Department of Accelerated Programs
IB Ab Initio Mandarin SL
Curriculum
5.0 Credits
1 | P a g e
IB LEARNER PROFILE
IB Programs aim to develop internationally minded people who are striving to become:
They nurture their curiosity, developing skills for inquiry and research. They know how to lean independently and with others. They learn with enthusiasm and sustain their love of learning throughout life. Inquirers They develop and use conceptual understanding, exploring knowledge across a range of disciplines. They engage with issues and ideas that have local and global significance. Knowledgeable They use critical and creative thinking skills to analyze and take responsible action on complex problems. They exercise initiative in making reasoned, ethical decisions. Thinkers
They express their selves confidently and creatively in more than one language and in many ways. They collaborate effectively, listening carefully to the perspectives of other individuals and groups. Communicators They act with integrity and honesty, with a strong sense of fairness and justice, and with respect for their actions and their consequences.
Principled
They critically appreciate their own cultures and personal histories, as well as the values and traditions of others. They seek and evaluate Open-minded a range of points of view, and they are willing to grow from the experience.
They show empathy, compassion and respect. They have a commitment to service, and they act to make a positive Caring difference in the lives of others and in the world around us.
They approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and Risk- takers Innovative strategies. They are resourceful and resilient in the face of challenges and change.
They understand the importance of balancing different aspects of their lives- intellectual, physical, and emotional- to achieve well- being Balanced for their selves and others. They recognize their interdependence with other people and with the world in which they live.
They thoughtfully consider the world and their own ideas and experience. They work to understand their strengths and Reflective weaknesses in order to support their learning and personal development.
2 | P a g e
Unit Three
American Teen’s Travel to China, Bargaining, and Eat at a Chinese Restaurant
Course Description
Language acquisition consists of two modern language courses— language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.
Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.
Students develop the ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course.
The curriculum is organized around five prescribed themes and 20 prescribed topics with which the students engage through written, audio, visual, and audio-visual texts. Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills.
3 | P a g e
IB Ab Initio Mandarin
Pacing Guide
Unit Topic Suggested Timing
Unit 1 Let’s Go to School 10 Weeks
Unit 2 Teen’s Daily Life and My Busy Family 10 Weeks
Unit 3 American Teen’s Travel to China, Bargaining, and Eating out 10 Weeks
Unit 4 Going Green and Exam Preparation 10 Weeks
4 | P a g e Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1
Technology Operations and Concepts Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Creativity and Innovation Apply previous content knowledge by creating and piloting a digital learning game or tutorial. Communication and Collaboration Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. Digital Citizenship Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information. Compare and contrast policies on filtering and censorship both locally and globally. Research and Information Literacy . Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. Critical Thinking, Problem Solving, Decision Making Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation
CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.
Career Ready Practices
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks- personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
Career Ready Practices
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
Differentiated Instruction
Strategies to Accommodate Students Based on Individual Needs
Time/General Processing Comprehension Recall
Extra time for assigned tasks Extra Response time Precise step-by-step directions Teacher-made checklist
Adjust length of assignment Have students verbalize steps Short manageable tasks Use visual graphic organizers Timeline with due dates for Repeat, clarify or reword Brief and concrete directions Reference resources to reports and projects directions promote independence Provide immediate feedback Communication system Mini-breaks between tasks Visual and verbal reminders between home and school Small group instruction Provide a warning for Graphic organizers Provide lecture notes/outline transitions Emphasize multi-sensory learning Reading partners
Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization
Computer/whiteboard Extended time Consistent daily structured Individual daily planner routine Tape recorder Study guides Display a written agenda Simple and clear classroom Spell-checker Shortened tests rules Note-taking assistance
Audio-taped books Read directions aloud Frequent feedback Color code materials
5 | P a g e
Enrichment
Strategies Used to Accommodate Based on Students Individual Needs:
Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
6 | P a g e
Assessments
Assessment objectives
Communicate clearly and effectively in a range of contexts and for a variety of purposes. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. Understand and use language to express and respond to a range of ideas with fluency and accuracy. Identify, organize and present ideas on a range of topics. Understand, analyze and reflect upon a range of written, audio, visual and audio-visual texts.
