Stage 5 (Year 9) Chinese
Language: Chinese
Target group: Stage 5 (Year 9)
What are the key ideas or concepts you want the students to learn?
The key concepts I want students to learn are that:
 there is a range of language that can be used when communicating
about organising outings and the weather
 symbols, landmarks and practices reflect places of importance to
create a sense of identity
 cultural diversity can be explored and presented using a range of
media
 the weather in China is more diverse and different from many other
countries.
Unit of work: Around town
Estimated duration: 3–4 weeks
Why does that learning matter?
The learning matters because:
 being able to discuss the weather and organise outings with Chinese
friends or visitors contributes to students’ capacity to initiate and sustain
communications, demonstrating deep understanding of the language
 understanding that historical and modern landmarks are expressions of
identity to specific cultures emphasises the importance of preserving
heritage sites
 being able to use different media to explore cultural diversity aids
intercultural understanding
 differences in weather and seasons have a significant influence on the
lifestyles of different cultures.
Targeted outcomes
5.UL.1: A student selects, summarises and analyses information and ideas in spoken texts and responds appropriately
5.UL.2: A student selects, summarises and analyses information and ideas in written texts and responds appropriately
5.UL.3: A student uses Chinese by incorporating diverse structures and features to express own ideas
5.UL.4: A student experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas
5.MLC.2: A student uses linguistic resources to support the study and production of texts in Chinese
5.MBC.1: A student explores the interdependence of language and culture in a range of texts and contexts.
Intellectual quality
Quality learning environment
Significance

Deep knowledge

Explicit quality criteria

Background knowledge

Deep understanding

Engagement

Cultural knowledge

Problematic knowledge

High expectations

Knowledge integration

Higher-order thinking

Social support

Inclusivity

Metalanguage

Students’ self-regulation

Connectedness

Substantive communication

Student direction

Narrative
Students learn about:
 ways in which texts are constructed for specific purposes
 collaborative and inclusive ways to achieve communication goals
 responding to factual and open-ended questions
 resources available to enhance or promote independent learning
 the use of technology to express ideas and create own text
 the effect of linguistic choices on intended meaning
 the contributions of diverse cultures to the local and global community.
Structures and script (if appropriate):
Intercultural content
Comparison of Chinese and Australian (and other
countries’) landmarks, icons and world heritage sites
Comparison of Chinese and Australian (and other
countries’) weather and seasons
Comparison of Chinese and Australian towns and cities.
今天 / 明天 /天气怎么样？
今天(天气)[weather condition] 。 / 明天(天气)可能
[weather condition] 。
[city] 今天 / 明天 /天气怎么样？
Intellectual quality
Students learn to:
 identify purpose, e.g. to inform, and distinguish between main points
and specific and supporting details in text
 interact with reference to purpose, audience or participants
 maintain an interaction by responding to and asking questions and
sharing information
 develop skills in accessing appropriate additional information to expand
and enhance communication, e.g. authentic texts in print and online
 access websites to transfer and manipulate data to produce a specific
text, e.g. multimedia presentation
 make linguistic choices to enhance their intended meaning, drawing on
a range of linguistic structures
 reflect on attitudes and practices that differ from their own.
Resources
CNN weather, Cable News Network,
USA. Viewed 7 July 2009
<http://m.cnn.com/weather.jsp> SCIS
1415238
Chang, P. (1999), Hanyu for intermediate
students Stage 3 Course book, Addison
Quality learning environment
Significance

