Shopping & Bargaining Unit Overview
2010 Term 1
Target Group: Year 10 (Stage 5)
Unit of Work: Shopping & Bargaining
Duration: 9 weeks
Unit Description:
This unit encourages students to build on what they have learnt about number, clothing and food and allows them to use this knowledge in the new context of shopping and bargaining. The unit included study of
cultural bargaining norms in Australia and China, use of money and bargaining in a realistic context.
Overall Themes:
Cross-curricular content:
The Individual: Bargaining norms within families and from individual to individual.
Civics & Citizenship
Work, employment and enterprise
The Target Language Community: Social and cultural norms surrounding bargaining in China.
Diversity
Gender
The Changing World: the effect of online shopping and globalisation on shopping and bargaining around the world.
Multiculturalism
Economics
Outcomes for Stage 5:
Using Language
Listening and Responding
Reading and Responding
Speaking
Writing
5.UL.1
5.UL.2
5.UL.3
5.UL.4
Making Linguistic Connections
5.MLC.1
Moving Between Cultures
A student:
selects, summarises and analyses information and ideas in spoken texts and responds appropriately
selects, summarises and analyses information and ideas in written texts and responds appropriately
uses Chinese by incorporating diverse structures and features to express own ideas
experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas
5.MLC.2
demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features
across languages
uses linguistic resources to support the study and production of texts in Chinese
5.MBC.1
5.MBC.2
explores the interdependence of language and culture in a range of texts and contexts
identifies and explains aspects of the culture of Chinese-speaking communities in texts.
Assessment:
Teacher Observation
Quizzes - Assessment for learning activities
Dialogues
Assessment Task 1: Oral Role Paly and Monologue
ICT:
Internet Research
Nihao Games
Word Processing
Poster making
ICT Register:
Resources:
DVD - " Real Chinese" – Shopping
Books – Lai Wan Youxi Fauary & Kessler
Texts – Nihao 2, Chinese Made Easy, activities and worksheets produced by the teacher.
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
Suggested Teaching & Learning Activities
Activity
Learn About:
Learn To:
ICLL Principle
 Discussions about
differencing cultural
Norms surrounding
bargaining in different
countries and contexts.
5.MLC.1
 variations of the message according
to context, purpose and audience.
5.MBC.1
 the value of developing respect for
and appreciation of other cultures
 the contributions of diverse cultures
to the local and global community
5.MLC.1
 the need for consistent application of
grammatical rules and conventions to
achieve effective communication
5.MLC.2
 the importance of being aware of the
choices that are made to convey precise
meaning
 meaning conveyed in words
5.UL.4
 resources available to enhance or
promote independent learning
5.MLC.1
 reflect on formal and informal language, and
when and where it is used
5.MBC.1
 discuss and compare the values and beliefs of
diverse cultures
 reflect on attitudes and practices that differ
from their own
5.MLC.1
 use metalanguage to explain linguistic
structures and textual features encountered in text
5.MLC.2
 Analyse ways in which words are constructed.
5.UL.4
 develop skills in accessing appropriate
additional information to expand and enhance
communication
 Social
Interaction
 Reflection
 Responsibility
 Grammatical notes on
asking the price
5.UL.1
 ways in which texts are constructed
for specific purposes
5.UL.2
 ways in which texts are constructed
for specific purposes
5.UL.3
 collaborative and inclusive ways to
achieve communication goals
 Grammatical notes on
talking about money and
currency.
5.UL.1
 ways in which texts are constructed
for specific purposes
5.UL.2
 ways in which texts are constructed
for specific purposes
5.UL.3
 collaborative and inclusive ways to
achieve communication goals
 Role Play: “How much
is that?”
5.UL.1
 Ways to identify relevant details
when listening for specific information.
 Linguistic choices made to influence
5.UL.1
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
5.UL.2
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
5.UL.3
 interact with reference to purpose, audience or
participants
5.UL.1
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
5.UL.2
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
5.UL.3
 interact with reference to purpose, audience or
participants
5.UL.1
 Make judgments about the relevance of detail in
understanding text.
 Analyse the impact of linguistic choices made
 Activities which
present new vocabulary
that relates to the shopping
and bargaining.
Language
Structures
Linguistic Items
 Active
Construction
 Making
Connections
 Reflection
At the market:
 Reflection
 Making
Connections
As above
Questioning:
多少钱?
怎么卖？
你还有什么？
Responding:
贵，便宜,
Adjectives：
很，太
Units:
斤，
Questioning:
多少钱?
怎么卖？
你还有什么？
Responding:
贵，便宜,
 Active
Construction
 Social
Interaction
 Reflection
Currency：
块钱，块，毛
Talking about
amounts:
三块五毛
三块半
 Active
Construction
 Social
Interaction
As Above
As Above
水果：葡萄，香
蕉，草莓，龙
眼，荔枝，菠
萝，西瓜，橘
子，苹果，
Other Items：
地图，书，自
点，笔，
Register
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
 Activities which work
on continuing
communication.
 Grammatical Notes:
adverbs of degree – very
expensive.
 Speaking activities –
Questioning the price.
listeners.
5.UL.3
 Respond to factual and open ended
questions.
5.UL.1
 Linguistic choices made to influence
listeners
5.UL.3
 Respond to factual and open ended
questions.
to achieve communication goals.
5.UL.3
 Maintain an interaction by responding to and
asking questions and sharing information.
