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Chinese 1
School Year: 2011-12
Faculty Name: Celine Robertson
Phone & Email: robertson@ahs.k12.wi.us
Room Number: Room 908 /South Period 6
Office Hours: 5th North/South
Course Description
Chinese 1 introduces Chinese language and culture through a series of dialogues and narratives with language use in listening, speaking, reading and writing, and a wide range of Chinese cultural experiences. A special emphasis is placed on the radicals that are used to compose Chinese characters to establish the foundation for the understanding of the language.
Listening- Interpret the spoken language
· Students comprehend spoken language on familiar topics and respond appropriately.
· Students understand classroom commands and directions.
Speaking – Communicate orally and fluently
· Students speak and respond effectively in both formal and informal situation on familiar topics.
Reading – Read with comprehension and fluency
· Students read and comprehend on familiar topics.
· Students get main ideas through contextual clues
· Students read with fluency verbally on familiar topics
Writing – Write clearly, correctly, and effectively for a variety of purposes and audiences
· Students write 14-character sentences on familiar topics.
· Students extend sentences with complex adjectives and sentence patterns.
· Students write 150-character composition.
Culture – Appreciate different cultures and compare and contrast the Chinese culture to one’s own culture
· Students compare different cultures with appreciation and respect.
· Students learn and share the Chinese culture learned in class with peers and community with sense of pride and mission.
Chinese 1
EXPECTATIONS & RULES
Required Materials for Class
Textbook, workbook, paper, pencil, whiteboard marker and note/binder
Whiteboard maker is needed every day!
Grading Guidelines
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Skills
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90 - 100 = A
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Listening 15%
Writing 20%
Reading 20%
Speaking 15%
Grammar Acquisition 20%
Culture 10%
Final Exam 20%
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80- 89=B
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70-79=C
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60-69=D
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0-59=F
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Homework
1. Turn in complete assignments on time
2. Detention after school will be given for any incompletes
3. Keep all assignments, quizzes and tests for future reference in case of any grade discrepancy.
Make Up Work
1. There are 2 days to make up homework for each 1 day absence
2. There will be an additional day for each additional day of absence to make up homework
3. A quiz or test must be made up within 3 days in the testing center
Behavior Expectations
1. Be on time for class (After school detention for the 3rd tardy + contact parent & Saturday detention for 4th tardy)
2. Bring required materials for class (Detention after 2 warnings)
3. No gum, food or drinks in class
4. Respect the teacher, yourself and peers
5. No put-downs
6. No cell phones or iPods in class
7. No hats
Parents will be contacted and due process will be used for unacceptable classroom behavior.
September 1, 2011
Dear Parents/Guardians:
Welcome to the Arrowhead Chinese Language program! It is my great pleasure and privilege to have your child in my Chinese language class at Arrowhead. I started the Lincoln Public Schools Chinese Language Program in Lincoln, Nebraska in 1988 and taught Chinese language for twelve years. I was teaching students with special needs prior to that. I taught Chinese to grade 6-12 and Mandarin IB Ab classes to students from 56 countries at International School in Beijing, China during 2001-2009. This is my 3rd year at Arrowhead.
I strongly believe that cultural activities and experiences will help your child to embrace the learning of the language. I will introduce a wide range of cultural activities and experiences to motivate your child with unique learning experiences throughout the year. Some projects will involve the family, and your support and assistance will be greatly appreciated.
Please take a look at the attached student information sheet with class expectations and rules. Please go over them with your child, sign and return them. Thank you very much for your support, interest and effort.
Please don’t hesitate to contact me should there be any information I should know or questions concerning your child. My email is celinetanrobertson@yahoo.com.
Sincerely yours,
Celine Robertson
Chinese Language Teacher
Student Information
Please Print
English Name _________________________ Chinese Name__________________________
Languages you can speak: ____________________________________________________________________________
Languages you can read and write: ____________________________________________________________________________
Have you learned Chinese before? _____No _____Yes How long? __________________
When? _____________________________Where? ________________________________
Student Cell Phone____________________________________________
Student’s email________________________________________________
Please fill out the information sheet, sign and return this paper after going over the information packet with your child.
