Course: Mandarin Chinese III Morris School District Curriculum Map Grade Level(s): 9-12
General Objectives:
Learners functioning within Level III can understand and learn language related to daily settings. Can use more complex grammatical structures and sentence patterns to communicate on familiar topics through interaction and description. Can compose passages.
Demonstrate confidence and interest in learning the Chinese language. Have some knowledge of learning strategies, communicative strategies and resource strategies. Have gained Chinese cultural knowledge and acquired preliminary cross-cultural awareness and international perspective.
Time Frame:
Months
Content/Topic Observable Proficiencies/Skills NJCCCS Performance Benchmarks
/Assessments 9-12
September My school life Aims:
This lesson enables students to share their experiences of school life including their subjects, exams and classmates. Students will also be able to hold basic conversation commonly used in the class and on the school ground.
Listening:
Understand dialogues ad speeches closely related to workplace and social activities; understand and identify the main points and specific details.
Speaking:
Can reproduce sentences in appropriate tones and give simple answers to questions. Can communicate with others on topics, including:

Asking about school subjects

Asking how someone did in a test

Asking the marks of a test

Asking if someone has completed something

Asking permission to borrow something
Writing:
7.1.A.1, 2,
3, 4, B. 1,
2, 3, 5, C.
2, 3
7.2. A. 1,
3, 4. B. 1,
2. C. 1, 2,
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3. B.
8.1. A. B.
Students will be able to write their school timetable in Chinese and explain to their partners their likes and dislikes on each subject.
Given a list of questions, SWBAT answer them according to their timetable.
Given a list of questions about how someone did in a test, SWBAT write the answers according to the information given.
Students can describe the picture using appropriate vocabulary.
Examine commonalties and differences between Chinese culture and their own culture.
Students draw a school map and describe the locations of the classroom, offices, etc.
1

October How do you go to…?
Can write from memory basic characters.
Compose passages, including:

Write your school timetable in Chinese

Write a diary

Draw a school map and describe the locations of the classroom, offices, etc.

Write a letter to Chinese pen pals.
Grammar: the use of “
如果 ru guo”
Vocabulary: school subjects, descriptions of school buildings, etc.
Culture Understanding:

School subjects and home classroom

Schools in China

Radicals of Chinese characters
Aims:
This lesson helps students communicate on topics related to transport. They will be able to talk about methods of transport and their appropriate use.
Listening:
Understand the conversations on topics related to transportation and directions.
7.1. A.1,
2, 3, 6. B.
1, 2, 3,
5.C.
7.2.A.4,
B.1, 2, C.
1, 2, 3
Write a letter to Chinese pen pals describing your school life, and then present to the class.
Write a diary describing your new school.
Write your school timetable in
Chinese.
Discussion: Compare the schools in
China and the schools in America.
Use the Chinese input tools online to complete the writing tasks.
Chinese characters bingo game, a fun way to learn Chinese characters.
Class activities
Vocabulary quiz
Homework
Listening comprehension:
Listening to the conversation between Lan Lan and Xiaoli, students should be able to understand it and answer the questions.
Writing:
2

Speaking:
Can talk about transportation, produce sentences in appropriate tones and give correct responses to questions. Can communicate with others on topics, including:

Asking about distance

Asking about method of transport

Asking about length of time required

Asking about public transport

Asking for directions

Giving directions

Stating before and after an event
Writing:

Write a diary about your visit to Beijing
Zoo.
Grammar:
Stating indefinite numbers
Vocabulary:
Methods of transportation, expressions of directions, etc.
Culture Understanding:

Daily transportation of Chinese people

Religion in China
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3. B.
8.1. A. B.
Imagine you are Dawei and write your diary about your visit to
Beijing Zoo. You may include the transportation, the activities and about losing your way.
Class statistics of transport:
Each student tells the class in turns about how he/she travels to school.
Class statistics are compiled by each student, e.g. number of students walking or using bus, train, bicycle, etc.
Role play:
Where does everyone go? Students play in groups of four. Each member in the group is given a map and one of the four descriptions. Each student listens to other members in the group describe how they set out for the day to find out their destinations.
Visiting friends: Students work in pairs. Student A invites student B to his/her house for birthday party.
Student A describes how to get to his/her house. Student B draws a map, and then shows it to student A to see if they are match.
Visiting Beijing: Students ask for
3

November My leisure life Aims:
This lesson aims to enable students to talk or write about their after-school life including TV programs, movies, music, plays and sports.
They will also learn to express their broad opinions within the topics.
Listening:
Understand the conversations on topics related to after-school life.
Speaking:

Talking about after-school life, such as
7.1.A.1, 2,
3, 6
B. 1, 3, 4
C.1, 2, 3,
4
7.2.A.1, 3,
4
B.1, 2,
C. 1, 2, 3 directions to the Great Wall of
China. Students should be able to give directions.
Survey: Interview your friends to find out how they travel to school, including: 1. Distance from home to school; 2. Whether (they think) it is far; 3. Method of transport; 4.
Length of time required to travel.
Given a picture of Lan Lan’s family members, who are busy starting their day, SWBAT describe the method of transport each person takes.
Given a map and a list of questions,
SWBAT read the map and answer the questions.
Chinese characters bingo game, a fun way to learn Chinese characters.
Listening comprehension:
Listen to the conversation between
Xiaolan and Xiaoli, and then answer the questions.
Given some pictures, students listen to the conversation and choose the instrument, which is mentioned.
Given a handout, students listen to the conversation and draw lines
4

hobbies, TV schedule, TV programs, movies, sports, etc.

Asking about interest

Inviting someone to do something

Asking what kind of movie someone likes, etc.
Writing:
Write a letter to your Chinese pen pal describing your favorite after-school activities.
Grammar:
 Use of “ 没 mei” to state frequency.
 Use of “ 不是 bushi… 就是 jiushi…” to say either one thing or the other.
 Use of “ 就 jiu”, which is used as an adverb to express emphasis.
 Use of “ 又 you… 又 you…”to indicate a simultaneous existence of several conditions.
Vocabulary: hobbies, TV programs, sports, music, etc.
Culture Understanding:

Peking opera

Chinese orchestra

Dragon dance and lion dance
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B.
8.1. A. B. connecting the person to the type of entertainment he/she enjoys.
Use a Chinese TV guide and a list of questions given, SWBAT answer the questions.
Talk about the weekend activities.
Talk about your hobbies.
Given some pictures, SWBAT use
“ 比较 bijiao” and “ 更 geng” to compare two things.
Interview nine friends about their leisure time. Find out about 1. What
TV program they like; 2. What type of movie they like; 3. What sort of music they enjoy; 4. Which ball game they enjoy playing.
Given some Chinese characters,
SWBAT combine the characters to make as many words or expressions as they can.
Chinese characters bingo game, a fun way to learn Chinese characters.
Quiz
Homework
5

November/
December
Revision I Aims:
This lesson revises and reinforces the language learnt in the previous lessons using a letter, a note and a diary entry.
Listening:
Understand the conversations on topics related to transportation, directions, after-school life, etc.
Speaking:
Review the language functions learnt in the previous lessons, such as:

Asking / talking about school subjects

Asking how someone did in a test

Asking if someone has completed something

Asking about distance

Giving directions

Asking about public transport

Asking permission to borrow something, etc.
Writing:

Write a diary

Write a brief note

Write a letter
Grammar:
Review the following:
 Use of “ 如果 ru guo…de hua”
 Use of “ 就 jiu”
 Use of “ 又 you… 又 you…”
 Use of “ 不是 bu shi… 就是 jiu shi…”, etc.
7.1.
A.1, 2, 3,
5, 6
B.1, 2, 3
C. 1, 2, 3,
4
7.2.
A. 1, 3, 4
B.1, 2
C. 1, 2, 3
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B.
4.1. D.
8.1. A. B.
Listen to the conversation between
Xiao Lan and her mother, SWBAT answers the questions.
Write a letter to your pen pal and tell him/her about your leisure time.
This may include sports, music, TV, movie and others. Describe programs available, what you enjoy and why. Use as many characters as possible.
Discussion on various topics, such as, talking about your school subjects, test and your leisure time, etc.
Write a diary about your experience in Morristown High School.
Chinese characters bingo game, a fun way to learn Chinese characters.
Quiz on grammar and vocabulary homework
6

January Birthday celebration
Aims:
This lesson shows students the communication on approaching birthday celebrations, which include invitations and replies, buying and receiving gifts and attending parties. The lesson also includes topics such as special
Chinese festival food, overseas traveling experiences and comparing features.
Listening:
Understand the conversations on topics related to the communication on approaching birthday celebrations, attending parties, buying and receiving gifts, etc.
Speaking:

Asking whether someone has been somewhere or has done something

Asking where someone has been

Expressing an impression

Asking who gave the present

Asking what present to give, etc.
Writing:

