HS Chinese Guide

UNIT 3 FAMILY MEMBERS, SELF-INTRODUCTION, OCCUPATION

CHINESE LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

5-6 Weeks

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency in Chinese, they understand:

When students exhibit Novice Low speaking pro fi ciency in Chinese, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs. When students exhibit Novice Low writing pro fi ciency in Chinese, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases. WRITING

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects. When students exhibit Novice Low reading pro fi ciency in Chinese, they understand: 1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary. READING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● I can engage in conversations about family members, including their relationships to me and pets. ( ) ● I can describe a family (how many people in the family, how old are they, when are their birthdays, and their occupations ... ... .. .. ...... ) ● I can ask and answer simple questions about family using “how many ”. ● I can introduce myself to others including family information. ● I can introduce family members or classmates to others. SCAFFOLDING IN ACTION ● Use a variety of visuals to de fi ne Chinese characters for family, occupations, etc. ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters for family and occupations. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. How many brothers and/or sisters do you have? I have … What is the youngest/oldest? …). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions to learn about family members. ● Ask and answer simple questions about family members’ occupations (What’s your mom doing for living? Skill Building