Level 5 Based on the objectives and outcomes of Chinese K-10 Syllabus developed by NSW Board of Studies, Australia
Wei Leu
Content for Level 5 Page
Level 5-1 Family relationship（家庭关系）………….……………………...2 Level 5-2 Celebrations & festivals（庆典和节日）……………………….....4 Level 5-3 Future plan（未来的计划）………….............................................6 Level 5-4 Trend & fashions（趋势和流行）…………...................................8 Level 5-5 Chinese food（中国菜）…………………………………………10 Level 5-6 Travel experiences（旅游经验）…………...................................12 Chinese Language Teaching Programs W Leu
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UNIT OF WORK for Level 5 – 1 Family relationship（家庭关系） Language: Chinese（中文） Target group: Stage 5 (Intermediate, 至少学过两百五十小时者) Estimated duration: 12 hours（十二小时） The key concept I want students to learn is（涉及主要概念）: The learning matters because（学习理由）:
The traditional Chinese concept about the family and its implications.
Without understanding Chinese family values, one cannot gain an insight into family relationships of contemporary Chinese society.
Targeted outcomes（预定结果）: A student 5.UL.1 5.UL.2 5.UL.3 5.UL.4 5.MLC.1
selects, summarises and analyses information and ideas in spoken texts and responds appropriately (Using Language, L/R) selects, summarises and analyses information and ideas in written texts and responds appropriately (Using Language, R/R) uses Chinese by incorporating diverse structures and features to express own ideas (Using Language, S) experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas (Using Language, W) demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages (Making Linguistic Connections) 5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
linguistic choices made in texts to influence listeners. (5.UL.1c) ways in which texts are constructed for specific purposes (5.UL.2b) the manipulation of structure, format and choice of vocabulary to achieve specific purposes (5.UL.3a) the manipulation of structure, format and choice of vocabulary to achieve specific purposes (5.UL.4a) variations of the message according to context, purpose and audience. (5.MLC.1d) the value of developing respect for and appreciation of other cultures (5.MBC.1b)
Structures and script （句型与生词）: - 爷爷 奶奶 伯伯 叔叔 姑姑 舅舅 姨妈 婶婶 姑丈 姨丈 孙子 女儿 父母 家庭 表 堂 外祖父 外祖母
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analyse the impact of linguistic choices made to achieve communication goals, eg to inform or entertain identify purpose, eg to inform, persuade or entertain, and distinguish between main points and specific and supporting details in text select and manipulate particular structures to achieve specific communication goals, eg indicating a completed action, using emotive language for effect, 还可以。Hái kěyĭ。 (So so) select and incorporate particular structures to achieve specific purposes, such as indicating a completed action, using emotive language for effect, 我的表哥要结婚了！ (My cousin is going to marry.) reflect on formal and informal language, and when and where it is used discuss and compare the values and beliefs of diverse cultures Socio-cultural content（涉及的社会 Extension（延伸学习）: 文化层次）: More key concepts such as 孝道(filial piety)、重男轻女 (regarding boys as superior to girls) Comparison of family relationships between Chinese-speaking countries and Australia Page 2
UNIT OF WORK for Level 5 – 1 Family relationship（家庭关系） Building the field（课前讨论）:
Brainstorm ideas on the topic Family Relationships and write down key words on the board, eg 孝顺 (filial obedience)、期望高 (high expectation), etc Suggested strategies and activities（建议教学活动与策略）:
Suggested resources（建议教材）:
Group discussion: The relationship between teenagers and their parents in Chinese-speaking communities. Students list all the related issues and try to find solutions (L; S; W)
Biao Zhun Zhong Wen 《标准中文》， Grade 2, Book 3, Lesson 10 称呼 (Form of address)
