2018, Term 3 - Chinese Years 7/8/9 Program overview

Cobram Anglican Grammar School – Term Program

Chinese Program – Term 3, 2018

Grades: 7/8/9

Week	TOPIC & FOCUS	ACTIVITIES	ASSESSMENT
1 23/7	1.     Introducing food 2.     Saying hello	·      Food vocabulary – Creating food flash cards. ·      VSL Chinese – Lesson 1: Hello
2 30/7	1.     Collective nouns 2.     Greetings	Learning the collective nouns used when classifying food (Bēi, píng, gè) ·      VSL Chinese – Lesson 2: Greetings
3 6/8	1.     Ordering food 2.     Asking some ones name	·      Phrases used to order food ·      VSL Chinese – Lesson 3: What’s your name?	Quiz: Food nouns and collective nouns (10%)
4 13/8	1.     Restaurant vocabulary 2.     Introducing yourself	·      Phrases and nouns used for Chinese restaurants. ·      VSL Chinese – Lesson 4: Introductions
5 20/8	1.     Task: Ordering food play 2.     Asking how are you? (Nǐ hǎo ma?)	·      Ordering food assessment task – work given in class ·      VSL Chinese – Lesson 5: How are you?
6 27/8	1.    Presentation – ordering food drama 2.     Numbers 1 - 100	·      Presentation: Ordering food ·      VSL Chinese – Lesson 6: Numerals 1 - 100	Presentation:Ordering food. (20%)
7 3/9	1.     Video – traditional Chinese cooking 2.     Introducing others	·      Clickview – Luke Nguyen’s Greater Meekongseries, looking at traditional food in Kunming, Southern China. ·      VSL Chinese – Lesson 7: Who is she?	Quiz: Chinese number characters (10%)
8 10/9	1.     Assignment – Chinse traditional food 2.     Revision	·      Research project – Chinese food / recipes ·      VSL Chinese – Lesson 8: Revision
9 17/9	1.    Cooking 2.     Nǐ jǐ suì? (how old are you?)	·      Cooking ·      VSL Chinese – Lesson 9: How old are you?	Assignment:Chinese traditional food assignment due (20%)

Australian Curriculum Outcomes

Languages: Chinese

Second Language Learner PathwayYears 7–10 (Year 7 Entry) Sequence

Years 7 & 8 outcomes

Communicating
Socialising	Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities. ACLCHC082
Informing	Locate and share with known audiences factual information about people, places and events from a range of oral textsACLCHC083
Creating	… create own portrayals of characters using gesture, action, stress, and modelled phrases.ACLCHC085
Understanding
Systems of language	Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken languageACLCHU90
	Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features. E.g. ·       explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个星期去上海)

Background Chinese Language Learner – extension (Years 7 & 8)

Communicating
Translating	Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English. ACLCHC168
Understanding
Systems of Language	Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters. ACLCHU171