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)
- 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
- 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:
- 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.
- Chinese Readers Level five: Waiting for hares
- Chinese Readers Red level: The legend of nuwa, The great wall, Pangu separates sky and earth
- Online resources related
- Flash cards and picture cards
- Local Chinese idiom books
- Chinese idiom videos
Suggested Assessment Tools and Strategies:
- Any appropriate teacher-created or teacher-selected materials.
- Any appropriate online resources and websites.(http://my.cheng-tsui.com/huanying)
- The student can make a Chinese idioms book with characters and pictures.