5.UL.1
 Analyse the impact of linguistic choices made
to achieve communication goals
5.UL.3
 Maintain an interaction by responding to and
asking questions and sharing information
5.MLC.1
 the need for consistent application of
grammatical rules and conventions to
achieve effective communication
5.MLC.2
 the importance of being aware of the
choices that are made to convey precise
meaning
 meaning conveyed in words
5.UL.1
 ways in which texts are constructed
for specific purposes
 ways of identifying relevant details
when listening for specific information
 Linguistic choices made to influence
listeners
5.UL.3
 the application of known linguistic
structures in new contexts
 responding to factual and open-ended
questions
 Role Plays:
“Bargaining the Price
down.”
5.UL.1
 ways in which texts are constructed
for specific purposes
 ways of identifying relevant details
when listening for specific information
 Linguistic choices made to influence
listeners
5.UL.3
 the application of known linguistic
structures in new contexts
 responding to factual and open-ended
questions
 Oral Pronunciation
activities
5.UL.1
 ways in which texts are constructed
for specific purposes
 ways of identifying relevant details
when listening for specific information
 Active
Construction
 Making
Connections
 Social Interaction
对不起，我不明
白。
再烁一次。 慢慢
说。
Appropriate use
of these words
in context.
5.MLC.1
 use metalanguage to explain linguistic
structures and textual features encountered in text
5.MLC.2
 Evaluate the accuracy and appropriateness of
structures when constructing and editing text
 Analyse ways in which words are constructed.
 Making
Connections
很，非常，常常，
太
Adverb + 贵/便
宜
5.UL.1
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
 Analyse the impact of linguistic choices made
to achieve communication goals
 make judgements about the relevance of detail
in understanding text, eg extracting ideas and
issues referred to in text
5.UL.3
 reconstruct information from a range of sources
eg summarising information
 responding to factual and open-ended questions
5.UL.1
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
 Analyse the impact of linguistic choices made
to achieve communication goals
 make judgements about the relevance of detail
in understanding text, eg extracting ideas and
issues referred to in text
5.UL.3
 reconstruct information from a range of sources
eg summarising information
 responding to factual and open-ended questions
5.UL.1
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
 Analyse the impact of linguistic choices made
 Active
Construction
 Making
Connections
 Social Interaction
 Reflection
 Responsibility
All of the above
All of the
above
 Active
Construction
 Making
Connections
 Social Interaction
 Reflection
 Responsibility
All of the above
All of the
above
 Active
Construction
 Making
Connections
 Social Interaction
All of the above
All of the
above
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
 Linguistic choices made to influence
listeners
 Describe the photo –
written dialogues.
 Describe the photo –
spoken dialogues
 Discussions about
where items can be
purchased in different
countries.
 ICT – Dialogues
 Discussions about
appropriate places to
bargain.
5.UL.2
 Ways of identifying relevant details
when reading for specific information.
5.UL.4
 The manipulation of structure, format
and choice of vocabulary to achieve
specific purposes.
5.UL.1
 ways in which texts are constructed
for specific purposes
 ways of identifying relevant details
when listening for specific information
 Linguistic choices made to influence
listeners
5.MBC.2
 cultural attitudes that add meaning to
texts
 language used to express cultural
values, and to represent people and
cultures in texts
 idioms, colloquialisms, register and
formality, register and formality in
language use.
5.UL.4
 the manipulation of structure, format
and choice of vocabulary to achieve
specific purposes
 application of known linguistic
structures in new contexts
 the use of technology to express ideas
and create own text.
5.MBC.2
 cultural attitudes that add meaning to
texts
 language used to express cultural
values, and to represent people and
cultures in texts
 idioms, colloquialisms, register and
formality, register and formality in
language use.
to achieve communication goals
 make judgements about the relevance of detail
in understanding text, eg extracting ideas and
issues referred to in text
5.UL.2
 Make judgments about the relevance of detail in
analysing text.
5.UL.4
 Select and incorporate particular structures to
achieve specific purposes.
 Reflection
 Responsibility
 Active
Construction
 Making
Connections
All of the above
All of the
above
5.UL.1
 identify purpose, eg to inform, persuade or
entertain, and distinguish between main points and
specific and supporting details in text
 Analyse the impact of linguistic choices made
to achieve communication goals
 make judgements about the relevance of detail
in understanding text, eg extracting ideas and
issues referred to in text
5.MBC.2
 identify and discuss cultural influences in
specific texts, eg newspapers, magazines,
advertisements, video clips, films
 explain cultural references in texts
 analyse the use of words or expressions with
particular cultural significance in Chinese texts
 Active
Construction
 Making
Connections
All of the above
All of the
above
5.UL.4
 select and incorporate particular structures to
achieve specific purposes
 reconstruct information from a range of
sources.
 access websites to transfer and manipulate data
to produce a specific text, eg multimedia
presentation.
5.MBC.2
 identify and discuss cultural influences in
specific texts, eg newspapers, magazines,
advertisements, video clips, films
 explain cultural references in texts
 analyse the use of words or expressions with
particular cultural significance in Chinese texts
 Active
Construction
 Reflection
 Making
Connections
 Making
Connections
 Social Interaction
 Reflection
As Above
 Making
Connections
 Social Interaction
 Reflection
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
Evaluation
Suggested Changes to Unit:
Other possible activities:
Other Possible Resources:
Any Further Comment:
Date commenced:
Date Completed:
Signature
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.