Thematic Curriculum Units
Chinese Level One 6 grade
This curriculum is designed for student beginning study Chinese language in sixth grade and having daily instruction throughout the
year. They would not yet be secure in all the beginning level expectations and performance Standards. They would be at a midpoint of
development through the beginning level.
Unit One: Who I am？Who are you?
Scenario: You have just met someone from the Chinese speaking community and you are going to conduct a simple conversation and
get to know each other.
Goals
Standard 1.1 - Interpersonal
Standard 1.3 - Presentational
Communication
Communication
 Students will learn and play the game
 Students will play the sparkle game of
Teacher Says (Simon Says) of simple
counting 1-10 in Chinese during the
classroom commands.
Chinese classes.
 Students will learn the basic Pinyin
 Students will produce a page of their
system and practice by learn and
best written characters of Chinese
practicing sing the Pinyin Song
numbers from 1-10. The product will be
displayed in the classroom or the
 Students will learn the structure of
hallway.
Chinese names and proper way to
address people based on one’s last
 Students will sing Chinese songs (Ten
name. They will be given Chinese
Little Friends, Two Tigers) individually
names that reflect this structure.
or in groups during the Chinese
classes.
 Students will learn the Chinese finger
hand gestures indicating numbers, and
they will do recognizing Chinese finger
hand gestures activity during the
Chinese classes.
Standard 2.1 – Practice of Culture
Standard 2.2 – Products of Culture
 Students will practice stand up and greet to the teacher at the
 Students will first listen to /watch video of the song (Ten Little
beginning of every Chinese class. They will also encourage
Friends), then learn the vocabulary 小朋友, 两，个，站起来 at
greeting the teacher outside the classroom according to
last, they will learn to sing the song
Communication
 Students will learn to conduct simple
ways to greet with others in Chinese.
 Students will learn ask and answer
Yes/No questions, respond to
appreciations and apologies, and
exchange basic personal information in
a simple conversation, including (Name,
Age, Grade Nationalities, languages)
Standard 1.2 - Interpretive
Chinese culture.
Students will learn other common ways of greeting in Chinese

. Students will first listen to /watch video of the song (Two
Tigers), then learn the vocabulary 老虎，耳朵，尾巴，跑，
快，真，and 奇怪， at last, they will learn to sing the song
 Students will learn the basic knowledge of Chinese
calligraphy, and then they will learn and practice writing it. The
students’ calligraphy work will be displayed and documented
regularly during their Chinese learning time.
Standard 3.1 – Making Connections
Standard 3.2 – Acquiring New Information
 Students will be paired up and making a poster with the
 Students will be given a reading assignment about the
different countries’ map, capitals, languages, and flags (China,
population and communities of native Chinese language
US, China, Britain, French, Mexican) on it.
speaker. Students will also learn from this assignment that
there are other Chinese dialects in the Chinese speaking
 This poster will be resized and documented in the students
communities
Chinese Learning Portfolios
Standard 4.1 – language Comparisons
Standard 4.2 – Culture Comparisons
 Students will learn the differences of certain letter’s
 Students will learn the differences of the name order and titles
pronunciation between Pinyin and English by review letters
between US and Chinese community. They will be assessed
that sounds completely in Chinese Pinyin than English.
in a warm up activity (circle the Chinese way of addressing
people)
 Also the different ways of using tones both in Chinese and
English.
 The students will write a report at the end of this session. In
this report, it should show the students’ awareness of certain
letter pronunciation differently in Pinyin than English. It will
also example of same tones are using differently in Chinese
than English.
Standard 5.1 – School and Community
Standard 5.2 – Life-long learning
 Perform Chinese songs in and outside of the school setting
 Watch Chinese TV program at home
 Use Chinese in Chinese shops and restaurants
 Practice calligraphy at home
 Teach Chinese language and songs to other people outside
 Learn Chinese games by themselves
Chinese classroom

