ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Chinese
GRADE LEVEL: I
CREATION DATE: September, 2010
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
1 year
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Assessment
Written Vocabularies:
你，好，见，我，她，他，名，字，一，二，三，四，五，六，七，八，
九，十，是，不，人，大，中，小，上，个，也，华，谁，的，有，爸，
妈，和，家，在，哪，住，老，师，日，月，生，今，年，明，昨，天，
星，期，吗，这，那，书，包，里，白，本，吃，水，果，喜，欢，想，
什，么，饿，喝，了，红，黄，绿，色，穿，西，衣，子，头，耳，朵，
鼻，最，打，球，冰，会，可，爱，只，没，来，去，出，坐，请，问，
怎，东，多，少，钱，要，买，文，说，点，雨，凤，午，阴，动，物，
尾，长，快，比，朋，友
Reading Vocabularies:
再，我，很，谢，吗，同，学，们，老，师，叫，什，么，王，小，文，
李，中，白，大，卫，玛，丽，多，也，岁，呢，哪，国，美，英，加，
拿，校，几，年，级，爱，哥，姐，弟，妹，这，儿，长，路，公，园，
街，楼，号，天，祝，快，乐，里，有，笔，记，铅，橡，皮，教，室，
桌，子，椅，板，最，香，蕉，汉，堡，薯，条，渴，家，东，西，可，
治，汁，冰，淇，淋，饭，饺，颜，蓝，车，黑，咖，啡，草，莓，苹，
葡，萄，装，裙，裤，短，鞋，发，眼，睛，巴，口，长，运，动，游，
泳，骑，篮，踢，足，网，乒，乓，鸟，鱼，猫，狗，物，两，飞，机，
火，开，租，走，直，往，到，左，转，就，第，右，块，太，贵，以，
卖，给，吧，客，气，班，牙，语，读，法，朋，友，德，韩，都，写，
样，晴，下，刮，后，冷，晚，雪，象，兔，脖，颈，鹿，身，体，蛇，
猴，高，胖，矮，瘦，慢
Radicals
人，目，女，戈，大，小，艹，宀，口，言，衣，老，土，日，月，马，
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金，木，辶，水，火，心，食，糹，刀，穴，西，子，耳，鼻，曰，王，
手，鸟，鱼，禾，舟，门，车，夕，贝，文，灬，雨，凤，牜，力，比，
又
Sentence Patterns/ Grammar:
Intro. of the Chinese Language system; ie, Chinese Writing
Development; Radicals; Structures; Basic Strokes ；Pronunciation
System；21 Initials & 36 Finals $ 5 Tones；Daily Expression in
Class：你好: How to greet people；再见: Leave-taking；吗:
Chinese I
Page 1
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Produce and perform brief
guided conversations
related to student's needs
and interests
Create brief conversations
related to public place
functions in simulationrestaurant, shopping, train
station, airport, daily
routines
Prepare and respond to
basic directions,
instructions, commands,
and requests in the
classroom
Describe state of being
and feelings
Propose and answer simple
questions
Generate conversations
integrating basic routine
social situations including
greetings, leave takings,
and simple introductions of
self and family
Describe daily environment
related topics-weather,
time, seasons- in routine
conversations and apply
these concepts as
appropriate
Count and use numbers in
other functionstemperature, time, money,
to indicate quantity
-1-
Aligned Materials/
Resources/Technology
Text
 Discovery
Chinese : Online version
( Chi-kuo Shen,
Better Chinese
Ltd.,2008)
 Student Edition
 On-line
Animated
Stories,
Interactive
Homework &
Project
 Teacher’s
wraparound
edition
 Writing activities
Workbook
Student On-line
Access edition
 Writing activities
Workbook,
 Character
Writing Sheets
 On-line Audio &
Recording
program
 Overhead
transparencies
 On-line Video &
Instructional
Strategies
 Choral reading
 Oral
Presentations
 Simulated
activities
through role
playing
 Paired
communicative
activities
 Cooperative
learning
groups
 Drilling
 Memorization
 Dictation
 TPR activities
 Visual and
verbal cues
( e.g. situation
cards )
 Modeling
 Realia
 Audio tape
activities
 Videotape
activities
 Overhead
transparency
activities
September, 2010
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
1 year
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Assessment
Asking questions；们: Singular and Plural Nouns；你叫什么名字:？
What’s your name? (Noting that verbs are not conjugate)；他／她:
He/She (Gender-specific pronouns)；我／你: I/You (Pronouns ;No
case changes)；几岁 vs.多大: Different ways of asking age: Under
10 vs. Over 10；呢: Particle for questions or emphasis； Counting
in Chinese；哪：Inquiring about something；是：the verb “to
be”；不：Verb Negation； Verb)不(Verb)question form；上：Usage
of “to attend”or “go to” vs. “up”；哪：Use of “which”and
when combined with (measure) word 个；也; “Also”;use and
placement of 也；学: “to study, learn”;It is combined with
other characters to form school and study-related words；的：
Usage of Possessive word 的”； 这是谁？：“Who is this?”；的：
Flexible use of possessive word 的; when to use and when to
omit； 个：Measure and counting word ; concept of measure words；
哪儿＝“where?”；usage of addition of “儿”；在：Locative
preposition；哪儿 vs.哪里: “Where?”; Colloquial use of 哪儿 & 哪
里；Chinese address formats：号= “House #”; Flexible use of
号；楼：“Building #”; Flexible use of 楼；
长：Multiple meanings & pronunciation；号：Counting word. (# in
date)；祝：usage of the word to wish…；Numbering of months in
Chinese：日，号= “# in date”; Interchangeable use of both
words；是：Use the word when describing time and dates；Saying
dates in Chinese；Asking about days of the week：星期：
Pronunciation of the term in Mainland China and other Chinese
speaking countries；星期一 vs. 一星期: “Monday” vs. “one
week” in Chinese