Write a birthday invitation

Write a thank-you letter
Grammar:
 Use of “ 再 zai” to state the order of action
 Use of “ 比 bi” to compare two things
 Use of “ 长的 chang de” to describe or compare appearance
Vocabulary:

Birthday party, food

Gift items, etc.
7.1.
A. 1, 2, 3,
5, 6
B.1, 2, 3
C. 1, 2, 3,
4
7.2.
A.1, 3, 4
B. 1, 2
C. 1, 2, 3
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B.
8.1. A. B.
Your birthday is coming soon. Write an invitation to your Chinese friends. Use as many characters as possible.
Role play: You invite your friends to your birthday party.
Your school is having a fete (
园游会 yuan you hui). Write an invitation to students in your neighboring school to join in the fun.
You are invited by your Chinese friend to join his/her birthday celebration. However you are unable to go. Write a thank-you letter and explain the reason why you cannot go.
Your class is invited to join a
Chinese community’s New Year celebration. Write a thank-you letter and express that you are all delighted to go.
Use “bi” to compare the two in each question. The comparison should be a complete sentence with as many characters as possible.
Chinese characters bingo game, a fun way to learn Chinese characters.
7

February I am sick
Culture Understanding:
Traditional food for birthdays and for festivals
Aims:
This lesson aims to teach students skills on talking about illness, reading medical instructions and writing notes of absence.
Listening:
Understand the conversations on topics related to symptoms of illness, medical instructions, etc.
Speaking:

Asking what happened to someone or something

Asking if someone is alright

Asking where someone is feeling sick

Asking what someone has done

Asking what illness someone has

Asking if someone is feeling better

Talking about illness
Reading:
Read and understand the prescriptions, medical instructions, notes, conversations, etc.
Writing:

Notes for sick leave

Write a note to explain to your friend how he/she should take the medicines.

Write a conversation
7.1.
A.1, 2, 3,
6,
B. 1, 2,3,
C. 1, 2, 3,
7.2.
A. 1, 4
B.1, 2
C. 2
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B.
Quiz on vocabulary and grammar
Mid-term exam
Class activities
Homework
Given some pictures, SWBAT describe what symptoms these people have.
Write a note to explain to your friend how he/she should take the medicines.
Your friend went to a Chinese doctor and was given the medicine in Chinese. Explain in English how he is to take them.
Working in pairs with your partner, imagine that one of you is sick with the flu and the other is the doctor.
Your conversation should include the discussion of symptoms and the instructions to take the medication.
Write down your conversation, using as many characters as possible.
Write a note to your teacher that you are sick and you can’t come to
8

March/April Traveling
Vocabulary:
Illness, description of illness, etc.
Culture Understanding:
Medical care in China
Aims:
This lesson aims to teach students skills on discussing travel plans, reading travel brochures and flight timetables, judging photographs, holding a conversation on the preparation for a trip and on seeing someone off.
Listening:
Understand the conversations on topics related to travelling, including:

Discussing travel plans

Reading travel brochures and flight timetables

Judging photographs
8.1. A. B. school. You have to see your doctor.
Listen to a conversation about people who are sick and write down the symptoms they have.
SWBAT describe their illness.
Role play:
A patient visits his/her doctor.
Chinese characters bingo game, a fun way to learn Chinese characters.
Vocabulary quiz by dictation
Class activities
Homework
Listening comprehension: Listen to
7.1.
A. 1, 2, 3,
5, 6
B.1,2, 3
C. 1, 2, 3,
4
7.2.
A. 3, 4,
B. 2
C.2
3.1. A. B. the conversation between Li Qiu and
Lan Lan, and then answer the questions.
Given a handout with pictures, students listen to a conversation about travelling plans. SWBAT complete the handout.
Given a list of questions in
Mandarin Chinese, SWBAT answer them.
9


Holding a conversation on the preparation for a trip and on seeing someone off, etc.
Speaking:

Expressing an intention or a plan for traveling

Asking a rhetorical question

Talking about the plans for the holiday

Talking about what to bring for traveling

Discussing travel plans

Judging photographs, etc.
Reading:
Read and understand the conversations, travelling schedules, airplane schedules, etc.
Writing:
Write a traveling schedule.
Grammar:
 Use of “ 可能 ke neng” to state a probability
 Use of “ 好 hao” to stress the completion of something
 Use of “ 差点儿 cha dianr” and “ 差不多 cha bu duo”