Content
Vocabulary: 你好，我，你，他/她，叫，
名字，姓，贵姓，什么，岁，几， 多大，年
级，说，语言，一点儿，是， 谁，那，哪，
呢，的，您，也，和国，国人
Grammar:
1. Chinese Sentences
2. The pronouns 我， 你， and 他/她, interrogative Pronouns 什么， 谁 The
interrogative Particle 呢
Characters: 一，二，三，四，五，六，
七，八，九，十
3. 是 sentence
4. The adverb 也
5. 您, 您贵姓
6. 哪（哪国人）Which nationality?
7. 国名和国人
8. 说 and 语言
9. 一点儿
10. The article 的
End of Unit Assessment and Rubric
Assessment
Speaking Assessment
Students will talk to a native
Chinese speaker or one of
their peers (with a made up
ID Card) and exchange basic
personal information.
Listening Assessment
Students will listen to/watch a
video clip of an interview with
a native Chinese speaker.
And the students need to fill
out a form base on what they
have heard from the video.
Reading Assessment
Students will be given a
made up letter from a made
up Chinese pen pal. They will
have a mutable choice
exercise to do based on what
they have read from the letter
Writing Assessment
The students will need to
comprehend the letter from
the reading assessment and
write back to introduce them
self in Pinyin or characters.
This letter will be revised and
documented in students’
Chinese Learning
Portfolios at the end of this
unit.
Rubric
Exceeds Expectation:
Exceeds Expectation: Have Exceeds Expectation: Have Exceeds Expectation:
Student successfully
above 90% correct
above 90% correct
The letter included all of the
exchange all the
answers.
answers.
students’ personal
personal information
Meets Expectation: Have
Meets Expectation: Have
information they have learned
was written on the
60% - 90%correct
60% - 90% correct
from this unit. It was neatly
cards, Speak clearly
answers.
answers.
written with few mistakes.
with 90% correct
Needs Practice: Had under
Needs Practice: Have 60%
pronunciation and
60% correct answers.
or under correct
Meets Expectation:
tones.
answers.
The letter included most of
Meets Expectation: Student
the students’ personal
successfully exchange
information they have learned
all the personal
from this unit. And it was
information was written
carefully written with few
on the cards, speak
mistakes.
mostly clear with few
pronunciation and
Needs Practice:
tones mistakes.
The letter included only few
Needs Practice: Student
of the students’ personal
unable to exchange all
information they have learned
the personal
from this unit. And it was
information was written
messy and poorly written with
on the cards, speak
a lot of mistakes.
poorly with a lot of
pronunciation and tone
mistakes.
Green Band Requirement :
Documentation/Evidence of an experience of conducting a simple conversation with a Chinese speaker or another Chinese leaner and
exchange basic information you have learned in this unit.
Rubric:
Pass: Successfully exchanged all the information that required form this task with some help of other medium and well documented the
entire experience.
Need practice: Poorly documented and failed exchange information that required from this task.s
Unit Two: Family and I
Performance Indicator:
 I can tell how many people in my family and who they are
 I can introduce my family members to someone
 I can conduct simple conversation about family
 I can ask someone’s address and tell someone my home address
 I can describe a room and the furniture in it
 I can ask and give phone numbers
 I understand the Chinese family relationships between the family members (C2)
 I can address people politely by their age
Scenario: You are a exchange student in China and you are going to talk about your hometown, your home and your family with your
classmate
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Unit Three: Feelings and Expressions
Performance Indicator:
I can express how I feel and ask other’s feelings.
I can state about certain personality and characteristics
I can describe certain symptom of some illness
I can verbally comfort others and showing my sympathy to others
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Unit Four: Date and Time
Performance Indicator:
 I can respond to questions about date and time.(C1)
 I can ask and tell if someone will be at a certain locate on at a certain time(C1)
 I can tell the time schedule of local movies, shop opening and closing time, and other TV schedule. (C1, C5)
 I can tell others my daily schedule and activities (C1)
 I understand the time difference between America and China (C2)
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Unit Five: School Life
Performance Indicator:
 I can talk about one’s school schedule and Subjects
 I know some words of school supplies and common objects in the classroom and follow teacher’s direction during class
 I can ask and answer questions about locations within the school area
 I can talk about choosing classes and give brief opinion about certain subjects
 I can talk about joining afterschool program

Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Unit Six: Body and Health
Performance Indicator:
 I locate most of the body parts in Chinese
 I can describe features about one’s certain body parts
 I can state
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Unit Seven: Dining and Food
Performance Indicator:
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community:
Unit Eight: Nature
Performance Indicator:
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community:
Unit Nine: Community
Performance Indicator:
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community:
Unit Ten: Transportation
Performance Indicator:
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community:
Unit Eleven: Social Life
Performance Indicator:
 I can conduct basic telephone conversations.
 I can inquire and tell my phone number
 I can leave a phone message for someone
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community:
Unit Twelve: Profession and Hobbies
Performance Indicator:
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community:
Unit Thirteen: Studying Foreign language
Performance Indicator:
Communication:
Scenario:
Vocabulary:
Grammar:
Pinyin:
Characters:
Bands Requirement :
Culture:
Culture:
Connection:
Community: