Unit Overview
2010 Term 1 / Target Group: Year 8 (Stage 4) / Unit of Work: Let’s Play Sports / Duration: 9 weeksUnit Description:
This unit focuses on allowing students to investigate sports by active construction of language through making connections between culture and language through social interaction and reflection in Chinese. Allowing students to take responsibility of their learning and become able to read, write and speak about sports in meaningful ways.
Overall Themes:
The Individual: Describing our likes/dislikes
The Changing World: Sports Norms in different Times and Cultures.
The Target Language Community: Social and cultural norms when being involved in sports in China. / Cross-curricular content:
Civics & Citizenship
Diversity
Multiculturalism
Targeted Outcomes:
Using Language A Student:
Listening and Responding
4.UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately
Reading and Responding
4.UL.2 demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately
Speaking
4.UL.3 establishes and maintains communication in familiar situations
Writing
4.UL.4 applies a range of linguistic structures to express own ideas in writing
Making Linguistic Connections
4.MCL.1 demonstrates understanding of the importance of appropriate use of language in diverse contexts
4.MCL.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese
Moving Between Cultures
4.MBC.1 demonstrates understanding of the interdependence of language and culture
4.MBC.2 demonstrates knowledge of key features of the culture of Chinese-speaking communities.
Assessment:
Teacher Observation
Quizzes - Assessment for learning activities
Research Project: Yao Ming
Written Test: Sports / ICT:
Internet Research
Nihao Games
Word Processing / ICT Register:
Resources:
DVD - " The Year of the Yao" Lai Wan Youxi (Chinese Games)
Texts - Nihao, Chinese Made Easy
Education Essentials – Sports Board Game
Suggested Teaching & Learning Activities
· Language games to help learn and retain sports vocabulary. / 4.UL.1
· ways to analyse text structure and locate
relevant information in text
4.MCL.2
· specific patterns and rules in word
construction, word order and sentence
structure / 4.UL.1
· deduce meaning from context and prior
knowledge of subject matter when listening
for main ideas
· identify specific information, eg by
identifying statements as true or false,
answering questions in English or Chinese,
choosing the correct word.
4.UL.3
· select and incorporate modelled structures
when producing own texts
4.MCL.2
· develop strategies for internalising new
language and building on prior knowledge,
eg mnemonic devices and communicative
activities such as songs, matching games,
cloze activities, listening and memory games / · Active Construction
· Social Interaction / At Least:
打篮球，打板球，跑步，游泳，骑车，打网球，踢足球，打乒乓球。 / Verbs used in spots;
- To hit, to kick etc.
Radicals:
- reflect different meaning and affect pronunciation.
· Class discussion about sports that are culturally specific and where different sports originate and how this can effect how these sports are perceived. / 4.MBC.1
· key features of social interactions in diverse contexts
4.MBC.2
· ways in which language and behaviour reflect important aspects of the culture
· representations of the culture of Chinese-speaking communities in text, film and mass media / 4.MBC.1
· Recognise the importance of culture and cultural awareness in learning a language.
4.MBC.2
· identify and explain features of traditional and contemporary lifestyle, eg generational and regional differences, gender roles, origins and place of festivals, routines of family and school life
· identify generalisations about people and culture, eg questioning stereotypes / · Social Interaction
· Reflection
· Making Connections / As above. Extra sports if required.
· Construct written or oral sentences describing the sports we like and dislike. / 4.UL.3
· Manipulation of known structures for speaking in new contexts.
4.UL.4
· the purpose and context of communication and their influence on the choice of structure, format and vocabulary
· accessing resources and the organisation of relevant structures and vocabulary when planning and constructing text
· manipulation of known structures for writing in new contexts / 4.UL.3
· Select and incorporate modelled structures when producing own texts.
4.UL.4
· plan, draft and edit when constructing own text
· use available resources to access structures and vocabulary to build a message
· select and incorporate modelled linguistic structures in own writing / · Active Construction / 我喜欢。。
我不喜欢。 / Use of Emotive Verbs
· Role Play: “What Sport do you like?” / 4.UL.1
· the importance of prior knowledge to interpreting meaning in text
· the importance of understanding the intention of the speaker/s and the context in interpreting meaning
4.UL.3
· Verbal and nonverbal links with a conversational partner.
· Manipulation of known structures for speaking in new contexts. / 4.UL.1
· deduce meaning from context and prior knowledge of subject matter when listening for main ideas
· identify roles and relationships between participants in text
4.UL.3
· Maintaining social interaction and communicate appropriately in familiar contexts.