Words for day, week, month and year；这：“This..”; Further uses
of 这;那：“That..”；Use of 那，这个： Further use of 这
followed by the measure word “个”；那个： Further use of 那
followed by the measure word “个”；里有什么：Asking what is
inside; Use of “什么= what?”；喜欢：Expressing likes &
dislikes；喜欢： Use it as a Verb；最= “Most;_est”; Usage and
placement of Adverb 最；是不是 ／喜不喜欢：Expanded version of
Chinese I
Page 2
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Devise simple narrative
about a personal
experience or event
State preferences
pertaining to every day life
Demonstrate
comprehension of short
face to face and audio
conversations on familiar
topics
Assess main idea of simple
oral/written narratives and
texts on familiar topic
Distinguish words and
phrases heard or seen in
songs
Utilize appropriate
responses to oral and/or
written requests,
directions and other
information
Identify people and objects
based on oral and written
descriptions
Demonstrate
comprehension and use for
contextualized
understanding of isolated
words or phrases in
authentic but unfamiliar
printed material or
announcements from
target culture
Repeat unfamiliar words
that recombine familiar
-2-
Aligned Materials/
Resources/Technology
DVD program
 Computer
software:
Practice and test
generator
 Communication
Activities
masters
 Bell ringer
review black line
masters
 Situation cards
 Chapter quizzes
with answer key
 Testing program
with answer key
Other
 On-line
resources, ie.
Dictionary,
Translator,
Typing tools,
Character
Converters,
Songs, KTV
scripts & list
(Teacher made
materials)
 Chinese Culture
Topic Handouts
Instructional
Strategies
 Computer
software
activities
 Games, skits,
songs and
puzzles
 Speaking and
writing
activities ( e.g.
Workbook
exercises,
taking notes,
listing,
categorizing,
labeling,
summarizing,
comparing,
contrasting)
 Activating
prior
knowledge
 Interviewing
 Reading aloudteacher
 Reading aloudstudent
 Internet
activities
 Brainstorming
September, 2010
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
1 year
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Assessment
affirmative-negative question forms “是不是” and “喜不喜欢”；
我 ＋ （Adjective) + 了; “I am…”；我不 + （Adjective) ： “I
am not…”；你想 + (Verb) + 什么? : “What do you want to…”；想
不想： “Do you want to...?”Usage of the question form；No
definitive articles in Chinese; Responding to questions；是。。的
sentence pattern；色：Use of the color unit “色”；咖啡：
“Coffee”; Borrowed word；Describing different time frames;上
衣：Functional word combinations e.g. 上 combined with 衣；The
radical of 衣；Use of adjectives in descriptions；Colloquial use
of 嘴巴 and 口 (Mouth)；打：(Verb) describing sports；运动：
Sports vs. Exercise；最：Denoting superlative preferences；Verb +
不 +Verb question form；没／没有：Affirmative-negative question
form; to have or have not；只，条：Measure words for animals；
它：Pronoun for animals and nonhuman objects；Difference between
哪 and 那；怎么去：Asking directions；多：Estimating distances；
有人。。有人，还有人：Describing multiple groups；坐：to sit or
to take；车：Vehicle names；怎么走：Asking for directions；谢谢／
不客气：Polite phrases；到：Describing destinations；Four
cardinal directions；
Differences in intermediate direction names；Polite
interjections；第：Indicating order；本，条: Measure Words；要：
Expressing wants and desires；可以：Giving permission, describing
possibilities；不客气／不谢：Answering questions politely；吧：
The auxiliary word；会 + (Verb): to be able to；都：All;
Encompassing statements;语 and 文：Spoken and Written Language
The use of 一点 and 一点点；Different pronunciations of 法国 in
some Chinese communities；Use of exclamation marks； 怎么样？:
Asking how something is；会：to speak about the future；了：A
particle to indicate a fact or the completion of an activity；后
天：The day after tomorrow; Different Usages of 后；下星期：Next
week; Usage of 下 in a time line；长：The adjective；子：The
suffix；比: Using 比 to make comparisons；没有：Alternate meaning
of 没有；大小：Using 大小 to compare age;［(Subject) + 比 +
Chinese I
Page 3
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sound patterns and letter
combinations in Pinyin
Use knowledge of linguistic
system (grammar, word
patterns) to derive
meaning from unfamiliar
material
Use cognates to facilitate
comprehension
Read aloud familiar
stories, passages,
dialogues etc. with
appropriate intonation and
comprehensible
pronunciation
Recite proverbs, nursery
rhymes, short poems, and
songs
Compose and present
simple guided texts on
familiar topics
Reproduce in written form
most language that is used
orally
Use oral or written
language to give
messages, and complete
short guided paragraphs,
etc.