Based on above discussion, each student chooses an issue concerned and writes a letter to his/her parent(s). The purpose of this task is to promote the interaction between students and their parents (W)
Biao Zhun Zhong Wen 《标准中文》， Grade 3, Book 2, Lesson 28 父亲、儿子、长城 (Father, Son, Great Wall)
Family history: Students research his/her own family history and produce a family tree, which covers at least 4 generations and includes both father’s and mother’s sides. Students are encouraged to find out the information from their family members, eg parents, uncles or grandparents. The final work will be in Chinese. (L; R; S; W)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Learn the song《家》and complete the accompanying exercises (L/R; R/R; S; W)
Film: Watch the film Eat Drink Man Woman（饮食男女）, discuss and write issues raised, eg the way Chinese parents show their affections toward children (L/R; R; S; W)
Evaluation（课后评估）
Chinese Made It Easy 《轻松学汉语》, Book 4, Unit 3， Lesson 7 家谱 (Family tree) ; Lesson 9 我的奶奶 (My grandmother) Chinese Made It Easy 《轻松学汉语》, Book 5 (Workbook), p90 从年轻人的角度看家长 (How do young people see their parents) ; p98 从家长的角度看现在的年轻人 (How do parents see the young people today) Film: Eat Drink Man Woman（饮食男女） HSK Step by Step Units of Work 《HSK 步步高单元练习 集》, Level 5, pp1-18 Song: 家（罗大佑） Zhong Guo Tong 《中国通》, Stage 3 & 4, Changing times, ‘中学生怎样看家长’，‘张华的一家’&‘家’ (pp71, 73 & 74)
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UNIT OF WORK for Level 5 – 2 Celebrations & festivals（庆典和节日） Language: Chinese（中文） Target group: Stage 5 (Intermediate, 至少学过两百五十小时者) Estimated duration: 12 hours（十二小时） The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:
Different cultures have different perspectives about celebrations and festivities.
Being able to compare and contrast the different features of celebrations and festivities enriches the students’ cultural knowledge and understanding.
Targeted outcomes（预定结果）: A student 5.UL.1 5.UL.2 5.UL.3 5.UL.4 5.MLC.2
selects, summarises and analyses information and ideas in spoken texts and responds appropriately (Using Language, L/R) selects, summarises and analyses information and ideas in written texts and responds appropriately (Using Language, R/R) uses Chinese by incorporating diverse structures and features to express own ideas (Using Language, S) experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas (Using Language, W) uses linguistic resources to support the study and production of texts in Chinese (Making Linguistic Connections) 5.MBC.2 identifies and explains aspects of the culture of Chinese-speaking communities in texts (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
ways of identifying relevant details when listening for specific information (5.UL.1b) ways in which texts are constructed for specific purposes (5.UL.2b) the manipulation of structure, format and choice of vocabulary to achieve specific purposes (5.UL.3a) application of known linguistic structures in new contexts (5.UL.4b) the importance of being aware of the choices that are made to convey precise meaning (5.MLC.2a) language used to express cultural values, and to represent people and cultures in texts (5.MBC.2b)
Structures and script （句型与生词）: - 中秋节 农历 放鞭炮 舞龙 压岁钱 赏月 - 圣诞节 圣诞卡
端午节 月饼 拜年 送红包 舞狮 粽子 贴春联 划龙舟 复活节