Select and incorporate modelled structures when producing own texts / · Active Construction
· Social Interaction / 你喜欢什么运动？
你喜欢跑步吗？ / Questioning Techniques:
· Using a pronoun
· Question Word
· Class surveys about sport likes and dislikes. / 4.UL.1
· Ways to analyse text structure and locate relevant information
· linguistic features of texts, such as in conversations, interviews and messages.
4.MCL.1
· appropriate choices made to achieve communication goals
· specific grammatical concepts that operate across languages / 4.UL.1
· identify the purpose of texts and distinguish between the main ideas and supporting detail
· identifying statements as true or false, answering questions in English or Chinese, choosing the correct word.
4.MCL.1
· recognise linguistic choices made according to purpose, eg to instruct, request, suggest
· recognise that grammatical concepts serve particular functions and represent part of the systems of languages / · Active Construction
· Social Interaction
· Reflection / As above / Questioning Techniques:
· Use of correct pronouns.
· Question Word
· Class discussion about oral surveys. / 4.UL.1
· the importance of understanding the intention of the speaker/s and the context in interpreting meaning
4.UL.4
· the importance of the logical development of ideas in constructing text / 4.UL.1
· identify the purpose of texts and distinguish between the main ideas and supporting detail
4.UL.4
· produce original text using information and communication technologies, eg word processing, digital images / · Active Construction
· Social Interaction
· Making Connections
· Reflection / Numbers / Adverbs of Frequency:
· 很多
· 常常
· Stroke Order activities for Sports Vocab / 4.UL.4
· accessing resources and the organisation of relevant structures and vocabulary when planning and constructing text
4.MLC.2
· ways to deconstruct Hànzì
· ways to predict the sound of Hànzì. / 4.UL.4
· use available resources to access structures and vocabulary to build a message
4.MLC.2
· recognise that compound Hànzì are composed of two sides which may be related in sound or meaning to the compound Hànzì
· recognise that many Hànzì are phonetic compounds with a component to denote or approximate the sound of the Hànzì. / · Active Construction
· Making Connections
· Reflection / Sports Vocabulary / Constructions of Hanzi
· Grammatical Notes & Practice for Questioning techniques in Chinese / 4.MLC.1
· Specific grammatical concepts that operate across languages
4.UL.4
· The importance of logical development of ideas in constructing text. / 4.MLC.1
· Recognise that grammatical function serve particular functions and represent part of the systems of language
4.UL.4
· Select and incorporate modelled linguistic structures in own writing. / · Active Construction
· Responsibility
· Making Connections
· Reflection / Sport Vocabulary / Questioning Techniques
· Year of The Yao DVD & Worksheet / 4.MBC.1
· Significance of cultural awareness in language use and the influence of cultural values on how meaning is conveyed.
· Key features of social interactions in diverse contexts.
· Ways of identifying cultural values and practice in observing social interaction among member of the community / 4.MBC.1
· Recognise that there are culturally appropriate expressions for particular contexts.
· Recognise how culturally appropriate language and behaviour are sed in formal and informal contexts.
· Recognise the importance of culture ad cultural awareness in learning a language. / · Reflection
· Making Connections. / All vocab covered in the course
· Yao Ming ICT research / 4.MBC.2
· Collecting and interpreting electronic information, with consideration of its ethical use in order to identify and reflect on the presentations of culture. / 4.MBC.2
· Research and present information in Chinese speaking communities using a range of information and communication technologies, including CD-ROMs and the internet. / · Active Construction
· Reflection
· Making Connections.
· Hanzi practice of sports Vocab / 4.MLC.2
· ways to deconstruct Hànzì
· Ways to predict the sound of Hànzì / 4.MLC.2
· recognise that compound Hànzì are composed of two sides which may be related in sound or meaning to the compound Hànzì
· Recognise that many Hànzì are phonetic compounds with a component to denote or approximate the sound of hanzi. / · Active Construction
· Reflection / As above
· Sentence structure activities. / 4.MLC.1
· Appropriate choices made to achieve communication goals.
· Metalanguage to describe the structures and features of language.
4.MLC.2
· Specific patterns and rules in word construction, word order and sentence structures.
· Ways of conceptulising and representing patterns / 4.MLC.1
· recognise linguistics choices made according to purpose
· Explore grammatical systems to appreciate how languages work..
4.MLC.2
· Identify specific characteristics of the language. / · Active Construction
· Reflection / As above
· Hanzi Stroke Order Activities / 4.MLC.2
· ways to deconstruct Hànzì / 4.MLC.2
· recognise that compound Hànzì are composed of two sides which may be related in sound or meaning to the compound Hànzì / · Active Construction / As above
Evaluation
Other Possible Resources: / Any Further Comment:
Date commenced / Date Completed / Signature
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government through the Languages Programme.