Use oral or written
language to produce and
share illustrated stories or
projects
Interpret and use gestures
germane to the language
-3-
Aligned Materials/
Resources/Technology
(Teacher made
materials)
 Internet
Instructional
Strategies
Hardware
 CD Player
 VCR player
 DVD player
 Computer
 Projector
September, 2010
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
1 year
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
(Object)+ (Adjective)］ + (Amount)；花：Alternate meaning of 花；
短 or 矮：Proper use of 短 or 矮；Review similar-looking
characters
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Chinese I
Aligned Materials/
Resources/Technology
Assessment
Page 4
Instructional
Strategies
Practice skills using
“Teacher of the Day”
Evaluate communicative
skills using discrete point
quizzes and Unit Tests
Recite dialogues
Create role plays
Assess aural
comprehension via
dictation
Describe a family member
Introduce a new friend
Select and order from a
restaurant menu
Discuss daily activities
Produce projects ( e.g.
calendars, daily logs,
family trees, self intro., &
Chinese holidays)
Develop oral Presentations
using relevant vocabulary
and grammatical concepts
Construct reports
Assess listening skills using
TPR
-4-
September, 2010
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment: 1 year
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
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Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning
strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities,
assignments and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer
mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding
future assignments
Note taking by classmates for
reproduction
Chinese I
Enrichment Strategies
World Language Departmental
Initiatives
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Remediation Strategies
Reference to IEP’s
Performances in Fete
ceremony
District World Language
Contest and Fete (award
program)
Phyllis Kavanaugh
Scholarship
National Contests
World Language Honor
Society
Fun Day
Level I Opportunities
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Field trips
Music
Student designed activities
Rank Level I projects
Challenge for credit
Enhancement activities
(e.g. provide extra reading
material, extra listening
and speaking
opportunities)
Guest speakers/ Visiting
artists
Out of class enhancement
activities ( e.g. Movies,
language luncheon
Page 5
-5-
Multicultural/Interdisciplinary
Connection
 World Languages- Chinese,
French, German, Latin,
Spanish( compare and
contrast languages within
the discipline)
 Mathematics ( currency
exchange, measurement
systems)
 Geography (maps,
demographics, climate)
 Language Arts (etymology,
linguistics, literature,
writing, public speaking,
grammar and syntax, theater
and cinema)
 Social Studies (culture,
civics, history, humanities,
economics, ethnicity,
government)
 Music (folk songs, dances,
popular music, musical
instruments)
 Art (art history, crafts,
student art projects,
architecture)
 Science (famous scientists,
ecology, natural sciences)
 Consumer Sciences
( cuisine, etiquette, fashion,
advertising)
September, 2010
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment: 1 year
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
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
Consult IEP’s
Engage in ongoing communication
with Special Education case
workers
Chinese I
Enrichment Strategies
Remediation Strategies
groups)
Page 6
-6-
Multicultural/Interdisciplinary
Connection
 Physical Education (sports,
recreational activities, health
and fitness)
 Technology Education
(student projects and
research utilizing
technology)
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Written Vocabularies:
你，好，见，我，她，他，名，字，一，二，三，四，五，六，
七，八，九，十，是，不，人，大，中，小，上，个，也，华，
谁，的，有，爸，妈，和，家，在，哪，住，老，师，日，月，
生，今，年，明，昨，天，星，期，吗，这，那，书，包，里，
白，本，吃，水，果，喜，欢，想，什，么，饿，喝，了，红，
黄，绿，色，穿，西，衣，子，头，耳，朵，鼻，最，打，球，
冰，会，可，爱，只，没，来，去，出，坐，请，问，怎，东，
多，少，钱，要，买，文，说，点，雨，凤，午，阴，动，物，
尾，长，快，比，朋，友
Reading Vocabularies:
再，我，很，谢，吗，同，学，们，老，师，叫，什，么，王，
小，文，李，中，白，大，卫，玛，丽，多，也，岁，呢，哪，
国，美，英，加，拿，校，几，年，级，爱，哥，姐，弟，妹，
这，儿，长，路，公，园，街，楼，号，天，祝，快，乐，里，
有，笔，记，铅，橡，皮，教，室，桌，子，椅，板，最，香，
蕉，汉，堡，薯，条，渴，家，东，西，可，治，汁，冰，淇，
淋，饭，饺，颜，蓝，车，黑，咖，啡，草，莓，苹，葡，萄，
装，裙，裤，短，鞋，发，眼，睛，巴，口，长，运，动，游，
泳，骑，篮，踢，足，网，乒，乓，鸟，鱼，猫，狗，物，两，
飞，机，火，开，租，走，直，往，到，左，转，就，第，右，
块，太，贵，以，卖，给，吧，客，气，班，牙，语，读，法，
朋，友，德，韩，都，写，样，晴，下，刮，后，冷，晚，雪，
象，兔，脖，颈，鹿，身，体，蛇，猴，高，胖，矮，瘦，慢
Radicals
人，目，女，戈，大，小，艹，宀，口，言，衣，老，土，日，月
，马，金，木，辶，水，火，心，食，糹，刀，穴，西，子，耳，
鼻，曰，王，手，鸟，鱼，禾，舟，门，车，夕，贝，文，灬，雨
，凤，牜，力，比，又
Sentence Patterns/ Grammar:
Chinese I
Page 7
CONNECTIONS
• Use every day number skills
to do simple math problems
and to calculate currency
equivalencies in the target
language
• Make, label and read maps
using appropriate
geographical terms in the
target language
• Manipulate the applications
of the metric system in
talking about weather,
height, weight, distance
• Recognize famous historical
events, people, landmarks,
places, products from the
target culture
• Examine American
historical events, place
names, famous people and
events from the target
culture perspective and
influence
• Discuss and express
preferences about sports,
games and equipment for
these in the target
language
• Demonstrate knowledge of
other forms of government
• Apply as appropriate
language arts skills to the
-7-
Aligned Materials/
Resources/Technology
Text
•
•
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•
•
•
•
•
•
•
•
•
Discovery
Chinese : On-line
version (Chi-kuo
Shen, Better
Chinese Ltd.,2008)
Student Edition
On-line Animated
Stories, Interactive
Homework &
Project
Teacher’s
wraparound edition
Writing activities
Workbook Student
On-line Access
edition
Writing activities
Workbook,
Character Writing
Sheets
On-line Audio &
Recording program
Overhead
transparencies
On-line Video &
DVD program
Computer software:
Practice and test
generator
Communication
Activities masters
Bell ringer review
Instructional
Strategies
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•
•
•
•
•
•
•
•
•
•
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•
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Choral Reading
Oral Presentations
Simulated
activities through
role playing
Paired
communicative
activities
Cooperative
learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal
cues ( e.g.
situation cards )
Modeling
Realia
Audio tape
activities
Videotape
activities
Overhead
transparency
activities
Computer
software activities
Games, skits,
songs and puzzles
Speaking and
writing activities
( e.g. Workbook
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Intro. of the Chinese Language system; ie, Chinese Writing
Development; Radicals; Structures; Basic Strokes ；
Pronunciation System；21 Initials & 36 Finals $ 5 Tones；
Daily Expression in Class：你好: How to greet people；再见:
Leave-taking；吗:
Asking questions；们: Singular and
Plural Nouns；你叫什么名字:？What’s your name? (Noting
that verbs are not conjugate)；他／她: He/She (Genderspecific pronouns)；我／你: I/You (Pronouns ;No case
changes)；几岁 vs.多大: Different ways of asking age: Under
10 vs. Over 10；呢: Particle for questions or emphasis；
Counting in Chinese；哪：Inquiring about something；是：the
verb “to be”；不：Verb Negation； Verb)不(Verb)question
form；上：Usage of “to attend”or “go to” vs. “up”；
哪：Use of “which”and when combined with (measure) word
个；也; “Also”;use and placement of 也；学: “to study,
learn”;It is combined with other characters to form school
and study-related words；的：Usage of Possessive word
的”； 这是谁？：“Who is this?”；的：Flexible use of
possessive word 的; when to use and when to omit； 个：
Measure and counting word ; concept of measure words；哪儿
＝“where?”；usage of addition of “儿”；在：Locative
preposition；哪儿 vs.哪里: “Where?”; Colloquial use of 哪
儿 & 哪里；Chinese address formats：号= “House #”;
Flexible use of 号；楼：“Building #”; Flexible use of
楼；长：Multiple meanings & pronunciation；号：Counting
word. (# in date)；祝：usage of the word to wish…；
Numbering of months in Chinese：日，号= “# in date”;
Interchangeable use of both words；是：Use the word when
describing time and dates；Saying dates in Chinese；Asking
about days of the week：星期：Pronunciation of the term in
Mainland China and other Chinese speaking countries；星期一
target languagepunctuation, dictionary
skills, reading and writing
skills
• Demonstrate awareness of
artistic and musical
contributions, and practices
present in the target
culture-famous works of
art, special musical
instruments, famous artists
or composers, well known
songs
• Use computer, multimedia,
traditional texts and printed
material to find information
on familiar themes to
integrate in other target
language activities (menus,
phone book ads, TV and
movie listings)
• Analyze form, presentation,
layout of target culture
products to examine
culturally imbedded
features
COMPARISONS
• Recognize borrowed words
from the target language
• Recognize Chinese
philosophies present in the
target language
• Compare grammatical
Chinese I
Page 8
-8-
•
•
•
Instructional
Strategies
Black line masters
Situation cards
Unit quizzes with
answer key
Testing program
with answer key
Other
• On-line resources,
ie. Dictionary,
Translator, Typing
tools, Character
Converters, Songs,
KTV scripts & list
(Teacher made
materials)
• Chinese Culture
Topic Handouts
(Teacher made
materials)
• Internet
•
•
•
•
•
•
exercises, taking
notes, listing,
categorizing,
labeling,
summarizing,
comparing,
contrasting)
Activating prior
knowledge
Interviewing
Reading aloudteacher
Reading aloudstudent
Brainstorming
Internet activities
Hardware
• CD Player
• VCR player
• DVD player
• Computer
• Projector
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
vs. 一星期: “Monday” vs. “one week” in Chinese
Words for day, week, month and year；这：“This..”;
Further uses of 这;那：“That..”；Use of 那，这个：
Further use of 这 followed by the measure word “个”；那
个： Further use of 那 followed by the measure word
“个”；里有什么：Asking what is inside; Use of “什么=
what?”；喜欢：Expressing likes & dislikes；喜欢： Use it
as a Verb；最= “Most;～_est”; Usage and placement of
Adverb 最；是不是 ／喜不喜欢：Expanded version of
affirmative-negative question forms “是不是” and “喜不喜
欢”；我 ＋ （Adjective) + 了; “I am…”；我不 +
（Adjective) ： “I am not…”；你想 + (Verb) + 什么? :
“What do you want to…”；想不想： “Do you want to...?”