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make judgements about the relevance of detail in understanding text, eg extracting ideas and issues referred to in text （春节是中国人最重要的传统节日之一） identify purpose, eg to inform, persuade or entertain, and distinguish between main points and specific and supporting details in text, eg 中国人的春节就像西方人的圣诞节一样，是一个 家庭团聚的日子。 select and manipulate particular structures to achieve specific communication goals, eg greeting for different festivals （恭喜发财，新年快乐，圣诞快乐） reconstruct information from a range of sources, eg summarising information evaluate the accuracy and appropriateness of structures when constructing and editing text, eg 每逢佳节必思亲 explain cultural references in texts, eg 龙 lóng (dragon) – for male and power, 凤 fèng (phoenix) – for female and elegance Socio-cultural content（涉及的社会文化 Extension（延伸学习）: 层次）: More festival-related idioms, eg 一帆风顺，二龙腾飞，三羊开泰， 四季平安，五福临门， 六六大顺，七星高照，八方来财，九九同 Comparison of cultural and social 心，十全十美，百事亨通，千事吉祥，万事如意 attitudes in Chinese-speaking countries and Western countries towards festivals The usage of the lunar calendar in China Page 4
UNIT OF WORK for Level 5 – 2 Celebrations & festivals（庆典和节日） Building the field（课前讨论）:
Brainstorm ideas about Celebrations & Festivals and briefly introduce vocabulary related to the topic in the form of mind mapping Suggested strategies and activities（建议教学活动与策略）:
Design an invitation card for a special occasion (W)
Write a plan for a festival gathering or a birthday party (W)
Read texts identifying key points and take notes in their own words (R/R; W)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Learn the song《平安夜》and complete the accompanying exercises (L/R; R/R; S; W)
Produce a recount (or an oral report) to tell of a personal experience when celebrating a festival (S; W)
Evaluation（课后评估）
Suggested resources（建议教材）: Chinese Made It Easy 《轻松学汉语》, Book 5, Unit 1, Lesson 2 西 方的传统节日(Traditional festivals in the West) Chinese Made It Easy 《轻松学汉语》, Book 5 (Workbook), p4 清 明节 (Qing Ming Festival); p15 复活节 (Easter) HSK Step by Step Units of Work 《HSK 步步高单元练习集》, Level 5, pp19-34 Song: 平安夜 Zhong Guo Tong 《中国通》, Stage 3 & 4, Throwing a party, ‘过春 节’& ‘过圣诞节’ (pp36 & 38) Zhongwen 《中文》, Book 3, Unit 3, Lesson 11, 圣诞卡 (Christmas card) Zhongwen 《中文》, Book 5, p80 过春节 (Celebrate the Spring Festival) Zhongwen 《中文》, Book 6, Unit 4, Lesson 13, 屈原 (Qu Yuan)
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UNIT OF WORK for Level 5 – 3 Future plan（未来的计划） Language: Chinese（中文） Target group: Stage 5 (Intermediate, 至少学过两百五十小时者) Estimated duration: 12 hours（十二小时） The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:
A plan for the future entails more than just seeking a paid job.
It is important for young people to have a clear idea about what to do in the future, especially in an ever increasing globalized world.
Targeted outcomes（预定结果）: A student 5.UL.1 5.UL.2 5.UL.3 5.UL.4 5.MLC.1
selects, summarises and analyses information and ideas in spoken texts and responds appropriately (Using Language, L/R) selects, summarises and analyses information and ideas in written texts and responds appropriately (Using Language, R/R) uses Chinese by incorporating diverse structures and features to express own ideas (Using Language, S) experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas (Using Language, W) demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages (Making Linguistic Connections) 5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
ways of identifying relevant details when listening for specific make judgments about the relevance of detail in understanding text, eg extracting ideas and information (5.UL.1b) issues referred to in text the use of multimedia for communicative purposes (5.UL.2d) participate in discussions with speakers of Chinese, eg by using email, discussion forums on the internet responding to factual and open-ended questions (5.UL.3a) maintain an interaction by responding to and asking questions and sharing information the use of technology to express ideas and create own text access websites to transfer and manipulate data to produce a specific text, eg multimedia (5.UL.4d) presentation ways to support and sustain communication in extended text describe features of text structure, textual coherence and cohesion in sequencing ideas, eg (5.MLC.1c) conjunctions, ellipsis the value of developing respect for and appreciation of other cultures (5.MBC.1b) discuss and compare the values and beliefs of diverse cultures Structures and script （句型与生词）: Socio-cultural content（涉及的社会文化层次）: Extension（延伸学习）: Concepts of social justice as Comparison of career choices for young people in Chinese-speaking compared to career choices in the - 将来 毕业 专业 日记 互相 感受 communities and Australia future, eg commitment to a cause 担心 明白 奇怪 沟通 想法 知道 当 such as world peace or helping disadvantaged people Why are some degrees, such as Commerce, Accounting and Business, - 或者 还是 尤其 特别 favoured by many background Chinese university students in Australia? Chinese Language Teaching Programs W Leu
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UNIT OF WORK for Level 5 – 3 Future plan（未来的计划） Building the field（课前讨论）:
Brainstorm future choices with students (what they would like to do in the future and why), then write the key words on the board (eg 做生意、赚钱)
Suggested strategies and activities（建议教学活动与策略）:
Organise students to have native Chinese pen pals either in China or Australia and encouraging them to discuss their future plans by using email (R/R; W)
Group discussion: Teacher provides enough vocabulary before students talk about their future plans in small groups. If possible, record their discussion and produce a transcript (some students are assigned as scribes) (L/R; S; R; W)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Research: Each student researches a career profile that he/she is interested in and produces a PowerPoint presentation to introduce the career chosen from perspectives such as job requirements, qualifications, future employment, etc (L; R; S; W)
Survey: Each student asks 10 senior students about their future plans (eg going to university, going to work, studying at TAFE) and gives feedback to the class as to their survey (S; W)
Diary entry: Each student writes a diary to reflect on his/her choices for their future career using ‘what’, ‘why’ and ‘how’ questions to generate thorough reflection (W)
Suggested resources（建议教材）: Chinese Made It Easy 《轻松学汉 语》, Book 5, Unit 3, Lesson 9 升学与 就业 (Further study and employment) Chinese (first language) Teaching Materials for Senior Secondary Students, p23 学生座谈会：将来的愿 望 Hanyu 《汉语》, Book 3, Unit 6-1 What do they do for a living?（他们靠 什么谋生？）& 6-2 My hopes and aspirations（我的希望） HSK Step by Step Units of Work 《HSK 步步高单元练习集》, Level 5, pp35-49
Evaluation（课后评估）
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UNIT OF WORK for Level 5 – 4 Trend & fashions（趋势和流行） Language: Chinese（中文） Target group: Stage 5 (Intermediate, 至少学过两百五十小时者) Estimated duration: 12 hours（十二小时） The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:
Young people do not have to follow modern trends and fashions.
In today’s world, young people need to understand what they really want, instead of following the trends or fashions. Failure to build up their own ideas and opinions about key issues, they may feel lost in the globalized world.
Targeted outcomes（预定结果）: A student 5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds appropriately (Using Language, L/R) 5.UL.2 selects, summarises and analyses information and ideas in written texts and responds appropriately (Using Language, R/R) 5.UL.3 uses Chinese by incorporating diverse structures and features to express own ideas (Using Language, S) 5.UL.4 experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas (Using Language, W) 5.MLC.2 uses linguistic resources to support the study and production of texts in Chinese (Making Linguistic Connections) 5.MBC.2 identifies and explains aspects of the culture of Chinese-speaking communities in texts (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
