Chinese - Yr 9 - Unit 1 - VELS Unit Planner

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VELS Unit Planner Team: Chinese Year Level: 9

Step 1
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Key Concept Introduce the daily activities in target language.
(Generative topic / why? /
big idea)

Focus Essential Learning Domain: LOTE


Domain Dimensions: communication in a LOTE
(Including dimensions) Standards:
a. Students recall most of the main ideas, objects and details presented in a topic.
b. Students reproduce the main features of grammar in the language and identify differences with English and other languages.
c. Students identify relevant information and ideas from spoken texts.
d. Students communicate information in translation and interpretation activities, demonstrating careful consideration of the needs
of the listener or reader, and sensitivity to cultural aspects (similarity and differences in meaning and intent).
e. Students read texts and identify and extract main ideas and detailed information for use in new contexts. For a
particular text, they identify characteristics of the writing style in relation to the audience/s and purpose/s.
f. Students create simple original text for specific audiences and purposes.
g. They engage in conversation and/or negotiation in order to make choices, resolve a problem, plan an event, or make
arrangements with others.

Supporting Domains Domain: Communication


(Including dimensions) Dimensions: Listening, viewing and responding
Standards:
a. Students generate their own applications for their language knowledge and skills in a range of realistic situations.
b. Students use illustrative examples in the language to explain the differences and similarities between languages.

Domain:
Dimensions: personal learning
Standards:
a. They demonstrate understanding of cultural influences on the ways people behave and use language, through approximating
accurate and context-sensitive language use.
b. Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an
understanding that language is a complex system.

Managing personal learning


a. Students test the validity of their understanding by referring to other speakers of the language, by research and by observation.
b. Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the
effects of migration and travel, by presenting illustrative examples in the language.
c. Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an
understanding that language is a complex system.
Understanding Goals 1 2 3 4
(Written as essential Build up knowledge on how Learn to express information Listening and Speaking: Express frequency and show
questions or statements) Chinese characters formed in a paragraph in Chinese Apply new knowledge and understanding of
and how to write and use characters. new vocabulary to daily life. grammatical points such as
Chinese characters correctly. words order and different
sentence styles.

Step 2
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Sequence Understanding Performances of Understanding Ongoing Assessment Reference to
Goals (Criteria, feedback & reflection) specific VELS
standards
Introductory Build up Practice with students in the class. Do revision Vocab tests Comprehension of
Performances knowledge on by the means of worksheets and tests. personal and
(Tuning in) how Chinese factual information
characters on defined topics
formed and how when listening.
to write and use
Chinese
characters
correctly.
Simple
Learn to express Introduce the new vocab and sentences. Vocab test manipulation of
information in a PowerPoint presenting modelled
paragraph in language,
Chinese recycling.
characters.

Use of key
Listening and Vocab tests grammar to
Speaking: Apply Introduce new vocabulary. Practice frequently Self assessing on recognise the Hanzi convey accurate
new knowledge in the correct order. personal and
and new factual information
vocabulary to on given topics in
daily life. paragraphs based
on models.

Express Practice in both spoken and written language. Oral practise


frequency and Discuss
show
understanding of
grammatical
points such as
words order and
different
sentence styles.

Guided Inquiry Build up a. Students are to tell the class what they Correct worksheets. Comprehension of
Performances knowledge on did in the holiday. Help with the PowerPoint making. personal and
(Finding out / how Chinese b. Students are to do the worksheets to Activities on recognise new characters and factual information
sorting out / characters recall what they learned writing characters. on defined topics
going further) formed and how c. Students are to do some games relevant when listening.
to write and use to past learning.
Chinese d. Students are to learn and practice
characters Chinese characters writing.
correctly.

Simple
Learn to express a. Students are to do the worksheet to Correct students’ work. manipulation of
information in a recall what they learnt. Have discussion with students in class. modelled
paragraph in b. Student to share information in the Prepare enough resources for students to refer language,
Chinese class. to. Give students examples on the paragraph recycling.
characters. c. Students are to be assessed by the writing.
assignments. Help students with speak out.
d. Students are to speak out about the
information in the paragraph.