Use of question words in a negative statement
Vocabulary:
Traveling, packing, airplane schedules, travel schedules, passport, visa, etc.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B.
Your Chinese friend is visiting you and you are to arrange a sight-seeing trip. Find out from a newspaper or tourist brochure a suitable trip and write down the information for him/her.
Students work in pairs asking his/her partner about the plan for the weekend or a summer vacation, etc.
Role play: Suppose you are a travel agent. You are promoting a tour with a detailed schedule, which includes the places to go; the cost; dates, time, fight schedules, etc., and then present to the class.
Chinese characters bingo game, a fun way to learn Chinese characters.
Quiz on grammar and vocabulary
Class activities
Homework
10

April/May A Business
Trip to China
Aims:
This lesson is designed in aspects of real world
Chinese business language and culture for learners who have learned basic Chinese in a variety of settings and are interested in having a career or doing business within Chinese speaking communities.
Listening:
Understand the conversations on topics related to business trip to China, including:

On the airplane

Going through customs

Checking in to a hotel

Banking/Currency exchange

Business banquets

Business discussions, etc.
Speaking:

Reproducing sentences in an appropriate tone and giving simple answers to questions.

Communicating with others on topics closely related to business trips to China.

Expressing personal needs and wants. C

Appropriately expressing attitudes and emotions on different occasions.

Business discussion

Using simple vocabulary to exchange basic information about themselves and others.
Writing:
Write an email to your Chinese business partner to meet you at the airport.
Grammar:
7.1
A. 1. 2. 3.
4,
B. 1, 2, 3,
C. 2, 3, 4
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B.
Listen to the conversation between the foreign businessman and the manager of a local company in
China. Choose the appropriate words or phrase to fill in the clank.
Role play:
Students role play in a real world
Chinese business trip in small groups, producing the dialogues on the following topics and present to the class:

On the airplane

Going through customs

Checking in a hotel

Banking

Business banquets

Business discussions,

Negotiation and close the deal, etc.
Write an email to your Chinese partner to meet you at Beijing
Airport.
Given a list of questions, SWBAT translate them into English.
Given a handout, SWBAT match the
Chinese words on the left with their
English equivalents on the right.
Search the internet and find out how
11

May/June Revision II /
Final Exam
 Use of “ 挺 ting” to express very or quite
 Use of “ 吧 ba”
 Use of “ 需要 xu yao” to express need
 Use of “ 可以 ke yi” to express can, etc.
Vocabulary:

Common terms when cross the boarder

Common names used in Chinese hotels

Various facilities in Chinese hotels

Names of some currencies

Banking terminology

Financial and banking system of China

Position & titles in a company

Names of the departments in a company, etc.
Culture Understanding:

How to do business in China

How to be successful in doing business in
China
Aims:
This lesson aims to reinforce the language students have learned from previous lessons.
Students will also learn to write a diary, a note for the notice board and a letter using more advanced language on variety topics. The students understand and master the Language
Functions as the following:
Listening:
Understand the conversations on topics related to the topics learned in previous lessons, such as birthday celebrations, talking about illness, travelling, and business trip to China, etc.
7.1
A. 1, 2, 6
B. 1, 2, 3
C. 1, 2, 3,
4
3.1. A. B.
C.F. G
3.2. A. B.
C. D.
to be successful in doing business in
China, and then present to the class.
Chinese characters bingo game, a fun way to learn Chinese characters.
Class activities
Quiz on grammar and vocabulary
Homework
Listening comprehension:
SWBAT understand the conversations or the listening passages and answer the questions.
SWBAT read and comprehend the postcard from Dawei; a note from the headmaster; and Li Qiu’s diary by completing the questions correctly.
Discussions on various topics, such as talking about your travel plan;
12

Reading:
Read a postcard from Dawei; a note from the headmaster; Li Qiu’s diary and answer the question.
Speaking:
Review the topics learned in previous lessons, such as, expressing an impression; talking about symptoms of illness; expressing an intention or a plan; travelling plan and a business trip to China, etc.
Writing:

Write an email

Write a letter

Write a note

Write an invitation, etc.
Grammar:
Review the grammar learned in previous lessons. Students are able to use it correctly in their speaking and writing.
Vocabulary:
Review the vocabulary learned in previous lessons.
3.3. A. B.
D.
3.4. A. 1,
2, 3
B. your birthday party, your trip to
China, etc.
Write a business invitation inviting your Chinese partner to the USA.
Chinese characters bingo game, a fun way to learn Chinese characters.
Reading comprehension quiz
Homework
Final exam
13