ways in which texts are constructed for specific purposes (5.UL.1a) ways in which texts are formatted for particular purposes and effects (5.UL.2a) the application of known linguistic structures in new contexts (5.UL.3b) resources available to enhance or promote independent learning (5.UL.4c) meaning conveyed in words (5.MLC.2c) idioms, colloquialisms, register and formality in language use (5.MBC.2c)
identify purpose, eg to inform, persuade or entertain, and distinguish between main points and specific and supporting details in text explore the way text content is developed and how ideas and information are sequenced, eg headings, paragraphing, introductory sentences, topic shifts reconstruct information from a range of sources eg summarising information develop skills in accessing appropriate additional information to expand and enhance communication, eg dictionaries, word lists, grammar references, authentic texts in print and online analyse ways in which words are constructed, eg how particles are used for grammatical effect, 了 le particle for completed action, 着 zhe particle for continuing action, 过 guo particle indicating a certain experience in the past analyse the use of words or expressions with particular cultural significance in Chinese texts, eg 吃醋 chīcù (to drink vinegar = to be jealous.); 走红 (become popular); 卖得很火 (selling very well) Structures and script （句型与生词）: Socio-cultural content（涉及的社会文化 Extension（延伸学习）: 层次）: - 穿名牌 唱卡拉 OK 追星族 上网 手机 花钱 单调 New terms used by young people today, eg 博客 送礼物 说唱曲 年轻人 聊天 实在 落伍 流行 Comparison of the trends among young (blog)、短信 (SMS)、忽悠 (bluff)、爱老虎油 (I people in Chinese-speaking love you), etc 随大溜 质量 一般 网络 打扮 噪音 communities and broader Australian Practice of a children’s rhyme, Song of Measure society Words - Verb + 了/着 /过
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UNIT OF WORK for Level 5 – 4 Trend & fashions（趋势和流行） Building the field（课前讨论）: Listen to 《中国话》and discuss the growing trend of learning Mandarin around the world
Brainstorm the trends and fashions among young people today
Suggested strategies and activities（建议教学活动与策略）:
一条河里两只鸭 三匹马儿把车拉 四件衣服五双鞋 六张地图七幅画 八棵树，九朵花 十只鸟儿叫喳喳 同学们，要记住 用错量词出笑话 Suggested resources（建议教材）: Hanyu 《汉语》, Book 4, Unit 2-1 为什么要穿名牌 衣服？(Why do young people wear famous brand clothes?); pp23-24 现在年轻人怎么啦？(What ‘s wrong with the young people today?); pp25-26 都是炒 出来的
Listen to a text, make notes and retell the key points to the class (L; S; W)
Presentation: Do a research on the Internet about one current trend, eg music, movie or games, and give a PowerPoint presentation to the class (L; R; S; W)
Pair/group discussion about issues related to the trends of young people today, such as buying brand clothes, using mobile phone, etc (L; S)
Hanyu 《汉语》, Book 4, Unit 2-2 你去过卡拉 OK 歌厅吗？(Have you been to Karaoke?)
Produce a diary entry to describe an interesting/awful experience related to trends and fashions (W)
Write a letter to a pen-friend in China to discuss a famous Chinese singer or actor/actress (W)
HSK Step by Step Units of Work 《HSK 步步高单元 练习集》, Level 5, pp50-65
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Research new words used by young people in Chinese-speaking communities today. Students use the Internet or dictionaries to find out new slang terms, eg 菜鸟 (beginner)、老鸟 (expert)、我汗 (I’m embarrassed)、很养眼 (very attractive), etc (R; W) Evaluation（课后评估）
Chinese Language Teaching Programs W Leu
Ni Hao《你好》, Book 4, Lesson 3-3 犹豫了半天 (A long hesitation); Lesson 4-3 有点儿矛盾 (A little dilemma) Song: 中国话 (by S.H.E) Zhongwen 《中文》, Book 3, p48 量词歌 (Song of Measure Words)
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UNIT OF WORK for Level 5 – 5 Chinese food（中国菜） Language: Chinese（中文） Target group: Stage 5 (Intermediate, 至少学过两百五十小时者) Estimated duration: 12 hours（十二小时） 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 people see food as an art form. Targeted outcomes（预定结果）: A student
Chinese food is one of the most important elements in Chinese culture.
