HS Chinese Guide

UNIT 4 TIME, DAILY ROUTINE, TRANSPORTATION

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 describe my basic daily routine in the following timeline. (When do you go to school in the morning? I go to school at …in the morning. ... When do you go home after school? I go home at…in the afternoon. .. ) ● I can talk about what I like to do on different days of the week. ( ) ● I can coordinate schedules to do an activity with others ... ● I can arrange a time to do something together. (... ... / / / .... .... ) ● I can use different modes of transportation depending on what we’re moving, how far it needs to go, and how fast it needs to get there. ( ) SCAFFOLDING IN ACTION associations between objects & characters for the timeline of a day and transportation. ● 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. When do you go to school in the morning? I go to school at …in the morning. ... When do you go home after school? I go home at…in the afternoon. .. ) Skill Building ● Use a variety of visuals to de fi ne Chinese characters for time, daily routine and transportation. ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make