Level 1 Based on the objectives and outcomes of Chinese K-10 Syllabus developed by NSW Board of Studies, Australia
Wei Leu
Content for Level 1 Page Level 1-1 Greetings（打招呼）……………………………………...2 Level 1-2 Counting（数字）………………………………….……...4 Level 1-3 Family & pets（家人和宠物）…………………………....6 Level 1-4 Time & date（时间和日期） ……………………….........8 Level 1-5 Body parts（身体部位）…………………….……….......10 Level 1-6 Weather（天气）……………………………………........12 Level 1-7 Sports & hobbies（运动和爱好）…………………..........14 Chinese Language Teaching Programs
W Leu
Page 1
UNIT OF WORK for Level 1 – 1 Greetings（打招呼） Target group: Stage 1 (Beginners of any age 任何年纪的初学者)
Language: Chinese (中文)
Estimated duration: 5 hours（五小时）
The key concept I want students to learn is（涉及主要概念） :
The learning matters because（学习理由）:
The way Chinese people greet each other.
Greetings are a very important aspect in forming good relationships with others.
Targeted outcomes（预定结果）: A student 1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.1 recognises the diversity of language systems (Making Linguistic Connections) 1.MBC.1 demonstrates awareness of cultural diversity (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
appropriate ways to respond using language and gesture (1.UL.1e) the relationship between printed text and corresponding sounds and meanings (1.UL.2a) appropriate expressions used in social interaction (1.UL.3b) Hànzì formation when writing words and phrases (1.UL.4a) familiar concepts that are expressed across languages and cultures (1.MLC.1b) characteristics that all people share as well as some of the differences (1.MBC.1b)
Structures and script （句型与生词）: -
好
你好
老师好
-
见
再见
明天见
-
你好吗？- 我很好，谢谢！您呢？
-
早
早上好
晚上好
Chinese Language Teaching Programs
同学们好
respond to greetings develop pronunciation and intonation skills by singing and reciting, and repeating words and phrases in context participate in social exchanges with teacher and peers, eg greetings, introducing self and others, 老师好! Lăoshī hăo! (Hello teacher!) 再见! Zàijiàn! (Goodbye!) reproduce Hànzì, words and phrases by tracing, copying and colouring in recognise the various ways in which familiar concepts are expressed, such as greetings recognise ways in which people express their culture, eg addressing the teacher with 您
Socio-cultural content（涉及的社会文化层次）:
Extension（延伸学习）:
Why do Chinese people tend to say ‘Have you eaten up? （吃饱了吗？）’ as a greeting?
Other ways of greeting, eg 还好吗？最近怎么 样？
The difference between 你 and 您
Other ways of saying goodbye, eg 北京见！下 个星期见！
Comparison of ways of greeting in different cultures, eg kissing, handshaking, bowing or hugging
The usage of ‘hello’ and ‘bye’ in Chinese daily life (foreign influence)
晚安
W Leu
Page 2
UNIT OF WORK for Level 1 – 1 Greetings（打招呼） Building the field（课前讨论）:
Say ‘你好’(hello) to students and get ready to shake hands (mix oral language and body language) when walking into the class Suggested Strategies and activities（建议教学活动与策略）:
Role-play: Between teacher and students (between friends; between family members) acting out the greeting with each other (S; L)
Games using character cards, eg matching characters and pinyin (R)
Practice of different tones, eg 妈、麻、马、吗 (S; R)
Use the CD-ROM (Tai Hao Le!, Zou Ba! or China Album) to explore the topic (L; R; S)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Learn the song《说哈啰》and complete the accompanying exercises (L; R/R; S; W)
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
Suggested resources（建议教材）: CD-ROM: Tai Hao Le! 《太好了》, Module 1, Topic 1 Hello 《你好》 CD-ROM: Zou ba! 《走吧》, Level 1 CD, Unit 1, 在机场 (Airport): Greet people CD-ROM: China album 《中国风情》,Theme 1-2 (At home), 1-4 (In the street) Chinese Made It Easy 《轻松学汉语》, Book 1, Unit 1, Lesson 1 你好 (hello) and Lesson 2 你好 吗? (How are you?) Flash cards http://quizlet.com/6285014/greeting-in-chinese-with -english-flash-cards/ HSK Step by Step Units of Work《HSK 步步高单 元练习集》, Level 1, pp1-11
Evaluation （课后评估）
Learn Chinese While Singing 《 边 唱 边 学 》 , Workbook 1 （ 学 生 用 书 1 ） Song 9: 说 哈 啰 , http://sharechineseresources.blogspot.com/ Ni Hao 《你好》, Book 1, Lesson 2 你好(Hello)
Chinese Language Teaching Programs
W Leu
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UNIT OF WORK for Level 1 – 2 Counting （数字） Target group: Stage 1 (Beginners of any age 任何年纪的初学者)
Language: Chinese (中文)
Estimated duration: 5 hours （五小时）
The key concept I want students to learn is that（涉及主要概念）:
The learning matters because（学习理由）:
Chinese numbers function in a similar way to the Arabic system. All numbers are formed by 0-9, plus large numbers such as 百，千 and 万.
Numbers are a key element of language. Without knowing numbers, one cannot describe quantity.
Targeted outcomes（预定结果）: A student 1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.1 recognises the diversity of language systems (Making Linguistic Connections) 1.MBC.1 demonstrates awareness of cultural diversity (Moving Between Cultures) Students learn about （学生将学到）: Students learn to （学生将学会）:
the importance of pronunciation and intonation (1.UL.1f) the relationship between printed text and corresponding sounds and meanings (1.UL.2a) the importance of correct pronunciation, intonation and stress for effective communication (1.UL.3a) Hànzì formation when writing words and phrases (1.UL.4a) familiar concepts that are expressed across languages and cultures (1.MLC.1b) cultural characteristics of the local community (1.MBC.1a)
Structures and script （句型与生词）: -
-
-
discriminate between sounds and relate them to specific meanings, eg 爸 bà (father) and 八 ba (eight) recognise Hànzì, words and phrases of the language in print, eg in newspapers, calendars develop pronunciation and intonation skills by singing and reciting, and repeating words and phrases in context reproduce Hànzì, words and phrases by tracing, copying and colouring in recognise the various ways in which familiar concepts are expressed, such as the relationship between 四 and 死 identify local cultural significance 八 and 发 (for Cantonese speakers)
Socio-cultural content （涉及的社会文化层次）: 七
Extension （延伸学习）:
Why do Chinese people try to avoid the number 4?
Larger numbers, eg 百、千、万、亿
Why do Cantonese speakers like the number 8?
Percentages, eg 百分之二十
Number + Measure word + Object, eg 八个人，三个妹妹，一只猫
Decimals and fractions, eg 三点二五；四分之 一
approximations 三四, 五六, 八九, 十一二, 三四 个人
Age and telephone numbers
零（〇） 八
一 九
二 十
三 两
Chinese Language Teaching Programs
四
五
六
W Leu
Page 4
UNIT OF WORK for Level 1 – 2 Counting （数字） Building the field （课前讨论）:
Tell a story of how a student thinks that learning Chinese numbers is an easy task: one stroke is for number one, two strokes is for number two, three strokes is for three
Count how many strokes there are for each number character
Strategies and activities suggested（建议教学活动与策略）:
Games using flashcards of numerals in Chinese (R)
Read dates from a calendar (R/R)
Finger guessing game: Two students show fingers (from 0 – 5) at the same time. They need to guess the total sum of the fingers (0 – 10) (L; S)
Bingo: Count numbers in Chinese (L/R)
Learn the song 《朋友就是你》and complete the accompanying exercises (L; R/R; S; W)
Use the CD-ROM (Tai Hao Le!) to explore the topic (L; R; S)
Writing game: Some students form a line. All face the board. The one at the end of the line writes a number (Chinese or English) on the back of the student in front of him/her. Then the student does the same to another one until it reaches the first in line. At the end, the first student in the line has to write the correct number on the board (R; W)
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W) Evaluation（课后评估）
Chinese Language Teaching Programs
W Leu
Difference of 两 and 二
Resources suggested（建议教材）: CD-ROM: Tai Hao Le! 《太好了》, Module 1, Topic 2 1,2,3....（数字） Flash cards http://quizlet.com/2565286/lauren-number-characte rs-flash-cards/ HSK Step by Step Units of Work《HSK 步步高单 元练习集》, Level 1, pp12 -22 Learn Chinese While Singing 《 边 唱 边 学 》 , Workbook 1（学生用书 1）Song 3: 朋友就是你, http://sharechineseresources.blogspot.com/ Ni Hao《你好》, Book 1, Lesson 3 我会数 (I can count) Pictures of different items (for counting)
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UNIT OF WORK for Level 1 – 3 Family & pets（家人和宠物） Target group: Stage 1 (Beginners of any age 任何年纪的初学者)
Language: Chinese (中文)
Estimated duration: 10 hours（十小时）
The key concept I want students to learn is （涉及主要概念）:
The learning matters because（学习理由）:
The relationships within Chinese families. Targeted outcomes（预定结果）: A student
The family and pets play an important role in one’s life, especially for young learners.