Usage of the question form；No definitive articles in
Chinese; Responding to questions；是。。的 sentence
pattern；色：Use of the color unit “色”；咖啡：
“Coffee”; Borrowed word；Describing different time
frames;上衣：Functional word combinations e.g. 上 combined
with 衣；The radical of 衣；Use of adjectives in
descriptions；Colloquial use of 嘴巴 and 口 (Mouth)；打：
(Verb) describing sports；运动：Sports vs. Exercise；最：
Denoting superlative preferences；Verb + 不 +Verb question
form；没／没有：Affirmative-negative question form; to have
or have not；只，条：Measure words for animals；它：Pronoun
for animals and nonhuman objects；Difference between 哪 and
那；怎么去：Asking directions；多：Estimating distances；有
人。。有人，还有人：Describing multiple groups；坐：to sit
or to take；车：Vehicle names；怎么走：Asking for
directions；谢谢／不客气：Polite phrases；到：Describing
destinations；Four cardinal directions；
Differences in intermediate direction names；Polite
Chinese I
Aligned Materials/
Resources/Technology
Assessment
Page 9
•
•
•
•
•
•
•
Instructional
Strategies
structures, pronunciation
and writing systems
between native and target
languages
Identify different social
conventions( e.g. forms of
address, idiomatic
expressions, phone
etiquette)
Demonstrate understanding
that vocabulary terms
mean different things in
different cultures
Identify and understand
basic grammatical form
differences between
languages
Understand and use
appropriate nonverbal
communication of the
target language
Use the target language in
a manner appropriate to
the etiquette of the native
speaker
Compare and contrast basic
conditions in the various
target cultures( e.g.
weather, seasons, food
customs)
Speculate and defend
perceptions on why certain
products are important in
-9-
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
interjections；第：Indicating order；本，条: Measure
Words；要：Expressing wants and desires；可以：Giving
permission, describing possibilities；不客气／不谢：
Answering questions politely；吧：The auxiliary word；会 +
(Verb): to be able to；都：All; Encompassing statements;语
and 文：Spoken and Written Language
The use of 一点 and 一点点；Different pronunciations of 法
国 in some Chinese communities；Use of exclamation marks；
怎么样？: Asking how something is；会：to speak about the
future；了：A particle to indicate a fact or the completion
of an activity；后天：The day after tomorrow; Different
Usages of 后；下星期：Next week; Usage of 下 in a time
line；长：The adjective；子：The suffix；比: Using 比 to
make comparisons；没有：Alternate meaning of 没有；大小：
Using 大小 to compare age;［(Subject) + 比 + (Object)+
(Adjective)］ + (Amount)；花：Alternate meaning of 花； 短
or 矮：Proper use of 短 or 矮；Review similar-looking
characters
Chinese I
Aligned Materials/
Resources/Technology
Assessment
Page 10
Instructional
Strategies
the target culture
Compare target culture
products toys, games,
foods, with those in native
culture
• Compare target culture
daily practices (e.g. grocery
shopping) with native
culture
• Compare celebrations and
holidays common to the
cultures of the target
language and the native
culture (U.S.)
COMMUNITY
• Identify the target language
in the students' daily life
( e.g. restaurant menus,
recipes, TV commercials,
travel programs, movies)
• Find connections with the
target culture through the
use of technology, media
and authentic sources
• Participate in structured
curricular programs
designed to extend learning
beyond the typical
classroom (e.g. inviting
guest speakers, field trips)
• Discover and utilize rich
resources within the RTM
community
•
- 10 -
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
•
•
•
•
•
•
•
•
•
•
Chinese I
Aligned Materials/
Resources/Technology
Assessment
Page 11
Instructional
Strategies
Use target language to
respond to basic target
language situations
encountered in the
students' daily life (e.g.
read a menu, write to a pen
pal, give directions to a
visitor, thank visiting
artists)
Listen to music, sing songs,
and/or play instruments
from target culture
Participate in games and
sports from target culture
Read age-appropriate and
linguistically appropriate
materials from target
culture
Experience new foods from
target culture
View age-appropriate and
linguistically appropriate
films from target culture
Appreciate target culture
elements that are related to
travel experiences
Demonstrate survival skills
in an immersion experience
Evaluate communicative
skills and cultural
knowledge using discrete
point quizzes and unit tests
Recite dialogues
- 11 -
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal
enrichment.