Student Signature_____________________________________________________
Parent/Guardian Signature______________________________________________
Date_______________________________________________________________
Arrowhead High School
Chinese 1
Course Description
Celine Robertson
Chinese 1 introduces Chinese language and culture through a series of dialogues and narratives with language use in listening, speaking, reading and writing, and with a wide range of Chinese cultural integration experiences. A special emphasis is placed on the strokes and radicals that are used to compose Chinese characters to establish the foundation for the understanding of the language.
Listening- Interpret the spoken language
· Students comprehend spoken language on familiar topics and respond appropriately
· Students understand classroom commands and directions.
Speaking – Communicate orally and fluently
· Students speak and respond effectively in both formal and informal situation on familiar topics.
Reading – Read with comprehension and fluency
· Students read and comprehend on familiar topics.
· Students get main ideas through contextual clues
· Students read with fluency verbally on familiar topics
Writing – Write clearly, correctly, and effectively for a variety of purposes and audiences
· Students write 14-character sentences on familiar topics.
· Students extend sentences with complex adjectives and sentence patterns.
· Students write 150-character composition.
Culture – Appreciate different culture and compare and contrast the Chinese culture to one’s own culture
· Students compare different cultures with appreciation and respect.
· Students learn and share the Chinese culture learned in class with peers and community with sense of pride and mission.
Benchmarks Assessment & Strategies
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Unit
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Knowledge
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Skills
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Assessment
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Strategies
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Number
3 Weeks
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1. Numbers
2. Dates
3. Money
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· Understand,
speak, read, and write Chinese numbers 1-99999
· Use hand gestures for 1-10
· Provide house number and telephone numbers
· Write dates in Chinese
· Identify Chinese money & check exchange rate
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· Quizzes
· Unit test
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· Start with numbers to build students’ confidence in learning the language
· Introduce Pinyin, the Chinese phonetic system, to teach the pronunciation of the numbers
· Use whiteboard to check on students’ learning
· Use holidays, special dates and birthdays to teach dates
· Use Chinese money to teach exchange rate and concept of “dollar” in different currencies
· Use flash cards for group work, pair work and oral quizzes
· Have students work in pairs or small groups for reinforcement
· Use power points to provide visual learning
· Teach students hand gestures for numbers and other special meanings
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Pinyin
2 Week
(On-going)
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1. Pinyin
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· Identify the initials
· Identify the vowels
· Sing the “Pinyin Song”
· Differentiate between the pronunciation of the English alphabet and Chinese Pinyin
· Differentiate the 4 tones and the tone marks
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· Use flash cards to teach Pinyin
· Provide flash cards to use in small groups
· Teach the “Pinyin Song”
· Sing the song everyday during the unit
· Emphasize the importance of the accuracy of the 4 different tones in Chinese
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Radicals
2 Week
(On-going)
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1. Strokes
2. Radicals
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· Write all strokes to form characters
· Apply stroke order for writing Chinese characters
· Identify and distinguish 54 radicals characters
· Combine 2 radicals to form a new compound word
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· Quizzes
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· Use online program to teach stroke order
· Use flash cards and white board to check students’ learning
· Teach strokes with calligraphy brush
· Provide brushes and magic paper for students to practice strokes with calligraphy brushes and techniques
· Use “Magic Chinese Character” on a CD-R to teach the 54 radicals for different formations of Chinese characters before learning more characters
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Greetings
6 -7 Weeks
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1. Greetings
2. Pronouns & Possessives
3. Verb to be, want, have , would like, and question words
4. Nationalities
5. Complex greetings
6. Expressions & Preference
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· Apply Chinese courtesy for greeting different people and on different occasions
· Speak and write simple 8+character sentences
· Differentiate the differences between Chinese and English in grammar ( no gender, plural and tense in Chinese)
· Name and write 8+countries and people
· Combine words to make new word
· Change statement sentences into question
sentences
· Use mapping to organize before writing a composition
· Apply 6+1 for composition
· Use correct format and convention for writing 100-character composition in Chinese
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· Quizzes
· Unit test
· 100-character writing project
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· Compare Chinese and American courtesy and values
· Practice greetings in pairs
· Peer editing on sentence writing
· Group oral composition to prepare for writing 100-character composition
· Extend sentences with possessive and compound nouns
· Use 6+1 to prepare students for writing composition
· Work on mapping, plan and organization, together to prepare students for writing
· Make sure students see own achievement in all skills of the language with pride and confidence
· Use whiteboard to review and to check on students’ learning
· Use power points for reading and greeting practice
· Small group and pair work to practice speaking and listening
· Use learning stations to provide different activities for students to learn independently or