Through reflection,
Listening and a. Students and the teacher have a. Discuss. drafting, questioning
Speaking: Apply conversations in Chinese in every b. Organise excursion to create an linguistic
new knowledge lesson. environment to speak Chinese. relationships,
observations and
and new b. Students are encouraged to have c. Show Chinese DVDs.
hypothesising,
vocabulary to conversations in Chinese in groups. d. Chinese study Tour. students demonstrate
daily life. c. Students are to be assessed by doing an understanding
oral presentations. that language is a
d. Students are encourage to communicate complex system.
with the students from Chinese Study
Group.
Use of key
grammar to
Express Students are to complete worksheets. Discuss. convey accurate
frequency and Correct worksheet. personal and
show factual information
understanding of on given topics in
grammatical paragraphs based
points such as on models.
words order and
different
sentence styles.

Culminating Build up Students are to make a PowerPoint to introduce Direct and help students to do the
Performances knowledge on China. They are required to use target PowerPoint.
(Making how Chinese language.
conclusions / characters
taking action) formed and how
to write and use
Chinese
characters
correctly.

Learn to express
information in a
paragraph in
Chinese
characters.

Listening and
Speaking: Apply
new knowledge
and new
vocabulary to
daily life.

Express
frequency and
show
understanding of
grammatical
points such as
words order and
different
sentence styles.

Step 3
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Weekly Overview
(Units may vary in length. A 6 week timeframe is not prescriptive)
Term 1 Character reading writing.

Week 1-2: Introduce how characters came from and teach students to write some new characters.
Week 3: Focus on using dictionaries to look up new characters.
Wee 4: Give students sentences and paragraphs and let students use dictionaries to translate them into English.
Week 5: Read stories books and translate.
Week 6-8: Assignment.
a. Use brush to write characters.
b. Translate stories books.
c. Remember 20 characters. Write it on a sheet and the teacher will test it.

Term 2 Subjects in the school: Make a class timetable. The equipments in school. The scores for assessments.
Week 1-2: Names of different subjects.
Week 3: Assignment – make a school timetable in Chinese.
Week 4: Conversation in class.
Week 5: Conversation between students in school.
Week 6: Equipments in school.
Week 7: Assignment – Element one: Interview with the teacher.
Week 8: Assignment – Element two: Conversation with peers.
Week 9: Assignment – Element three: Draw a picture to show your school and introduce your school in Chinese Characters.
Week 10: Excursion?
Week 11: Online activities.

Term 3 Sports: Introduce the Chinese names for different sports activities. Talk about the sport games. Related with the 2008 Olympic Game.

Week 1: Names of different Sports and equipment.


Week 2: Sentences related to Sports and Games.
Week 3: Do some sport activities in the hall and communicate in Chinese. Research on line about Olympic Games.
Week 4-5: Assignment 1: Pick up two Olympic Games in the history and introduce them in Chinese. List the name of the host countries and
the sports competition they had. Students need to use the computers.
Week 6-7: Make a plan to friends to do outdoor activities.
Week 8: Introduce Chinese Sports and connect it to 2008 Olympic Games in Beijing.

Term 4 Seeing a doctor


Week 1: Name of different diseases.
Week 2: Sentences of not feeling well.
Week 3: Names of body part.
Week 4: Going to see a doctor.
Week 5: Assignment Element1: Vocab test
Week 6: Assignment Element 2: Role play

Festivals: Introduce the names for different festivals in the world. Set up a plan the Christmas /Easter.
Week 7: Introduce the names of festivals.
Week 8: Food for different festivals.
Week 9: Compare with one of the Chinese festivals and one of the western festivals.
Week 10: Make a plan for one of the festival.
Resources

Hanyu
Nihao
Haojile

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