Approx. Time Allotment:
1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
•
•
•
•
•
•
•
Chinese I
Aligned Materials/
Resources/Technology
Assessment
Page 12
Instructional
Strategies
Create role plays
Assess aural
comprehension via dictation
Select and order from a
Chinese restaurant menu
Discuss daily activities and
current events
Produce projects ( e.g.
calendars, daily/unit logs in
a digital form, family trees,
self introduction & Chinese
Holidays in a digital form)
Construct reports
Develop oral presentations
using relevant vocabulary,
grammatical concepts and
cultural knowledge.
- 12 -
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Community: Using the language both within and beyond the school setting. Using language
for leisure and personal enrichment.
Approx. Time Allotment: 1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Remediation
Strategies
Enrichment Strategies
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future assignments
Consult IEP’s
Engage in ongoing communication with Special
Education case workers
Note taking by classmates for reproduction
Reference to IEP ‘s
World Language Departmental
Initiatives
•
•
•
•
•
•
•
Performances in Fete ceremony
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
•
•
•
•
•
Field trips
Rank Level I projects
Challenge for credit
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
•
•
•
•
•
•
Chinese I
Page 13
- 13 -
Multicultural/
Interdisciplinary
Connection
World LanguagesChinese, French,
German, Latin,
Spanish (compare
and contrast
languages within the
discipline)
Mathematics
(currency exchange,
measurement
systems)
Geography (maps,
demographics,
climate)
Language Arts
(etymology,
linguistics, literature,
writing, public
speaking, grammar
and syntax, theater
and cinema)
Social Studies
(culture, civics,
history, humanities,
economics, ethnicity,
government)
Music ( folk songs,
dances, popular
September, 2010
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply
that knowledge to their own language. Community: Using the language both within and beyond the school setting. Using language
for leisure and personal enrichment.
Approx. Time Allotment: 1 year
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Remediation
Strategies
Enrichment Strategies
•
Chinese I
Page 14
- 14 -
Multicultural/
Interdisciplinary
Connection
music, musical
instruments)
Art ( art history,
crafts, student art
projects,
architecture)
September, 2010
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between
the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and
perspectives of the culture.
Approx. Time Allotment: 1 year
PA Standards: 2.1, 2.2
Benchmark/Skills
Assessment
Written Vocabularies:
你，好，见，我，她，他，名，字，一，二，三，四，五，六，七，八，九，
十，是，不，人，大，中，小，上，个，也，华，谁，的，有，爸，妈，和，
家，在，哪，住，老，师，日，月，生，今，年，明，昨，天，星，期，吗，
这，那，书，包，里，白，本，吃，水，果，喜，欢，想，什，么，饿，喝，
了，红，黄，绿，色，穿，西，衣，子，头，耳，朵，鼻，最，打，球，冰，
会，可，爱，只，没，来，去，出，坐，请，问，怎，东，多，少，钱，要，
买，文，说，点，雨，凤，午，阴，动，物，尾，长，快，比，朋，友
Reading Vocabularies:
再，我，很，谢，吗，同，学，们，老，师，叫，什，么，王，小，文，李，
中，白，大，卫，玛，丽，多，也，岁，呢，哪，国，美，英，加，拿，校，
几，年，级，爱，哥，姐，弟，妹，这，儿，长，路，公，园，街，楼，号，
天，祝，快，乐，里，有，笔，记，铅，橡，皮，教，室，桌，子，椅，板，
最，香，蕉，汉，堡，薯，条，渴，家，东，西，可，治，汁，冰，淇，淋，
饭，饺，颜，蓝，车，黑，咖，啡，草，莓，苹，葡，萄，装，裙，裤，短，
鞋，发，眼，睛，巴，口，长，运，动，游，泳，骑，篮，踢，足，网，乒，
乓，鸟，鱼，猫，狗，物，两，飞，机，火，开，租，走，直，往，到，左，
转，就，第，右，块，太，贵，以，卖，给，吧，客，气，班，牙，语，读，
法，朋，友，德，韩，都，写，样，晴，下，刮，后，冷，晚，雪，象，兔，
脖，颈，鹿，身，体，蛇，猴，高，胖，矮，瘦，慢
Radicals
•
•
•
•
人，目，女，戈，大，小，艹，宀，口，言，衣，老，土，日，月，马，金，木
，辶，水，火，心，食，糹，刀，穴，西，子，耳，鼻，曰，王，手，鸟，鱼，
禾，舟，门，车，夕，贝，文，灬，雨，凤，牜，力，比，又
Sentence Patterns/ Grammar:
Intro. of the Chinese Language system; ie, Chinese Writing
Development; Radicals; Structures; Basic Strokes ；Pronunciation
System；21 Initials & 36 Finals $ 5 Tones；Daily Expression in Class：
你好: How to greet people；再见: Leave-taking；吗:
Asking
questions；们: Singular and Plural Nouns ；你叫什么名字:？What’s
your name? (Noting that verbs are not conjugate)；他／她: He/She
(Gender-specific pronouns)；我／你: I/You (Pronouns ; No case
Chinese I
Page 15
•
•
Identifying cultural
differences in the
areas of number
formation, telling
time, calendar design,
giving phone numbers
Use appropriate
courtesy and etiquette
behaviors in basic
daily-life social
situations (e.g.