1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.1 recognises the diversity of language systems (Making Linguistic Connections) 1.MBC.1 demonstrates awareness of cultural diversity (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
the variety of contexts in which familiar words can be identified (1.UL.1b) the relationship between printed text and corresponding sounds and meanings (1.UL.2a) working in teams to communicate effectively with others (1.UL.3c) ways of organising and presenting information in context (1.UL.4b) familiar concepts that are expressed across languages and cultures (1.MLC.1b) characteristics that all people share as well as some of the differences (1.MBC.1b)
Structures and script （句型与生词）: - 我 猫
爸爸 没有
妈妈 有
哥哥 是
弟弟 的
姐姐 不
妹妹 家
- 你家养动物吗？- 我家有一只猫和一只狗。 - 你家有几个（口）人？- 我家有四个人：爸爸、 妈妈、姐姐和我。 -
个
只 (measure words)
Chinese Language Teaching Programs
W Leu
identify and respond to key words and phrases in context, eg songs, rhymes, actions and games recognise Hànzì by comparing different characters which have the same component, eg 吗, 马 and 妈 use Chinese in classroom activities, eg songs, games, role-plays develop writing skills in context, eg matching words with pictures, labelling objects, completing speech bubbles, writing key words in a greeting card recognise the various ways in which familiar concepts are expressed, eg Chinese Zodiac system recognise ways in which people express their culture, eg music, food, games, celebrations Socio-cultural content（涉及的社会文 Extension（延伸学习）: 化层次）: 狗 Other pets, eg 鸟、金鱼、马 女 The different attitudes towards pets between Chinese and Western Describing people or pets, eg 我爸爸很高；我的狗很凶 people Practice of a children’s rhyme: Comparison of traditional and 山头坐着一只虎 contemporary Chinese family 林中跑着一只鹿 structures 路上走来一头猪 草中跳出一只兔 洞里出来一只鼠 Page 6
UNIT OF WORK for Level 1 – 3 Family & pets（家人和宠物） Building the field（课前讨论）: Show the students a family photo and talk about different relationships in the family Suggested strategies and activities（建议教学活动与策略）:
Games using character flashcards (R)
Role-play: Act as a family and introduce each other (L; S)
ICT: Type Chinese characters and produce a PowerPoint presentation to introduce the family (R; W)
Learn the song 《泥娃娃》and complete the accompanying exercises (L/R; R/R; S; W)
Use the CD-ROM (Zou Ba!, Tai Hao Le! or China Album) to explore the topic (L; R; S)
Find same components in different characters, eg 女 （妹妹 and 妈妈） ，口（狗 and 吗）(R; W)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
一二三四五 虎鹿猪兔鼠 Suggested resources（建议教材）: Biao Zhun Zhong Wen 《标准中文》， Grade 1, Book 1, Lesson 4 我家有三口人 (We have three in my family) CD-ROM: Zou ba! 《走吧》, Level CD, Unit 5, 我的家 (Meet the family): Talk about family members CD-ROM: Tai Hao Le! 《太好了》, Module 2, Topic 1 The family（家庭） CD-ROM: China album 《中国风情》,Theme 2-1 (Host family), 2-2 (My family) & 2-3 (Pets) Chinese Made It Easy 《轻松学汉语》, Book 1, Unit 2, Lesson 7 这是我的一家(This is my family) Flash cards http://quizlet.com/5087081/my-family-and-pets-flash-cards/ Hanyu 《汉语》, for Beginning Students, Unit 2 我的一家 (My whole family)
Evaluation （课后评估）
HSK Step by Step Units of Work《HSK 步步高单元练习集》, Level 1, pp23-37 Learn Chinese While Singing《边唱边学》, Workbook 2（学 生用书 2）Song 11: 泥娃娃, http://sharechineseresources.blogspot.com/ Zhongwen 《中文》Book 1, Children rhyme: 山头坐着一 只虎
Chinese Language Teaching Programs
W Leu
Page 7
UNIT OF WORK for Level 1 – 4 Time & date（时间和日期） Target group: Stage 1 (Beginners of any age 任何年纪的初学者)
Language: Chinese (中文)
Estimated duration: 5 hours（五小时）
The key concepts I want students to learn are （涉及主要概念）:
The learning matters because（学习理由）:
The differences between lunar and solar calendars
Time is used to indicate the tenses (past, present or future) in Chinese.