Deep knowledge

Explicit quality criteria

Background knowledge

Deep understanding

Engagement

Cultural knowledge

Problematic knowledge

High expectations

Knowledge integration

Higher-order thinking

Social support

Inclusivity

Metalanguage

Students’ self-regulation

Connectedness

Substantive communication

Student direction

Narrative
Cross-curriculum content and policies
HSIE – culture and history, and geography
ICT – internet research and using a variety of media.
[city] 今天(天气)[weather condition] 。
[city] 明天(天气)可能 [weather condition].
Wesley Longman Australia. SCIS 992138
Fredlein, S. (2008), Ni Hao 2, Chinese
language course. Elementary level,
ChinaSoft, QLD. SCIS 1403637
明天你打算作什么？还没决定。
我们去[place] 好吗？/我们去[verb] [place][activity] 好吗？
Zhongguotong, Stages 1 & 2 (1992)
Curriculum Corporation, Vic. SCIS
730052
Zou ba! Complete edition. Units 1–24
NSW Dept. of Education and Training,
Viewed 7 July 2009
<https://detwww.det.nsw.edu.au/curr_sup
port/languages/chinese/zou_ba/start_here
.html>SCIS 1418833
好。/ 不，我不想去。
好，几点？[time] 点。好，明天见。
Building the field
Stimulus material:
 Scenario from Zou ba! Unit 10 Path 1
<https://detwww.det.nsw.edu.au/curr_support/languages/chinese/zou_ba/start_here.html>
 Flashcards, DVD/flashcards/posters of famous Chinese/Australian landmarks
Discussion: differences between weather and seasons, and cities and towns in China and Australia and other
countries. (substantive communication)
Intellectual quality
Quality learning environment
Teacher-made resources e.g. flashcards,
posters, worksheets etc.
Significance

Deep knowledge

Explicit quality criteria

Background knowledge

Deep understanding

Engagement

Cultural knowledge

Problematic knowledge

High expectations

Knowledge integration

Higher-order thinking

Social support

Inclusivity

Metalanguage

Students’ self-regulation

Connectedness

Substantive communication

Student direction

Narrative
Suggested teaching and learning activities:
Weather and seasons
Evidence of learning
Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment
tasks.
 Class discussion and teacher
feedback on student contributions
1. Introduce structure and vocabulary for weather using Scenario and Say it! drill from Zou ba! Unit 10 Path 1
on IWB. (Listening, Speaking, Listening and responding)
 Student use of appropriate
vocabulary structures for the
contemporary issue
2.
Using their laptops, students complete Zou ba! Unit 10 Path 1 Tasks 1 and 2. (Engagement)
3. In pairs, students practise asking and telling each other the weather pointing to pictures on the Task 8
worksheet. (Listening and responding, Speaking)
4. Teacher displays Read it! drill from Zou ba! Unit 10 Path 1 on IWB and proceeds to introduce and explain
the Hanzi for cold, windy, rain, and how/what. Students complete printed worksheets from Zou ba! Unit 10
Path 1 Tasks 3–5, and Task 9 at their own pace and complete for homework if necessary. (Studentregulation, engagement). (Listening, Reading, Reading and responding)
5.
 Student ability to sequence ideas
 Student use of culturally
appropriate behaviour
Using the language and Hanzi they have learnt to date, in pairs, students write and role play a dialogue
based on the conversation in Task 9. This could be recorded using Audacity. (Speaking, Writing) (Deep
understanding, higher-order thinking, substantive communication, background knowledge.)*
 Teacher observation of level of
participation in class discussion
and oral feedback.
6.
Extension – Students complete Zou ba! Unit 10 Path 1 Task 6.
7. Students complete a teacher-made WebQuest by researching the internet to find out about weather and
seasons in China. Class discussion: comparing similarities and differences in weather and seasons
between regions of Australia and regions of China (and other countries represented by students in class)
and how this might impact on lifestyles. (Substantive communication, inclusivity, cultural knowledge)
8.
Feedback for students
Students either complete Zou ba! Unit 10 Path 1 Task 10 or, based on this task, use their laptops to
create a weather report for 6–8 Australian cities or 6–8 Chinese cities using PowerPoint and Adobe
Presenter with images and text. (Speaking, Writing)* (Student direction, deep understanding, higher-order
thinking, high expectations)
Intellectual quality
Quality learning environment
Ongoing feedback through:

teacher observation
Significance

Deep knowledge

Explicit quality criteria

Background knowledge

Deep understanding

Engagement

Cultural knowledge

Problematic knowledge

High expectations

Knowledge integration

Higher-order thinking

Social support

Inclusivity

Metalanguage

Students’ self-regulation

Connectedness

Substantive communication

Student direction

Narrative
Landmarks and local places around town

oral/written feedback
Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment
tasks.