5.UL.1 5.UL.2 5.UL.3 5.UL.4 5.MLC.1
selects, summarises and analyses information and ideas in spoken texts and responds appropriately (Using Language, L/R) selects, summarises and analyses information and ideas in written texts and responds appropriately (Using Language, R/R) uses Chinese by incorporating diverse structures and features to express own ideas (Using Language, S) experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas (Using Language, W) demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages (Making Linguistic Connections) 5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
ways in which texts are constructed for specific purposes (5.UL.1a) ways of identifying relevant details when reading for specific information (5.UL.2c) collaborative and inclusive ways to achieve communication goals (5.UL.3d) resources available to enhance or promote independent learning (5.UL.4c) variations of the message according to context, purpose and audience (5.MLC.1d) the contributions of diverse cultures to the local and global community (5.MBC.1c)
Structures and script （句型与生词）:
identify purpose, eg to inform, persuade or entertain, and distinguish between main points and specific and supporting details in text, eg 先放一点油，等油热了之后， 再把洋葱放下去炒 make judgments about the relevance of detail in analysing text, eg extracting ideas and issues referred to in text interact with reference to purpose, audience or participants, eg making arrangements, eg 我们这个星期六一起上中国饭馆吃饭，好吗？(Let’s go to a Chinese restaurant together this coming Saturday, OK?) develop skills in accessing appropriate additional information to expand and enhance communication, eg dictionaries, recipe, authentic texts in print and online reflect on formal and informal language, and when and where it is used reflect on attitudes and practices that differ from their own Socio-cultural content（涉及的社会文化层次）: Extension（延伸学习）:
- 酱油 快餐 饺子 胡椒 酸 甜 苦 辣 盐 醋 糖 炸 葱 油 色 香 味 煎 煮 蒸 咸 锅
The role/purpose of meals/eating/meal sharing in Chinese culture, eg eating as a social function
- 了 (modal, eg 太咸了)
The significance of different types of cuisine in Australia
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More terms for Chinese dishes, eg 蚂蚁上 树、麻婆豆腐、回锅肉、宫保鸡丁、醋 溜土豆、鱼香肉丝
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UNIT OF WORK for Level 5 – 5 Chinese food（中国菜） Building the field（课前讨论）:
Brainstorm special Chinese dishes that students like. Teacher writes down those terms on the board Suggested strategies and activities（建议教学活动与策略）:
Suggested resources（建议教材）:
Design an advertisement and menu for a Chinese restaurant (W)
Chinese Made It Easy 《轻松学汉语》, Book 3, Unit 2，Lessons 6 （中式早餐包 括粥、包子……）& 7 （爸爸点了很多 菜）
Research recipes of some typical Chinese dishes and modify them according to students’ tastes (R; W) Prepare and cook a simple Chinese dish (eg fried rice). While the teacher is demonstrating, students need to take notes, and then produce a paragraph to describe the procedure (L; S; W) Role-play: Two to three students work together to produce a cooking show. Students are encouraged to use their imagination (L; S; W) An excursion to a Chinese grocery shop to find out different ingredients for a Chinese dish (L; R; S; W) Independent learning: Complete various worksheets (L/R; R/R; S; W) Diary entry: Describe one of your experiences of eating in a Chinese restaurant focusing on the description of the dishes (W) Evaluation（课后评估）
Chinese Made It Easy 《轻松学汉语》, Book 4, Unit 1，Lesson 3 中国饭菜 (Chinese food) Hanyu 《汉语》, Book 3, Unit 4-1 Eating out （到外面吃饭）， Hanyu 《汉语》, Book 3, pp116-117 吃在 中国 (Eating in China), p119 说中国人的 吃 (Talking about Chinese ‘eating’) Hanyu 《汉语》, Book 4, Unit 3-1 我想 做中国菜 (Let’s have something to eat), HSK Step by Step Units of Work 《HSK 步步高单元练习集》, Level 5, pp66-82
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UNIT OF WORK for Level 5 – 6 Travel experiences（旅游经验） Language: Chinese（中文） Target group: Stage 5 (Intermediate, 至少学过两百五十小时者) Estimated duration: 12 hours（十二小时） The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:
Travelling is not only a holiday but also a learning experience. Targeted outcomes（预定结果）: A student
Students will be able to extend their target language by talking about their travel experience.