The way Chinese people express the date (from large to small). Targeted outcomes（预定结果）: A student 1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.2 explores ways in which meaning is conveyed in Chinese (Making Linguistic Connections) 1.MBC.1 demonstrates awareness of cultural diversity (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
the variety of contexts in which familiar words can be identified (1.UL.1b) identify and respond to key words and phrases in context, eg songs, rhymes, dance, actions and games the relationship between printed text and corresponding sounds and recognise Hànzì, words and phrases of the language in print, eg in newspapers, meanings (1.UL.2a) calendars working in teams to communicate effectively with others (1.UL.3c) use Chinese in classroom activities, eg songs, games, role-play features and functions of multimedia used to access and produce text (1.UL.4c) produce texts, eg greeting cards, posters, using a range of media, eg 生日快乐! the development of some basic Hànzì from ancient pictographs (Happy Birthday!) (1.MLC.2e) match Hànzì to their pictographic origins, eg 日 to sun, 月 to moon visible representations of cultural identity (1.MBC.1c) recognise visible expressions of identity, eg festivals, traditional dress Structures and script （句型与生词）: Socio-cultural content（涉及的社会文 Extension（延伸学习）: 化层次）: - 年 月 日 天 星期 今天 生日 Dates for Chinese festivals, eg 五月五日（端午节） ，八月十 The traditional way of celebrating a 出生 几 号 岁 哪 五日（中秋节） birthday, eg having noodles or eggs Practice of a children’s rhyme: - 今天几月几号?—今天是三月二号。 Chinese festivals, eg 农历一月一日 星期一 猴子穿新衣 星期二 猴子肚子饿 （春节） - 明天是星期几？--明天是星期五。 星期三 猴子去爬山 星期四 猴子逛夜市 星期五 猴子学跳舞 星期六 猴子去斗六 (地名) - 你是哪年出生的？--我是一九九一年生的。 星期日 猴子过生日
Chinese Language Teaching Programs
W Leu
Page 8
UNIT OF WORK for Level 1 – 4 Time & date（时间和日期） Building the field（课前讨论）:
Show a typical calendar with Chinese solar date on it and ask students the reason why the dates are special
Strategies and activities suggested（建议教学活动与策略）:
Games using character cards (R)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Learn the song 《生日快乐》and complete the accompanying exercises (L/R; R/R; S; W)
Use the CD-ROM (Zou Ba!) to explore the topic (L; R; S)
Game: Who is older than me? (Students stand up and ask around about each other’s birthday, then stand behind that person. The game will keep going until the order has been established. In this game, students need to use some sentences, such as 你今年几岁？你是 哪年生的？你的生日是几月几号？etc (L; S)
Suggested resources（建议教材）: Biao Zhun Zhong Wen 《标准中文》，Grade 1, Book 1, Lesson 28 祝你生日快乐 (Happy birthday to you) Calendar CD-ROM: Zou ba! 《走吧》 , Level CD, Unit 1, 在机场 (Airport): Talk about the time Chinese Made It Easy 《轻松学汉语》, Book 1,Unit 1, Lesson 4 今天是几月几号? (What is the date today?) Flash cards http://quizlet.com/3841146/chinese-time-and-date-flash-cards/
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W) HSK Step by Step Units of Work 《HSK 步步高单元练习集》, Level 1, pp38-51
Evaluation （课后评估）
Chinese Language Teaching Programs
Learn Chinese While Singing《边唱边学》, Workbook 1 （学生用书 1）Song 5: 生日快乐, http://sharechineseresources.blogspot.com/
W Leu
Page 9
UNIT OF WORK for Level 1 – 5 Body parts（身体部位） Target group: Stage 1 (Beginners of any age 任何年纪的初学者)
Language: Chinese (中文)
Estimated duration: 7 hours（七小时）
The key concept I want students to learn is that（涉及主要概念）:
The learning matters because（学习理由）:
Chinese characters have a pictographic origin, eg 目(eyes), 口(mouth). Targeted outcomes（预定结果）: A student
Body parts are the basic language for describing a person’s appearance.
1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.2 explores ways in which meaning is conveyed in Chinese (Making Linguistic Connections) 1.MBC.1 demonstrates awareness of cultural diversity (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
appropriate ways to respond using language and gesture (1.UL.1e) different ways of showing comprehension (1.UL.2b) the importance of correct pronunciation, intonation and stress for effective communication (1.UL.3a) Hànzì formation when writing words and phrases (1.UL.4a) elements of the spoken language (1.MLC.2a) visible representations of cultural identity (1.MBC.1c)
respond to greetings, questions, commands in verbal/nonverbal ways in familiar social interactions such as games, role-plays, classroom instructions, eg 请举手! (Please put up your hand!) demonstrate comprehension, eg by answering questions, matching words to pictures, actions develop pronunciation and intonation skills by singing and reciting, and repeating words and phrases in context reproduce Hànzì, words and phrases by tracing, copying and colouring in recognise and reproduce sounds in Chinese, eg aspirated and unaspirated, b-p, d-t, m-f, g-k, j-q, z-c, zh-ch; difficult sounds, eg c, zh, r, q, x, e, ü; tones recognise visible expressions of identity, eg dialects, traditional dress, yellow skin and black hair Socio-cultural content（涉及的社会文化层次）: Extension（延伸学习）:
Structures and script （句型与生词）: -
头 大
眼睛 小
鼻子 很
-
他的头很大
-
我妹妹的眼睛很小
Chinese Language Teaching Programs
嘴 这
手 那
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脚 他
口 她
Why do Chinese students tend to avoid eye contact when talking to the teacher?
Names of each finger, eg 拇指、食指、中指、 小指头、无名指
Some finger gestures in different cultures, eg ‘V’ (two fingers facing others - for victory), ‘V’(two finger facing oneself - rude gesture)
Other body parts, eg 腿、眉毛、胸, etc
Practice of a children’s rhyme: 我有一双小小手
Page 10
UNIT OF WORK for Level 1 – 5 Body parts（身体部位） Building the field（课前讨论）:
Ask students to describe one of the students in the class, or the teacher, in English, then write the vocabulary on the board
Suggested strategies and activities（建议教学活动与策略）:
Games using character cards (R)
Independent learning: Complete various worksheets (L; R/R; S; W)
Learn the song 《头肩膀膝脚趾》and complete the accompanying exercises (L; R/R; S; W)
Use the CD-ROM (Tai Hao Le!) to explore the topic (L; R; S)
Guessing game: Who is that person? (One student is asked to sit at the front of the class, facing the class. The teacher writes a student’s name on the board. Students take turns to describe that person by saying 他 的头很大 or 她的脚很长 etc. The student who sits at the front needs to guess who the person being described is) (L; S)
Writing game: Some students form a line. All face the board. The one at the end of the line writes a character on the back of the student in front of him/her. Then that student does the same to another one until it reaches the first in line. At the end, the first student in the line has to write the correct character on the board (R; W)
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W) Evaluation （课后评估）
Chinese Language Teaching Programs
W Leu
一只左来一只右 小小手 小小手 一共十个手指头
Suggested resources（建议教材）: CD-ROM: Tai Hao Le! 《太好了》, Module 1, Topic 3-1 Parts of the body（身体部位）; 3-2 Physical characteristics （身体特征） Flash cards http://quizlet.com/814604/body-parts-flash-cards/ HSK Step by Step Units of Work《HSK 步步高单 元练习集》, Level 1, pp52-62 Learn Chinese While Singing 《 边 唱 边 学 》 , Workbook 1（学生用书 1）Song 1: 头肩膀膝脚趾, http://sharechineseresources.blogspot.com/ Ni Hao 《你好》, Book 1, Lesson 10 我的朋友 (My friend) Pictures of different items (for body parts) Zhongwen 《中文》, Book 1, Children rhyme: 小 小手
Page 11
UNIT OF WORK for Level 1 – 6 Weather（天气） Target group: Stage 1 (Beginners of any age 任何年纪的初学者)
Language: Chinese (中文)
Estimated duration: 8 hours（八小时）
The key concepts I want students to learn are that（涉及主要概念）:
The learning matters because（学习理由）:
Different countries have different weather patterns
Being able to compare and contrast different weather patterns gives students a better insight into global weather variations.