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Teacher-created Unit Assessments, Chapter Assessments, Quizzes
Teacher-created DBQs, Essays, Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Portfolio, Presentations, Prezi, Gallery Walks
Homework
Concept Mapping
Primary and Secondary Source analysis
Photo, Video, Political Cartoon, Radio, Song Analysis
Create an Original Song, Film, or Poem
Glogster to make Electronic Posters
Internal and External IB Assessments
Assessment at a glance
Language ab initio SL assessment outline Weighting Paper 1 (productive skills) Two written tasks—each from a choice of three 25%
Writing—30 marks External 75% Paper 2 (receptive skills) Separate sections for listening and reading
Listening—25 marks 25% Reading—40 marks 25% Internal Individual oral assessment 25% 25% 30 marks
7 | P a g e
Interdisciplinary Connections
English Language Arts Math Journal writing Research industry salaries for a geographic area and juxtapose Close reading of industry-related content against local cost of living Create a brochure for a specific industry Go on a geometry scavenger hunt Keep a running word wall of industry vocabulary Track and track various data, such as industry’s impact on the GDP, career opportunities or among of individuals currently occupying Social Studies careers Research the history of a given industry/profession Fine & Performing Arts Research prominent historical individuals in a given industry/profession Create a poster recruiting young people to focus their studies on Use historical references to solve problems a specific career or industry Design a flag or logo to represent a given career field
World Language Science Translate industry-content Research the environmental impact of a given career or Create a translated index of industry vocabulary Generate a translated list of words and phrases related to industry Research latest developments in industry technology workplace safety Investigate applicable-careers in STEM fields
8 | P a g e
New Jersey Student Learning Standards
7.1. NM.A.1, Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes.
7.1. NM.A.2, Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
7.1. NM.A.5, Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.
7.1. NM.B.1, Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes.
7.1. NM.B.2, Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural activities.
7.1. NM.B.3, Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.
7.1. NM.B.4, Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
7.1. NM.B.5, Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
7.1. NM.C.1, Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.
7.1. NM.C.2, Imitate, recites, and/or dramatizes simple poetry, rhymes, songs, and skits.
7.1. NM.C.3, Copy/write words, phrases, or simple guided texts on familiar topics.
7.1. NM.C.4, Present information from age- and level appropriate, culturally authentic materials orally or in writing.
7.1. NM.C.5, Name and label tangible cultural products and imitate cultural practices from the target culture.
9 | P a g e
American Council on the Teaching of Foreign Languages (ACTFL)
ACTFL Standards:
1.1 Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5.2 Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment
10 | P a g e
Enduring Understanding: ➢ Cultural preferences and values determine how families spend their free time. Course: Ab Initio Mandarin ➢ Valuing age and wisdom or possessions and youth is a cultural phenomenon Unit: 3 ➢ Cultural preferences and values determine how families spend their free time. Grade Level: 12 ➢ Valuing age and wisdom or possessions and youth is a cultural phenomenon
New Jersey Student Learning Standards (NJSLS):
NJCCCS: 7.1. NM.A.2, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM. B.3, 7.1.NM.B.4, 7.1.NM.B.5, 7.1.NM.C.1, 7.1.NM.C.4, 7.1.NM.C.5
American Council on the Teaching of Foreign Languages (ACTFL):
ACTFL Standards:
1.1 Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5.2 Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
11 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs)
Locate China on a world Map Activity: Locate
Language Notes map and identify major Where in the world is important cities and regions Cities in China Map: Vocabulary cities: Beijing, Tianjin, China? on a map of China; label http://www.travelchinaguid
Grammar Shanghai, Nanjing, Xian and paste a photo of an e .com/map/ China’s and Si Chuan providence How far away is China? Language practice important landmark or (Chengdu city) Culture highlights product that can be found in Geography: What are the differences each one. http://www.columbia.edu/~ Standard: 7.1.NM.B.5 and similarities regarding r z7/work.html Virtual Tour Exchange information geography, population, Math Activity: Following of using words, phrases and history etc. between China an outlined travel itinerary, short sentences practiced in and the United States? measure the distance from China Picture Guide: class on familiar topics or one city to the next. http://www.travelchinaguid on topics studied in other Estimate travel time by e .com/picture/index.htm content areas. plane.