student self-evaluation

peer evaluation.
9. Students watch a DVD or teacher shows flashcards of famous Chinese landmarks and heritage sites. Class
discussion: comparing similarities and differences between famous Australian and Chinese landmarks and
heritage sites (and other countries represented by students in class) and the implication of whether these
are or are not protected. (Substantive communication, inclusivity, cultural knowledge, problematic
knowledge)
10. Students learn/revise vocabulary for famous Chinese and Australian landmarks, and locations around town
(e.g. internet café, cinema, swimming pool etc.) from flashcards or images and Say it! Level 1 from Zou ba!
Unit 19 Path 3 using IWB (Listening, Speaking)
11. Teacher introduces students to questions and answers for What do you plan to do? [time, e.g. today,
tomorrow morning etc.] using board, flashcards, and images. (Listening, Speaking, Reading)
12. Students complete teacher scripted listening activity based on structures. (Listening and responding)
13. Teacher prints out map from Zou ba! Unit 19 Path 1 Task 7 – students add destinations of their own choice
and, in pairs, practise asking and telling each other what they plan to do. (Speaking) (Deep understanding)
14. Teacher explains and introduces Hanzi for internet café, garden, public facility Zou ba! Unit 18 Path 1 Task
5, and Beihai Park and the Great Wall from Unit 19, Path 3, Task 3 – students complete accompanying
printed worksheets. (Reading) (Deep knowledge)
15. Students complete teacher-scripted cloze of dialogue incorporating all structures and Hanzi learnt to date
and answer comprehension questions on dialogue. (Reading, Writing) (Deep understanding)
16.
Listening activities: teacher
observation and oral feedback on
purpose and content
Speaking activities: teacher provides
oral feedback on correct pronunciation
and vocabulary and ability to maintain
an interaction
Discussion activities: teacher
observation and oral feedback on how
well students participate and
recognise and use the vocabulary.
Reading activities: teacher gives
oral/written feedback on identifying
general or specific information,
purpose and content.
Based on this dialogue, students create a role play in pairs (pen and paper or on laptops) and perform a
role play for the class. This could also be recorded using video or Audacity. (Student direction, higher-order
thinking, high expectations, explicit quality criteria)*
Intellectual quality
Quality learning environment
Significance

Deep knowledge

Explicit quality criteria

Background knowledge

Deep understanding

Engagement

Cultural knowledge

Problematic knowledge

High expectations

Knowledge integration

Higher-order thinking

Social support

Inclusivity

Metalanguage

Students’ self-regulation

Connectedness

Substantive communication

Student direction

Narrative
Written activities: teacher observation
and written feedback on purpose and
content; peer evaluation.
17.
Using their laptops, students complete Task 8 from Zou ba! Unit 19 Path 3 (internet research and
PowerPoint) or they can choose another Chinese landmark to research and present. (higher-order thinking,
high expectations)
Variation:
 Write a story of a discussion about what to do on a day out. This could be done using Photo story 3 for
windows
Various listening and/or reading and responding tasks related to weather and deciding where to go.
ICT activities: use of internet for
research to provide additional
activities that allow for independent
student progression or group
progression.
Evaluation and variation
Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of
resources; suitability of ICT/laptop activities; literacy/numeracy links.
Date commenced:
Date completed:
Class Teacher signature:
Head Teacher signature:
Intellectual quality
Quality learning environment
Significance

Deep knowledge

Explicit quality criteria

Background knowledge

Deep understanding

Engagement

Cultural knowledge

Problematic knowledge

High expectations

Knowledge integration

Higher-order thinking

Social support

Inclusivity

Metalanguage

Students’ self-regulation

Connectedness

Substantive communication

Student direction

Narrative