The differences in weather between the Northern and Southern Hemispheres. Targeted outcomes（预定结果）: A student 1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.2 explores ways in which meaning is conveyed in Chinese (Making Linguistic Connections) 1.MBC.2 identifies cultural practices in Chinese-speaking communities (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
the variety of contexts in which familiar words can be identified (1.UL.1b) the relationship between printed text and corresponding sounds and meanings (1.UL.2a) working in teams to communicate effectively with others (1.UL.3c) ways of organising and presenting information in context (1.UL.4b) how one Hànzì represents a sound and meaning (1.MLC.2d) similarities and differences between local communities’ lifestyles and those of Chinese-speaking communities (1.MBC.2c)
identify and respond to key words and phrases in context, eg songs, rhymes, dance, actions and games recognise Hànzì, words and phrases of the language in print, eg as labels, captions and in charts use Chinese in classroom activities, eg songs, games, role-plays. develop writing skills in context, eg matching words with pictures, labelling objects, completing speech bubbles relate Hànzì components to pictures representing objects and ideas, eg 雨 yǔ (rain), 风 (wind), 雪 (snow) compare aspects of their own lifestyle (eg activities in different seasons) with those of Chinese-speaking communities Socio-cultural content（涉及的社会文化层次）: Extension（延伸学习）:
Structures and script （句型与生词）: -
热 冷 下雪
刮大风
天气
凉快
下雨
-
今天天气怎么样？- 今天很热/很冷/刮大风。
-
春天
夏天
秋天
冬天
Chinese Language Teaching Programs
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Discuss the different lifestyles for people who live in different environments in terms of weather, eg Eskimos, Chinese people and Australian people
Comparison of weather in different places, eg Beijing and Sydney
Practice of a children’s rhyme: 小雨小雨刷刷 小风小风沙沙 Page 12
UNIT OF WORK for Level 1 – 6 Weather（天气） Building the field（课前讨论）:
Show students a weather chart and ask them ‘What’s the weather today?’
Suggested strategies and activities（建议教学活动与策略）:
Games using character cards (R)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Use the CD-ROM (Tai Hao Le! or Zou Ba!) to explore the topic (L; R; S)
Learn the song 《下雨》and complete the accompanying exercises (L; S; R/R; W)
Use a weather chart to ask students to describe the weather for different places (L; S)
Research different activities related to seasons & weather in Australia and China, and then present the information to others in the class (R; S; W)
小鸟小鸟喳喳 春天春天来啦
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
Suggested resources（建议教材）: CD-ROM: Zou ba! 《走吧》, Level 2 CD, Unit 10, 出去玩 (Out and about): Talk about tomorrow’s weather CD-ROM: Tai Hao Le! 《太好了》, Module 4, Topic 3 The weather（天气） Flash cards http://quizlet.com/1251041/weather-and-seasons-fla sh-cards/ HSK Step by Step Units of Work《HSK 步步高单 元练习集》, Level 1, pp63-80 Learn Chinese While Singing 《 边 唱 边 学 》 , Workbook 1 （ 学 生 用 书 1 ） Song 3: 下 雨 , http://sharechineseresources.blogspot.com/
Evaluation （课后评估）
Ni Hao 《你好》, Book 2, Lesson 9, 天气 (the weather) Zhongwen 《中文》, Book 1, Unit 4, Lesson 13, 春夏秋冬 (Spring, summer, autum and winter) Zhongwen 《中文》, Book 1, Children rhyme: 小 雨小雨刷刷
Chinese Language Teaching Programs
W Leu
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UNIT OF WORK for Level 1 – 7 Sports & hobbies（运动和爱好） Language: Chinese (中文) Target group: Stage 1 (Beginners of any age 任何年纪的初学者) Estimated duration: 10 hours（十小时） The key concepts I want students to learn are（涉及主要概念）: The learning matters because（学习理由）:
Typical and popular sports for Chinese people
How sport influences people's behaviours and feeling.
Describing and discussing the benefits of sport and other physical activities allows students to develop healthier lifestyles
People demonstrate their personal identity through expressing their likes and dislikes.