Paper 1 Exam (60 min) 25%
Paper 2 Exam (105 min) 50%
IA - Individual Oral (20 min) 25%
Glogster: Make an Identify and explain the Why does China attract so electronic poster about a Top Six Landmarks in
12 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs) importance of 10 major many visitors? trip to China showing all of China:
Chinese treasures and the landmarks visited. http://www.chinahighlights. landmarks What are the major Include music and com/travelguide/articlechin cultural/religious attractions narration. a-landmarks.htm Standard: 7.1.NM.B.1 Use in China? digital tools to exchange Landmark Narration: Terra-Cotta Army basic information at the Choose a Chinese landmark Protects First Emperor's word and memorized from a given list. Research Tomb: phrase level related to self its location, importance and http://science.nationalgeogr and targeted themes. historical background. aphic.com/science/archaeol Pretending to be a travel ogy/emperor-qin/ Standard: 7.1.NM.B.5 guide, present your Exchange information landmark to the class The Great Wall: using words, phrases and orally. http://whc.unesco.org/en/lis short sentences practiced in t /438 class on familiar topics or on topics studied in other content areas.
Paper 1 Exam (60 min) 25%
Paper 2 Exam (105 min) 50%
IA - Individual Oral (20 min) 25%
13 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs)
Describe past travel Language Notes experiences and future Journal Entry: Choose a Global Trek Activity
Where in the Chinese Vocabulary travel plans. city in China. Write a China:
speaking world would you Grammar journal entry explaining http://teacher.scholastic.co
Standard: 7.1.NH. A.1 like to travel? Language practice why you would like to visit m Recognize familiar words Culture highlights it. Read your entry aloud to /activities/globaltrek/destin and phrases, understand the a partner. a tions/china.htm What are some of the main idea and infer challenges and advantages meaning of some highly Video: View a cultural Travel in Taiwan: to world travel? contextualized, unfamiliar video on China. Turn off http://www.sinica.edu.tw/tit spoken or written words the narration and take turns / contained in culturally identifying the things that Travel to Hong Kong: authentic materials using you see. http://www.uni.edu/becker/ electronic information c sources related to targeted Street Signs Activity: hinese2.html#Hong%20Ko themes. Search for country-related n g characters in street signs Travel to China’s Wild Elephant Valley: http://www.chinahighlights. com/xishuangbanna/attracti on/wild-elephant- valley.htm Paper 1 Exam (60 min) 25%
Paper 2 Exam (105 min) 50%
14 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs)
IA - Individual Oral (20 min) 25%
Use descriptive words Colors Mandarin What is the significance Language Notes Picture Identification including colors for Course:
of color in Chinese culture? Vocabulary Activity: Teacher posts a different articles of http://www.learnalanguage. clothing. How do Chinese people Grammar variety of pictures. Students com/learn- dress? Language practice write the corresponding chinese/chinesewords/color letter of the clothing being Standard: 7.1.NM.A.2 What are popular colors in Culture highlights described. s.php Demonstrate China? comprehension of simple, Colors in Chinese: oral and written directions, Are there specific colors for http://hua.umf.maine.edu/C Fashion Show Narration: commands and requests marriage and funerals? hinese/stories/xinxin/saving In groups of 6, students through appropriate Why is red considered a / colorc.html walk in a fashion show physical response. lucky color in China? while other group members
COLORS in Mandarin narrate. Chinese - Simplified with Pinyin & English: http://quizlet.com/2706160
4 /colors-in-
mandarinchinese- simplified-withpinyin- Paper 1 Exam (60 min) english-flash-card 25%
Paper 2 Exam (105 min) Lesson Plans:
http://www.edsresources.co 50% m/edwor.htm
15 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs)
IA - Individual Oral (20 COLORS AND min) 25% MEANING IN CHINESE CULTURE:
http://www.theworldofchin e se.com/2011/12/color- meconfused-colors-and- theirmeaning-in-chinese- culture/ Engage in simple Role play: Students act out
Where and when is Language Notes conversations for shopping a shopping experience in The Art of Bargaining —
bargaining appropriate in Vocabulary and bargaining. which bargaining is an strategies, tips, and China? Grammar acceptable practice. pitfalls:
Standard: 7.1.NM.C.2 Language practice http://www.chinamike.com/ Imitate, recite and/or Culture highlights Fly swatters: Students play china-traveltips/bargaining- dramatize simple poetry, fly swatters to reinforce tips/ rhymes, songs and skits. Chinese numbers 1-100 Lesson Plan Price Haggling:
http://english.cntv.cn/progr a m/learnchinese/20100524/1 Paper 1 Exam (60 min) 01993.shtml 25%
Paper 2 Exam (105 min) 50%
IA - Individual Oral (20 min) 25%
16 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs)
Role Play Activity: In Shanghai’s Wet Markets:
What foods are unique Language Notes groups of 4, act out a http://www.culinarybackstr Demonstrate culturally to China? Vocabulary restaurant scene. Use e appropriate behaviors when Grammar plastic foods where ets.com/shanghai/2013/sha ordering, dining out at a Language practice What kinds of foods are possible. n ghai-wet-markets/ Chinese restaurant and shopping in the various sold at the Night Market Culture highlights Supermarket Ad Activity: The Most Popular Night Chinese markets. and the Wet Market? Cutting out pictures of Markets: various foods, create an ad http://www.chinahighlights. Standard: 7.1.NM.B.4 Ask and respond to simple What is the present for a supermarket, the wet com/xian/article- questions make requests conversion rate for Chinese market or the night market. nightmarkets.htm and express preferences bills to American dollars? Price accordingly. Unique Chinese Foods: using memorized words Math Activity: Convert http://www.chinahighlights. and phrases. Standard: dollars into Yuen and Yuen com/travelguide/articleuniq 7.1.NM.B.5 Exchange information using words, into dollars. ue-food.htm phrases and short sentences Post Card Activity: Write Chinese Currency Video: practiced in class on a post card to a friend. https://www.youtube.com/ familiar topics or on topics Include a picture of a w atch?v=1BlkIz0hNug studied in other content tourist sight. On the back areas. tell about something that Mandarin Lesson Plans: you purchased and include http://mandarin.sdcoe.net/c an explanation of each d 1.html Food Culture denomination of Chinese Photo Essays: currency. http://www.peacecorps.gov/ wws/lesson-
17 | P a g e
Student Learning Essential Questions Content Activities& Assessments Resources Objectives (SLOs)
Tasting Activity: Cook plans/foodculture-photo- Chinese dumplings and essays/ What would you won tons in class for tasting like to order? Lesson Plan:
Commercial Activity: http://www.learnnc.org/lp/e Design a commercial for a ditions/mandarin1/4227 favorite Chinese snack. Chinese Food Culture: Provide a jingle. Present to http://www.travelchinaguid the class. e .com/intro/cuisine.htm
Chinese Food Cart: In groups of 4 students will create a Chinese food stand based on cultural food preferences. Create a menu, slogan, and sign for your business.
Paper 1 Exam (60 min) 25% Paper 2 Exam (105 min) 50% IA - Individual Oral (20 min) 25%
18 | P a g e
Unit 3 Vocabulary
Money 钱币/货币 qianbi Geographic Terms 地理名词 Dìlǐ Mingci currency 货币/huòbì bargaining 讲价 jiangjia Mountains 山 shān Night market 夜市 yeshi Water 水 shuǐ Rivers 川chuān Oceans 海洋hǎiyáng Wet Market 生鲜市场 sheng xian shi chang Flat 平坦 píngtǎn Mountainous 山区 shānqū restaurant 餐馆 can guan Hilly 山丘／丘shān qū Distance 距离 jùlí Chinese Food 中国食物 zhong guo shi wu long 長chang Stuffed Bun 包子 ( baozi) 段 short duàn Bun 馒头 mantou 欧洲 Europe ōuzhōu roasted chicken烤鸡 (kaoji) 亚洲 Asia yàzhōu roasted duck烤鸭 ( kaoya ) 南美洲 South America nán měizhōu soup 湯 (tang) Africa 非洲fēizhōu noddle面 (mian) 北美洲 岛 North America běi měizhōu Islands dǎo rice米 (mi) 旅游 Travel lǚyóu con-gee粥 (zhou)
knife刀子 (daozi ) Province 省/省份shěng/shěngfèn territories 地域 dìyù countries 国家 fork 叉子(cha zi) guójiā plate盘子 (panzi ) 区域 regions qūyù chopsticks筷子 (kuaizi ) independent 独立 dúlì Bowl 碗 Wǎn city 城市 chéngshì town 镇 zhèn 餐桌礼仪 village 乡 xiāng table manners Cānzhuō lǐyí
19 | P a g e
Small Village 村 cūn large 大 dà Hat 帽子màozi 裤子 small小 xiǎo Shorts duǎnkù /kùzi fruits and vegetables 青菜水果 qīngcài shuǐguǒ Great Wall of China中国长城Zhōngguó chángchéng River 江 jiāng take-out 外卖/外带wài dài/wài dài 黄河 Yellow River huánghé buffet 自助餐/吃到饱zìzhùcān zìzhùcān/chī dào bǎo Panda 熊猫 xióngmāo menu 目录Mùlù Napkin 餐巾纸/纸巾cānjīnzhǐ/ zhǐjīn skirt 裙子qúnzi jacket 夹克/ 外套jiákè wàitào jeans牛仔裤niúzǎikù pants 裤子kùzi socks 袜子wàzi clothing racks 衣服架子/衣架fúzhuāng/ yījià baby shoes 婴儿鞋yīng'ér xié scarf 围 巾wéijīn gloves/mittens 手套shǒutào glasses 眼镜yǎnjìng dress 连衣裙 liányīqún
20 | P a g e
TOK Connections
Theory of knowledge (TOK) is one of the three core elements of the Diploma As well as using the skills developed in TOK in acquiring an additional language, Program (DP). It plays a special role in the program by providing an opportunity for students will also benefit from guiding questions that can connect TOK to the five students to reflect on the fundamental question of how they know what they know. themes of the language ab initio curriculum. It aims to help students become more aware of their own perspective, as well as developing an awareness of multiple perspectives.