greeting, leave
takings)
Support oral language
through culturally
appropriate nonverbal
cues in simple dailylife situations (e.g.
counting from thumb,
signaling waiter)
Compare and identify
cultural similarities
and differences in
areas related to
linguistic concepts
studied (e.g. food,
clothing, leisure time,
school)
Discuss and dispel
inappropriate
stereotypical images
associated with the
target culture
Demonstrate
awareness of special
- 15 -
Aligned Materials/
Resources/Technology
Text
•
•
•
•
•
•
•
•
•
•
•
•
•
Discovery
Chinese : On-line
version
(Chi-kuo Shen,
Better Chinese
Ltd.,2008)
Student Edition
On-line Animated
Stories, Interactive
Homework &
Project
Teacher’s
wraparound edition
Writing activities
Workbook Student
On-line Access
edition
Writing activities
Workbook,
Character Writing
Sheets
On-line Audio &
Recording program
Overhead
transparencies
On-line Video &
DVD program
Computer software:
Practice and test
generator
Communication
Activities masters
Bell ringer review
black line masters
Instructional
Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Choral Reading
Oral
Presentations
Simulated
activities
through role
playing
Paired
communicative
activities
Cooperative
learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and
verbal cues (
e.g. situation
cards )
Modeling
Realia
Audio tape
activities
Videotape
activities
Overhead
transparency
activities
Computer
software
activities
Games, skits,
songs and
puzzles
September, 2010
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between
the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and
perspectives of the culture.
Approx. Time Allotment: 1 year
PA Standards: 2.1, 2.2
Benchmark/Skills
Assessment
changes)；几岁 vs.多大: Different ways of asking age: Under 10 vs.
Over 10；呢: Particle for questions or emphasis； Counting in
Chinese；哪：Inquiring about something；是：the verb “to be”；不：
Verb Negation；Verb)不(Verb)question form；上：Usage of “to attend”
or “go to” vs. “up”；哪：Use of “which”and when combined with
(measure) word 个；也; “Also”;use and placement of 也；学: “to
study, learn”;It is combined with other characters to form school and
study-related words；的：Usage of Possessive word 的”； 这是谁？：
“Who is this?”；的：Flexible use of possessive word 的; when to use
and when to omit； 个：Measure and counting word ; concept of measure
words；哪儿＝“where?”；usage of addition of “儿”；在：Locative
preposition；哪儿 vs.哪里: “Where?”; Colloquial use of 哪儿 & 哪里；
Chinese address formats：号= “House #”; Flexible use of 号；楼：
“Building #”; Flexible use of 楼；长：Multiple meanings &
pronunciation；号：Counting word. (# in date)；祝：usage of the word
to wish…；Numbering of months in Chinese：日，号= “# in date”;
Interchangeable use of both words；是：Use the word when describing
time and dates；Saying dates in Chinese；Asking about days of the
week：星期：Pronunciation of the term in Mainland China and other
Chinese speaking countries；星期一 vs. 一星期: “Monday” vs. “one
week” in Chinese ;Words for day, week, month and year；这：
“This..”; Further uses of 这;那：“That..”；Use of 那，这个：
Further use of 这 followed by the measure word “个”；那个： Further
use of 那 followed by the measure word “个”；里有什么：Asking what
is inside; Use of “什么= what?”；喜欢：Expressing likes & dislikes；
喜欢： Use it as a Verb；最= “Most;_est”; Usage and placement of
Adverb 最；是不是 ／喜不喜欢：Expanded version of affirmative-negative
question forms “是不是” and “喜不喜欢”；我 ＋ （Adjective) + 了;
“I am…”；我不 + （Adjective) ： “I am not…”；你想 + (Verb) + 什
么? : “What do you want to…”；想不想： “Do you want to...?”Usage
of the question form；No definitive articles in Chinese; Responding to
questions；是。。的 sentence pattern；色：Use of the color unit
“色”；咖啡： “Coffee”; Borrowed word；Describing different time
Chinese I
Page 16
•
•
•
•
•
•
customs of target
culture as related to
daily-life activities and
special events
(holidays, gift giving,
social roles)
Sing folk & prop songs
in target language
Identify contributions
of target culture to
English language and
American society
Research and describe
significant locations
and monuments of
target culture
Demonstrate
awareness of global
impact of target
language
Demonstrate
knowledge of
geographical features,
landmarks, seminal
historical events, key
institutions and some
political structures of
the target culture
environments
Demonstrate
knowledge of selected
major works of art,
music, literature, if
possible using the
target language
- 16 -
Aligned Materials/
Resources/Technology
•
•
•
Situation cards
Chapter quizzes
with answer key
Testing program
with answer key
Instructional
Strategies
•
Other
•
•
•
On-line resources,
ie. Dictionary,
Translator, Typing
tools, Character
Converters, Songs,
KTV scripts & list
(Teacher made
materials)
Chinese Culture
Topic Handouts
(Teacher made
materials)
Internet
•
•
•
•
•
•
Speaking and
writing
activities ( e.g.