Targeted outcomes（预定结果）: A student 1.UL.1 recognises and responds to words, phrases and simple sentences in spoken Chinese (Using Language, L/R) 1.UL.2 identifies and responds to features of written Chinese (Using Language, R/R) 1.UL.3 uses known words in Chinese to interact in everyday activities (Using Language, S) 1.UL.4 demonstrates developing writing skills by recognising and copying Chinese (Using Language, W) 1.MLC.2 explores ways in which meaning is conveyed in Chinese (Making Linguistic Connections) 1.MBC.2 identifies cultural practices in Chinese-speaking communities (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
identification and classification of information (1.UL.1c) identification or prediction of the meanings of key words and phrases (1.UL.2c) working in teams to communicate effectively with others (1.UL.3c) ways of organising and presenting information in context (1.UL.4b) elements of the spoken language (1.MLC.2a) similarities and differences between local communities’ lifestyles and those of Chinese-speaking communities (1.MBC.2c)
Structures and script （句型与生词）: -
爱好 游泳 唱歌 跑步 排球 篮球 打网球 踢足球 去
跳舞 骑车 运动 乒乓球 弹钢琴 吉他
- 你喜欢什么运动？- 我喜欢打篮球。 你有什么爱好？- 我喜欢打球、游泳和唱歌。 我们去踢足球，好吗？ Chinese Language Teaching Programs
W Leu
associate language with known actions 踢 (play; kick), objects 足球 (soccer) or ideas 快乐 (happy) recognise Hànzì and predict meanings through radicals such as 女、口 use Chinese in classroom activities, eg songs, games, role-plays develop writing skills in context, eg matching words with pictures, labelling objects, writing key words in a note recognise and reproduce sounds in Chinese, eg aspirated and unaspirated, b-p, d-t, m-f, g-k, j-q, z-c, zh-ch; difficult sounds, eg c, zh, r, q, x, e, ü; tones. compare aspects of their own lifestyle, (eg sports and hobbies) with those of Chinese-speaking communities Socio-cultural content（涉及的社会文化层次）: Extension（延伸学习）:
Traditional sports practiced by Chinese people, such as Taichi（太极拳）and Chinese Kungfu（中 国功夫）
More sports and hobbies, eg 棒球、板球、橄 榄球、玩电子游戏、买东西 etc. Some adverbs or negative adverbial phrase to qualify verbs, eg 不太、非常、最（喜欢），常 常、不常（打球）
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UNIT OF WORK for Level 1 – 7 Sports & hobbies（运动和爱好） Building the field（课前讨论）: Conduct a survey about hobbies & sports preferences in the class Suggested strategies and activities（建议教学活动与策略）:
Suggested resources（建议教材）:
Students identify different activities according to pictures, then match it with a corresponding flash card (S; R)
Biao Zhun Zhong Wen 《标准中文》， Grade 1, Book 1, Lesson 12 我喜欢 (I like)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
CD-ROM: Zou ba! 《走吧》, Level 1 CD, Unit 6, 去健身 (Keep fit): Talk about what sport you like
Learn the song 《一个拇指》and complete the accompanying exercises (L; S; R/R; W)
Use the CD-ROM (Tai Hao Le! or Zou Ba!) to explore the topic (L; R; S)
Writing game: Some students form a line. All face the board. The one at the end of the line writes a character on the back of the student in front of him/her. Then the student does the same to another one until it reaches the first in line. At the end, the first student in the line has to write the correct character on the board (R; W)
Flash cards http://quizlet.com/3437334/unit-3-hobbies-sports-fla sh-cards/
Students in groups conduct a survey about hobbies & sports preferences. Then, analyze the information collected and write a simple report (or make an oral presentation) (L/R; R/R; S; W)
Hanyu 《汉语》, Book 1, Unit 1 你喜欢做什么？ (What do you like to do?)
Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
HSK Step by Step Units of Work《HSK 步步高单 元练习集》, Level 1, pp81-97
CD-ROM: Tai Hao Le! 《太好了》, Module 4, Topic 1-1 Sports and games（运动和游戏）; 1-2 What do you like to play? （你喜欢什么运动？）
Evaluation（课后评估） Learn Chinese While Singing 《 边 唱 边 学 》 , Workbook 1 （学生用书 1） Song 2: 一个拇指, http://sharechineseresources.blogspot.com/ Ni Hao 《你好》, Book 1, Lesson 9 我喜欢游泳 (I like swimming)
Chinese Language Teaching Programs
W Leu
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