*Is it possible to think without language? Language is itself one of the specific ways of knowing that is identified in the TOK *What would be lost if the whole world shared one common course. In addition to this explicit exploration of language, the skills and wider language? conceptual understandings that students develop in TOK can make an extremely positive contribution to their study of language acquisition. TOK develops higher- *If people speak more than one language, is what they know order thinking skills, such as analysis and evaluation, and also helps students to make different in each language? connections and comparisons across their subject areas and the DP core. In this way, language acquisition both supports and is supported by TOK. *Do you think maths, logic or music should be classified as languages?
*In what ways can language be used to influence, persuade or
manipulate people?
*Does language describe our experience of the world, or does it actively shape our experience of the world?
*How are metaphors used in the construction of knowledge?
*To what extent is our perspective determined by our membership of a particular culture?
*To what extent are we aware of the impact of culture on what we believe or know?
*Is there anything that is true for all cultures?
22 | P a g e
Contribution to the Development of Students’ Approached to Learning Skills
Students will be able to develop self-management, research, and communication skills through the study of Getting to Know You and Busy Family. Students will need to set personal goals and monitor their progress on research they will be conducting for papers and projects in class. Lastly, students will develop social skills by collaborating with their peers and by participating in a field trip to China. This will allow the students to immerse themselves in a culture apart from their own. 1. Self-management - Students will set personalized learning goals. Students will self monitor the effectiveness of their learning and will reflect on their achievement and make appropriate adjustments. 2. Research - Students will generate and develop their own sets of critical thinking questions, assess and annotate primary and secondary resources, and reflect on the value and limitations of the resources they chose. 3. Social - students will participate in a field trip to China. Students will interact with local guides and wildlife and develop cooperative learning skills. Students will also initiate and maintain positive social relationships with each other and the community. Students will understand that other people, with their differences, can also be right. 4. Communicators- collaborate effectively and listening carefully to the perspectives of other individuals and groups. 5. Thinker- through language acquisition, students develop a body of thinking skills that may include, metacognition, reflection, critical thinking, creative thinking and transfer… Learners are better equipped for their future roles as global citizens when given the opportunity to analyze, synthesize and evaluate language topics from their own and different perspectives.
Contributions to the Development of the Attribute(s) of the Learner Profile
By curiously exploring the media of advertising they are inquiring; by exploring new concepts and ideas they are becoming more knowledgeable; by applying their thinking skills critically they are becoming better thinkers; by seeking and evaluating a range of point of views they are becoming more open-minded; by giving thoughtful consideration to their own experience they are being reflective.
Contribution to the Development of International Mindedness Through the study of the varying cultures of China, students will become compassionate members of the global community. They will use the experience with new points of view to analyze their own beliefs and motivations, and to better understand those of others. Students will leave this course well prepared to promote peace and understanding in the world around them. Learning about these topics will help students become integrated into Chinese culture, whether here or abroad, more quickly and easily. Being able to share meals and celebrate social and religious events easily and comfortably will certainly be a source from which to grow friendships and life-long community relationships. Resources: National Endowment for the Humanities: http://edsitement.neh.gov/lesson- plan/animals-chinese-zodiac#sect-questions Chinese Zodiac: http://www.timeanddate.com/calendar/chinese-zodiac-signs.html
Also use of textbooks, field trips to local Chinatown, trip to China, sharing my own experience
25 | P a g e