5.UL.1 5.UL.2 5.UL.3 5.UL.4 5.MLC.1
selects, summarises and analyses information and ideas in spoken texts and responds appropriately (Using Language, L/R) selects, summarises and analyses information and ideas in written texts and responds appropriately (Using Language, R/R) uses Chinese by incorporating diverse structures and features to express own ideas (Using Language, S) experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas (Using Language, W) demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages (Making Linguistic Connections) 5.MBC.2 identifies and explains aspects of the culture of Chinese-speaking communities in texts. (Moving Between Cultures) Students learn about（学生将学到）: Students learn to（学生将学会）:
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linguistic choices made in texts to influence listeners analyse the impact of linguistic choices made to achieve communication goals, eg to inform or (5.UL.1c) entertain (announcement in the airport) ways of identifying relevant details when reading for specific make judgements about the relevance of detail in analysing text, eg extracting ideas and issues information (5.UL.2c) referred to in text (travel schedule; flight timetable) responding to factual and open-ended questions (5.UL.3c) maintain an interaction by responding to and asking questions and sharing information, eg 请 the use of technology to express ideas and create own text 问，这班飞机几点开始登机？ (5.UL.4d) access websites to transfer and manipulate data to produce a specific text, eg tourist brochure ways to analyse and explain features of language in use, and analyse aspects of language in order to identify and explain structures and patterns in text their relationship to the system (5.MLC.1a) analyse the use of words or expressions with particular cultural significance in Chinese texts, idioms, colloquialisms, register and formality in language use eg 读万卷书不如行万里路 (5.MBC.2c) Structures and script （句型与生词）: Socio-cultural content（涉及的社会文化层 Extension（延伸学习）: 次）: - 欧洲 亚洲 非洲 美洲 世界 起飞 抵达 停留 More vocabulary about travelling, eg 名胜古迹、 行李 行程 费用 毛巾 肥皂 牙刷 牙膏 睡衣 Culture shock in response to the travel 游览胜地、旅途、飞行途中 experience, eg travelling by train in China, 大人 成人 旅馆 照片 照相 旅游胜地 walking in a bazaar in Ulumuqi, etc More names of places, eg 乌鲁木齐 (Ulumuqi), 土 照相机 名胜古迹 耳其 (Turkey), 尼加拉瓜 (Nicaragua), 纽约 (New - 你去过哪些国家？ York), 巴黎 (Paris), etc Chinese Language Teaching Programs W Leu
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UNIT OF WORK for Level 5 – 6 Travel experiences（旅游经验） Building the field（课前讨论）:
Show big colourful travel posters to students and ask them whether they have been to those places, then discuss their travel experience Suggested strategies and activities（建议教学活动与策略）:
Suggested resources（建议教材）:
Use the Internet to find out some information and produce an authentic tourist brochure for a specific destination, eg 15-day trip to China, 3-day trip in Sydney (R; W)
CD-ROM: China album《中国风情》,Theme 6-4 (How was your trip?)
Group discussion: Advantages and disadvantages of travelling by train or by plane (L/R; S)
Use the CD-ROM (China Album) to explore the topic (L; R; S)
Role-play: Students role play their travel experience. They can play roles such as ticket seller, customs officer or hotel receptionist (L; S; W)
Hanyu 《汉语》, Book 3, Unit 2-2 Have you bought your ticket yet? （票买了吗？）, 2-3 What should I take with me?（我应该带什么？），2-5 Going by plane（坐飞机去）
Write a letter to a hotel manager to praise or complain about the service (W)
Produce a diary entry to talk about an overseas trip (W)
Independent learning: Complete various worksheets (L/R; R/R; S; W)
Read a letter from your friend overseas and write a reply to him/her (R/R)
Evaluation（课后评估）
Chinese Language Teaching Programs W Leu
HSK Step by Step Units of Work 《HSK 步步高单元 练习集》, Level 5, pp83-99 Ni Hao《你好》, Book 3, Lesson 7 , pp87-89 China trip（中国之旅）, Taking photographs（照相）, What are you going to bring with you?（你要带什么？） Zhong Guo Tong 《中国通》, Stage 3 & 4, Two sides to every story, ‘在中国旅游’ (p11); Remembering, ‘一 个人在中国旅游’, (pp27 & 29)
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