Exploratory Chinese (6th Grade)
Curriculum developed by:
World Language Veritcal Team
Metropolitan Learning Center
An International/Global Studies Magnet School
Introduction
Students enrolled in this introductory course will explore the Chinese language and
culture in instructional activities that reduce anxiety and generate enthusiasm through a friendly,
visual approach. Students speak the language from the first lesson in basic thematic units that
promote effective communication. This exploratory course also offers students a taste of the art,
music, and literature of China.
Unit/Big Idea
Pacing Guide
I.
Let's begin
5 days
II.
Numbers
3 days
III.
Culture
3 days
IV.
Food
4 days
Total
15 days
Unit 1:
Big Idea: Let's begin
Essential Questions:
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How is the Chinese alphabet different from the English alphabet?
How can I hold a conversation in Chinese?
How is Chinese pronunciation different from English?
How can I ask and answer questions in Chinese?
Skills -- The student will be able to:
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Use target vocabulary to have a personal information;
Use target vocabulary to have a basic conversation;
Recite the Chinese alphabet;
Assessments:
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Schema activators;
Oral presentation of student written skits/conversations;
Oral presentation of teacher prepared material;
Listening exercises.
Instructional Strategies:
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


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Direct instruction;
Group work;
Role play;
Schema activators;
Oral repetition of new vocabulary;
Purposeful learning games;
Teacher-student; student-student; student-teacher questioning exercises.
Resources:


Selected authentic readings;
Teacher prepared materials.
Reflection and Feedback:
One-on-One Teacher-Student Conferencing
Unit 2:
Big Idea: Numbers
Essential Questions:
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How do I count in Chinese?
How can I give a phone number in Chinese?
How are phone numbers different in different countries?
How can I do math in Chinese?
Skills -- The student will be able to:
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Count in Spanish from 0 to one hundred;
Perform simple arithmatic in Chinese;
Give their phone number in Chinese.
Assessments:




Schema activators;
Oral presentation of student written skits/conversations;
Oral presentation of teacher prepared material;
Listening exercises.
Instructional Strategies:








Direct instruction;
Group work;
Role play;
Schema activators;
Math exercises;
Oral repetition of new vocabulary;
Purposeful learning games;
Teacher-student; student-student; student-teacher questioning exercises.
Resources:


Selected authentic readings;
Teacher prepared materials.
Reflection and Feedback:
One-on-One Teacher-Student Conferencing
Unit 3:
Big Idea: Culture
Essential Questions:
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Where is Chinese spoken?
What does 'Chinese' mean?
How many different kinds of Chinese are there?
What is Chinese music like?
What is Chinese art?
Why learn another language?
Why study Chinese?
Skills -- The student will be able to:
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Identify different forms of Chinese;
Recognize selected genres of Chinese music;
Articulate why it is important to learn a second language;
Discuss selected Chinese artists.
Assessments:




Schema activators;
Oral presentation of student written skits/conversations;
Oral presentation of teacher prepared material;
Listening exercises.
Instructional Strategies:









Direct instruction;
Group work;
Role play;
Schema activators;
Art appreciation activities;
Music appreciation activities;
Oral repetition of new vocabulary;
Purposeful learning games;
Teacher-student; student-student; student-teacher questioning exercises.
Resources:


Selected authentic readings;
Teacher prepared materials.
Reflection and Feedback:
One-on-One Teacher-Student Conferencing
Unit 4:
Big Idea: Food
Essential Questions:
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How is food influenced by culture?
What is 'Chinese food'?
How can I ask for the food I want?
How can I discuss food?
Skills -- The student will be able to:
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Use target vocabulary to order food;
Use target vocabulary to express likes and dislikes regarding food;
Identify selected Chinese food items.
Assessments:




Schema activators;
Oral presentation of student written skits/conversations;
Oral presentation of teacher prepared material;
Listening exercises.
Instructional Strategies:







Direct instruction;
Group work;
Role play;
Schema activators;
Oral repetition of new vocabulary;
Purposeful learning games;
Teacher-student; student-student; student-teacher questioning exercises.
Resources:


Selected authentic readings;
Teacher prepared materials.
Reflection and Feedback:
One-on-One Teacher-Student Conferencing