MADISON PUBLIC SCHOOL DISTRICT
CHINESE III (High School)
Authored by: Yong Sun
Reviewed by: Dr. Barbara Sargent
Assistant Superintendent for Curriculum and Instruction
Approval Date: August 2011
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
George Martin
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. James Dwyer
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
Madison Public Schools
I. OVERVIEW
Chinese III is designed to those students who have successfully completed the Chinese I
and II course of study. It is the third course in the continuing Chinese language sequence
at High school. The course will continue to stress the four basic communication skills of
language learning: listening, speaking, reading and writing. All objectives are practiced
with the goal of communicative and cultural awareness. By end of school year, students
will be able to communicate in interpretive, interpersonal and presentational modes, as
well as demonstrate understanding of cultures via the same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven
global society centered on the creation and communication of knowledge and ideas
across geographical, cultural, and linguistic borders. Individuals who effectively
communicate in more than one language, with an appropriate understanding of cultural
contexts, are globally literate.
The study of another language and culture enables individuals to communicate face-toface and by virtual means in appropriate ways with people from diverse cultures. The
study of another language fosters attitudes, values, and skills that indicate a positive
disposition and understanding of cultural differences and that enhance cross-cultural
communication.
III. GOALS (Linked to NJ Core Content 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.
Language learners can be expected to move through levels of proficiency at different
rates. In addition, language learners may demonstrate differing proficiencies depending
upon the communicative mode in which they are functioning (interpersonal, interpretive,
or presentational) . In Madison High School, students who are taking Chinese III should
meet the cumulative progress indicators for the Intermediate - Mid Level of
proficiency. Intermediate-Mid Level students communicate using strings of sentences to
ask and answer questions, to handle simple transactions related to everyday life, and to
talk about subject matter studied in other classes. By the end of Chinese III, students
taking a continuing sequence of language from middle school will:
A. Interpretive Mode:
1. Compare and contrast information contained in culturally authentic materials using
electronic information sources related to targeted themes.
2. Demonstrate comprehension of oral and written instructions connected to daily
activities and to some unfamiliar situations through appropriate responses.
3. Analyze the use of verbal and non-verbal etiquette (i.e., gestures, intonation, and
cultural practices) in the target culture(s) to determine the meaning of a message.
4. Use target language to paraphrase what is heard or read in oral or written descriptions
of people, places, objects, and daily activities.
5. Comprehend conversations and written information on a variety of familiar and some
unfamiliar topics.
6. Compare and contrast the main idea, theme, main characters, and setting in readings
from age- and level-appropriate, culturally authentic materials.
7. Infer the meaning of some unfamiliar words in some new contexts.
8. Use knowledge of structures of the target language to deduce meaning of new and
unfamiliar structures.
B. Interpersonal Mode:
1. Use digital tools to participate in short conversations and to exchange information
related to a variety of familiar topics and some unfamiliar topics.
2. Give and follow a series of oral and written directions, commands, and requests for
participating in age- and level-appropriate classroom and cultural activities in familiar
and some unfamiliar situations.
3. Use appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language in familiar and some unfamiliar situations.
4. Ask and respond to factual and interpretive questions of a personal nature, on schoolrelated topics, and on some unfamiliar topics and situations.
5. Engage in short conversations about personal experiences or events, topics studied in
other content areas, and some unfamiliar topics and situations.
C. Presentational Mode:
1. Synthesize information related to the cultural products, cultural practices, and cultural
perspectives associated with targeted culture(s) to create a multimedia-rich presentation
on targeted themes to be shared virtually with a target language audience
2. Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or
reports.
3. Use language creatively to respond in writing to a variety of oral or visual prompts
about familiar and some unfamiliar situations.
4. Synthesize information found in age- and level-appropriate culturally authentic
materials
5. Compare the cultural perspectives of the target culture(s) with those of one’s own
culture, as evidenced through the cultural products and cultural practices associated with
each.
IV. Objectives
Unit 1 – Students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Introduce people and place, such as: school, home, store, etc.
Ask and tell transportation and direction
Describe location and surrounding
Ask and tell someone’s plans and needs
Express how to borrow things from others
Make characters with particular radical
Understand the difference of school system between China and USA.
Understand Chinese culture and gain knowledge from Chinese songs, poems,
riddles, limericks and twisters
Unit 2 – Students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Express sports and hobbies
Express that an event has concluded
Express opinions
Express different style of music
Express regret
Offer something to someone
Express urgency
Make characters with particular radical
Gain knowledge about Chinese arts, such as Chinese painting, calligraphy, drama,
leather – silhouette, etc.
Unit 3 – Students will be able to:
1. Express family members, occupation, colors and clothing , year, month and date
and weather, etc.
2. Exchange festival greetings
3. Describe rooms and house
4. Pass information
5. Consult with others
6. Express ambitions
7. Express apologies and forgiveness
8. Gain knowledge about Chinese holiday, birthday, vacation, etc.
Unit 4 – Students will be able to:
1.
2.
3.
4.
5.
Express tastes and dislikes for food
Express invitation
Express results of eating and drinking
Inquiring about and express physical feeling
Express advice and suggestions
Unit 5 – Students will be able to:
1.
2.
3.
4.
5.
6.
7.
Express colors and clothing
Express complements and praise
Solicit opinions
Offer suggestions
Express comparisons
Express reasons and results
Discuss birth years and corresponding zodiac
Unit 6 – Students will be able to:
1.
2.
3.
4.
5.
Express transportations
Express prohibition
Ask and offer assistance
Request cooperation
Express plan
V. Content and Activities:
See attached table - Chinese III Scope and Sequence (MHS)
VI. Evaluation
1. Quiz/Test:
o
o
o
o
o
Vocabulary quizzes
Grammar quizzes
Lesson tests
Writing, reading, speaking, and listening proficiency test
Midterm exam and Final exam
2. Informal Assessment:
o
o
o
o
o
o
Classroom teacher observation
In Class student dialogues
Class work
Homework
Evaluation checklist
Student feedback form
VII. Resources
1. Textbook – Learn Chinese with me (2)
2. Workbook accompany textbook
3.
4.
5.
6.
7.
CD accompany text book
Supplementary book – Chinese made easy
CD - Sing Songs to learn Chinese
Teacher-made materials
DVD
 Chinese city tours
 Chinese film
 Learn to speak Chinese
8. Internet