suggested Assessment Tools and Strategies:

                    1. Any appropriate teacher-created or teacher-selected materials.
                    2. Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
                    3. Students use thesaurus and replace adjectives from student writing that are identified by the teacher.

                     

                     

                    • 11

                      Section 11
                      - Toggle

                      • 12

                        Section 12
                        - Toggle

                        • 13

                          Section 13
                          - Toggle