Workbook
exercises,
taking notes,
listing,
categorizing,
labeling,
summarizing,
comparing,
contrasting)
Activating prior
knowledge
Interviewing
Reading aloudteacher
Reading aloudstudent
Internet
activities
Brainstorming
Hardware
•
•
•
•
•
CD Player
VCR player
DVD player
Computer
Projector
September, 2010
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between
the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and
perspectives of the culture.
Approx. Time Allotment: 1 year
PA Standards: 2.1, 2.2
Benchmark/Skills
Assessment
frames;上衣：Functional word combinations e.g. 上 combined with 衣；
The radical of 衣；Use of adjectives in descriptions；Colloquial use
of 嘴巴 and 口 (Mouth)；打：(Verb) describing sports；运动：Sports vs.
Exercise；最：Denoting superlative preferences；Verb + 不 +Verb
question form；没／没有：Affirmative-negative question form; to have
or have not；只，条：Measure words for animals；它：Pronoun for
animals and nonhuman objects；Difference between 哪 and 那；怎么去：
Asking directions；多：Estimating distances；有人。。有人，还有人：
Describing multiple groups；坐：to sit or to take；车：Vehicle names；
怎么走：Asking for directions；谢谢／不客气：Polite phrases；到：
Describing destinations；Four cardinal directions；Differences in
intermediate direction names；Polite interjections；第：Indicating
order；本，条: Measure Words；要：Expressing wants and desires；可以：
Giving permission, describing possibilities；不客气／不谢：Answering
questions politely；吧：The auxiliary word；会 + (Verb): to be able
to；都：All; Encompassing statements;语 and 文：Spoken and Written
Language
The use of 一点 and 一点点；Different pronunciations of 法国 in some
Chinese communities；Use of exclamation marks； 怎么样？: Asking how
something is；会：to speak about the future；了：A particle to
indicate a fact or the completion of an activity；后天：The day after
tomorrow; Different Usages of 后；下星期：Next week; Usage of 下 in a
time line；长：The adjective；子：The suffix；比: Using 比 to make
comparisons；没有：Alternate meaning of 没有；大小：Using 大小 to
compare age;［(Subject) + 比 + (Object)+ (Adjective)］ + (Amount)；
花：Alternate meaning of 花； 短 or 矮：Proper use of 短 or 矮；Review
similar-looking characters
Chinese I
Page 17
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Aligned Materials/
Resources/Technology
Instructional
Strategies
Interpret and use
gestures germane to
the language
Evaluate cultural
awareness using
discrete point quizzes,
Chapter Tests, &
projects
Recite dialogues
Create role plays
Assess aural
comprehension via
dictation
Describe a family
member
Introduce a new friend
in a cultural context
Select and order from
a restaurant menu
Discuss daily activities
Produce projects ( e.g.
calendars, daily logs,
family trees, self intro,
& Chinese holidays)
Develop oral
presentations within
an appropriate cultural
context
Construct reports
Assess cultural
assimilation using TPR
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September, 2010
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the
practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and
perspectives of the culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
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Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning
strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments
and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Consult IEP’s
Engage in ongoing communication with
Special Education case workers
Note taking by classmates for
reproduction
Chinese I
Approx. Time Allotment: 1 year
Enrichment Strategies
World Language Departmental
Initiatives
• Performances in Fete
ceremony
• District World Language
Contest and Fete (award
program)
• Phyllis Kavanaugh
Scholarship
• National Contests
• World Language Honor
Society
• Fun Day
• Community concert series
Remediation Strategies
Reference to IEP’s
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Level I Opportunities
• Field trips
• Rank Level I projects
• Challenge for credit
• Independent study
• Enhancement activities (e.g.
provide extra reading
material, extra listening and
speaking opportunities)
• Guest speakers/ Visiting
artists
Page 18
Multicultural/Interdisciplinary
Connection
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World Languages- Chinese,
French, German, Latin,
Spanish (compare and
contrast languages within
the discipline)
Mathematics ( currency
exchange, measurement
systems)
Geography ( maps,
demographics, climate)
Language Arts ( etymology,
linguistics, literature,
writing, public speaking,
grammar and syntax,
theater and cinema)
Social Studies ( culture,
civics, history, humanities,
economics, ethnicity,
government)
Music ( folk songs, dances,
popular music, musical
instruments)
Art ( art history, crafts,
student art projects,
architecture)
September, 2010