cooperatively
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Time
6 Weeks
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1. Time of the day
2. What time?
3. Days of the Week, months & Years
4. Daily Routine
5. Duration of Time
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· Name time of the day, days of week, months of the year
· Use correct sentence patterns for writing time
· Extend sentences to 10+character
· Communicate daily routine both orally and in writing
· Carry on a 2-munite conversation
· Distinguish the difference between a lunar calendar and regular calendar
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· Write a 2- minute skit with a partner
· Share skit with peers without notes
· Quizzes
· Unit test
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· Use clock, calendar, flash cards to teach time
· Use power points to practice reading and conversation
· Pair work on a skit for reinforcement to apply speaking, listening, reading and writing skills cooperatively and effectively
· Introduce lunar calendar and Chinese holidays
· Discussion on a “fun day” to motivate students speak about daily routine
· Introduce complex sentence patterns to promote the level of all skills
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Colors & Vehicles
2 Weeks
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1. Colors
2. Vehicles
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· Name and write 11 colors
· Distinguish light colors and dark colors
· Use colors as adjectives to communicate orally and in writing
· Name and write all the vehicles
· Use correct verbs for different vehicles
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· Quizzes
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· Have students stand up when hear the colors of their clothes
· Have students identify and name all the colors on a person
· Have students tell class how they get to school everyday and how long it takes to practice on the vehicle, verbs combining correct use of the time and duration of time in complete sentences
· Work and check on small groups for students’ learning
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Family/
House
7 Weeks
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1. Family
2. House
3. Furniture & Appliances
4. Daily Schedule
5. Pets & Animals
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· Name and write 3-generations of family members
· Introduce each family member with 30 words orally and in writing
· Speak and write 14+ character sentences
· Write a 150+ character composition to introduce family based on the family tree and to describe a “Dream House”
· Name all rooms, furniture and appliances
· Describe the condition of furniture and appliances orally and in writing
· Name 12+ animals including the Chinese zodiac animals
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· Family Tree
· Writing and oral presentation “My Family”
· Writing project on “My Dream House”
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· Teach complex sentence patterns to promote the level of writing
· Make sure students see their own accomplishments in speaking, listening, reading, and writing with the language
· Arrange for waitresses at the restaurant to speak Chinese to students and they must communicate in Chinese and eat with chopsticks
· Use combined oral and writing project to motivate students to write and present orally effectively and independently
· Use power points, flash cards, whiteboard to reinforce and check students’ learning
· Display all the Family Trees
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Chinese Culture
On-going integrated activities through-out the year
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1. Chinese Holiday & Celebration
2. History
3. Games
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· Name four major Chinese holidays and traditions
· Know how a lunar calendar works
· Name 12 zodiac animals in correct order
· Demonstrate lion dance and dragon dance
· Demonstrate pull bell, tops and shuttle
· Celebrate Chinese New Year with peers and community
· Make Chinese New Year decorations
· Share Chinese traditions and values with peers, family and community
· Make moon cakes to celebrate Moon Festival
· Make a boat with paper to celebrate Dragon Boat Festival
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· Research project- use visual and oral presentation to teach mini classes with their research
· Demonstrate and share with peers and other people the lion dance, dragon dance and all the Chinese games
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· Instill sense of pride and mission to share Chinese culture and unique cultural activities with peers and community
· Provide the “window” on China for students to learn, appreciate, and respect China and its culture and people to broaden their heart, vision and horizon and to make connection globally
· Have each student teach a mini class with selected China related topic to share with peers
· Introduce legend and food for different holidays
· Provide historical background for all integrated activity for understanding and appreciation
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Resources
Textbook – Integrated Chinese Level 1 Part 1
Teacher made supplement materials
Teacher compiled dictionary
Web resources
Related textbooks
Audio/Visual - CD, CD-R, DVD
Resource books
Cultural activity equipment
Mandarin IB Ab Curriculum Guidelines
AP Vertical Teams Guide for World Language and Culture
Teacher made power points
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