activities through appropriate responses. phrases use verbs that are short 7.1.IL.A.3 actions by three different Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, ways: v.v., v.一下， v. 一 v. intonation, and cultural practices) in the target utilize the grammar format culture(s) and in one’s own culture. to 7.1.IL.A.4 describe some are...some Use the target language to describe people, are...also some are… places, objects, and daily activities learned How to address people about through oral or written descriptions. appropriately in Chinese 7.1.IL.B.1 culture: Use digital tools to participate in short conversations and to exchange information have an insight of Chinese school related to targeted themes. system in subjects, class, and school. summarize to a Chinese friend what 7.1.IL.B.3 does an American school look like in Use appropriate gestures, intonation, and classes and schedule. common idiomatic expressions of the target Study the similarities and differences culture(s)/language in familiar situations. of the Chinese and American school 7.1.IL.B.5 systems. Engage in short conversations about personal experiences or events and/or topics studied in Sample Assessments: other content areas. Vocabulary exploration PowerPoint Vocabulary quiz on subjects and 7.1.IL.C.1 making a phone call Use knowledge about cultural products and Given a new and random scenario cultural practices to create a multimedia-rich card, students will conduct a prompt presentation on targeted themes to be shared and unprepared phone conversation virtually with a target language audience. oral assessment. E.g. you are calling 7.1.IL.C.2 Meimei, however, the she is not home. Present student-created and/or authentic short Her mum asks you to call back plays, skits, poems, songs, stories, or reports. tomorrow. Interpretive reading comprehension on a Chinese class schedule. student’s Unit test Skit Performance: make a phone call
activities through appropriate responses. 7.1.IL.A.3 Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. phrases use verbs that are short actions by three different ways: v.v., v.一下， v. 一 v. utilize the grammar format to describe some are...some are...also some are… How to address people appropriately in Chinese culture: have an insight of Chinese school system in subjects, class, and school. summarize to a Chinese friend what does an American school look like in classes and schedule. Study the similarities and differences of the Chinese and American school systems. Sample Assessments: Vocabulary exploration PowerPoint Vocabulary quiz on subjects and making a phone call Given a new and random scenario card, students will conduct a prompt and unprepared phone conversation oral assessment. E.g. you are calling Meimei, however, the she is not home. Her mum asks you to call back tomorrow. Interpretive reading comprehension on a Chinese student’s class schedule. Unit test Skit Performance: make a phone call
Grade7MandarinChineseCurriculum.docx