gglleenn rriiddggee ppuubblliicc sscchhoooollss ...€¦ · chinese pinyin pronunciation system and...

GGGllleeennn RRRiiidddgggeee PPPuuubbbllliiiccc SSSccchhhoooooolllsss ––– WWWooorrrlllddd LLLaaannnggguuuaaagggeee

CCCuuurrrrrriiicccuuullluuummm

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


http://www.state.nj.us/education/cccs/def/7/WL_Cam.html

http://www.state.nj.us/education/cccs/def/7/WL_Eis.html

http://www.state.nj.us/education/cccs/def/7/WL_Pr.html

http://www.state.nj.us/education/cccs/def/7/WL_Cp.html


readings from age- and level-appropriate, culturally

authentic materials.

7.1.IL.A.1 Identify the main idea and most supporting details


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?

http://www.quizlet.com/

http://www.chinese-tools.com/

http://www.quickmandarin.com/

http://www.chinesehours.com/

http://www.ctcfl.ox.ac.uk/Pinyin.htm

http://www.hello-han.com/ch-education/yinjieku/hanziyinjieku-en.php

http://www.csulb.edu/~txie/online.htm


What are common family items used every day?





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


7.1.NH.A.3

Recognize some common gestures and cultural practices associated with target culture(s).


7.1.NH.A.5 Demonstrate comprehension of short conversations and

brief written messages on familiar topics.


readings from age- and level-appropriate, culturally authentic materials.



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.5 Demonstrate comprehension of conversations and

written information on a variety of topics.



7.1.IL.A.7

Infer the meaning of a few unfamiliar words in some

new contexts.





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.




9. Tape and review yourself on the Language Lab.

10. Role-play different family dialogues with several partners.




Student Reponses




Suggested project-PowerPoint family tree






Textbook and workbook: ZhenBang 1unit 2



Textbook: Nihao


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




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?





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


themes.

7.1.NH.A.2 Demonstrate comprehension of a series of oral and

written directions, commands, and requests through










7.1.NH.A.3


7.1.NH.A.4 Identify people, places, objects, and activities in daily

life based on oral or written descriptions.



7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally




themes.



7.1.IL.A.3


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.7
















4. Watch DVD Interactive Chinese

5. Internet research and compare project.

6. Pen Pal letter or video chat with Chinese peers.



10. Role-play different school settings with several partners.


12. Use the language lab with authentic audio excerpts to respond to and

practice the comprehension of greetings and classroom commands.



Student Reponses










Textbook and workbook: ZhenBang 1 unit 3



Textbook: Nihao






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?









written directions, commands, and requests through appropriate physical response.

7.1.NH.A.3






readings from age- and level-appropriate, culturally authentic materials.











themes.



7.1.IL.A.3



own culture.






7.1.IL.A.7











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.



10. Research on 8 style Chinese food八大菜系

11. Role-play different setting in store, restaurants and park with several

partners.





Student Reponses









Homework

Text, Resources, and/or Literature

Textbook and workbook: ZhenBang 1 unit 4 & 5




Textbook: Nihao






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?








written directions, commands, and requests through appropriate physical response.

7.1.NH.A.3


7.1.NH.A.4 Identify people, places, objects, and activities in daily

life based on oral or written descriptions.




readings from age- and level-appropriate, culturally




themes.













7.1.IL.A.3



own culture.




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


7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language.



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




9. Tape and review yourself on the Language Lab.

10. Chinese artists visit class.

11. Real life experience on Chinese calligraphy and painting.




Student Reponses










Textbook and workbook: ZhenBang 1 unit 6




Textbook: Nihao


gglleenn rriiddggee ppuubblliicc sscchhoooollss ...€¦ · chinese pinyin pronunciation system and...

Documents