CHINESE III (SECONDARY) ESSENTIAL UNIT 7 (E07) (Chinese Festivals) (July 2015) Unit Statement: The student will look at names and dates of some traditional Chinese festivals and their customary food, practices and history. Essential Outcomes: (must be assessed for mastery) The Student Will read and write 21 key words about Chinese festivals. (Interpretive reading, and presentational speaking/writing) TSW create a timeline of 5 main traditional Chinese festivals during the year and talk about the importance of them to Chinese people. (Presentational writing, communicative) TSW introduce via a PPT presentation each festival, including their customary food, practices and history. (Presentational speaking) TSW reference an action with a specified time using the sentence pattern: when…, subject+verb. (Presentational writing/speaking) TSW briefly explain the holidays or festivals in their home countries and compare them with Chinese ones. (Communicative) TSW read Chinese Readers level 3, China’s Festivals and Chinese Readers level 4, George And Dragon Go To See Lanterns. (Interpretive reading) TSW read I Can Read By Myself 8: What Can You Hear n Chinese New Year, level 6: Firework Show and level 9: New Year Parade. TSW make mini comic books to list every aspect they know about the five festivals. (Presentational writing) Introduced /Practiced Outcomes: The Student Will read recipe books and find out the main recipes and cooking ways for four traditional Chinese food: dumplings, sweet dumplings, pyramid-shaped dumpling made of glutinous rice wrapped in bamboo or reed leaves and moon-cakes. (Interpretive reading, culture) TSW watch movies about the legend/origin of some Chinese festivals and explain them to each other. (Interpretive listening and communicative) TSW talk with local staff and native Chinese speaker classmates at school and interview them about how they celebrate each festival. (Communicative)
CHINESE III (SECONDARY) ESSENTIAL UNIT 7 (E07) (Chinese Festivals) (July 2015) Unit Statement: The student will look at names and dates of some traditional Chinese festivals and their customary food, practices and history. Essential Outcomes: (must be assessed for mastery) The Student Will read and write 21 key words about Chinese festivals. (Interpretive reading, and presentational speaking/writing) TSW create a timeline of 5 main traditional Chinese festivals during the year and talk about the importance of them to Chinese people. (Presentational writing, communicative) TSW introduce via a PPT presentation each festival, including their customary food, practices and history. (Presentational speaking) TSW reference an action with a specified time using the sentence pattern: when…, subject+verb. (Presentational writing/speaking) TSW briefly explain the holidays or festivals in their home countries and compare them with Chinese ones. (Communicative) TSW read Chinese Readers level 3, China’s Festivals and Chinese Readers level 4, George And Dragon Go To See Lanterns. (Interpretive reading) TSW read I Can Read By Myself 8: What Can You Hear n Chinese New Year, level 6: Firework Show and level 9: New Year Parade. TSW make mini comic books to list every aspect they know about the five festivals. (Presentational writing) Introduced /Practiced Outcomes: The Student Will read recipe books and find out the main recipes and cooking ways for four traditional Chinese food: dumplings, sweet dumplings, pyramid-shaped dumpling made of glutinous rice wrapped in bamboo or reed leaves and moon-cakes. (Interpretive reading, culture) TSW watch movies about the legend/origin of some Chinese festivals and explain them to each other. (Interpretive listening and communicative) TSW talk with local staff and native Chinese speaker classmates at school and interview them about how they celebrate each festival. (Communicative)