China 101 Unit Overview
2010 Term 1
Target Group: Year 7 (Stage 4)
Unit of Work: China 101
Duration: 5 weeks
Unit Description:
This unit acts as an introduction. It allows students to explore ways to use, understand and retain basic communicative language in active construction and social interaction. At the same time
encouraging connections to be made between languages. Students will gain knowledge about greetings and introductions as well as geographical and social aspects of China and Chinese
language.
Overall Themes:
Cross-curricular content:
The Target Language Community: Social and cultural norms when being involved starting interactions in
Civics & Citizenship
Multiculturalism
Chinese.
Diversity
Gender
The Changing World: Cultural and Social Changes in China and Australia
Multiculturalism
Work, employment and enterprise
Targeted Outcomes:
Using Language A Student:
Listening and Responding
4.UL.1
demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately
Reading and Responding
4.UL.2
demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately
Speaking
4.UL.3
establishes and maintains communication in familiar situations
Writing
4.UL.4
applies a range of linguistic structures to express own ideas in writing
Making Linguistic Connections
4.MCL.1
demonstrates understanding of the importance of appropriate use of language in diverse contexts
4.MCL.2
explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese
Moving Between Cultures
4.MBC.1
demonstrates understanding of the interdependence of language and culture
4.MBC.2
demonstrates knowledge of key features of the culture of Chinese-speaking communities.
Assessment:
ICT:
ICT Register:
Teacher Observation
Internet Research
Quizzes - Assessment for learning activities
Nihao Games
Short Dialogues
Word Processing
Unit Test: Greetings & Basics on China
Resources:
DVD - " Real Chinese" – Introduction & Greetings Chapter 1
Books – Lai Wan Youxi Fauary & Kessler
Texts - Nihao, Chinese Made Easy, activities and worksheets produced by the teacher.
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
Activity
Learn About:
 Language games to
help learn and retain
greetings vocabulary.
4.UL.1
 ways to analyse text structure and
locate
relevant information in text
4.MCL.2
 specific patterns and rules in word
construction, word order and
sentence
structure
 Class discussion
about China and
Australia. How are
things similar or
different?
4.MBC.1
 key features of social interactions
in diverse contexts
4.MBC.2
 the importance of tradition to a
sense of cultural identity and diversity
within the culture
 Construct written or
oral sentences
introducing ourselves
and others.
4.UL.1
 ways to analyse text structure and
locate relevant information in text
 Role Play: “Who are
you?”
4.UL.3
 ways of showing that the purpose
of communication has been achieved
4.UL.4
 the purpose and context of
communication and their influence on
the choice of structure, format and
vocabulary
4.UL.1
 the importance of understanding
the intention of the speakers and the
context in interpreting meaning
 linguistic features of texts, such as
in conversations, interviews and
messages
4.UL.3
 the purpose and context of
communication and their influence on
the choice of structure, format and
vocabulary
Suggested Teaching & Learning Activities
Learn To:
ICLL Principle
Language
Structures
Linguistic Items
4.UL.1
 deduce meaning from context and prior
knowledge of subject matter when listening
for main ideas
 identify specific information, eg by
identifying statements as true or false,
answering questions in English or Chinese,
choosing the correct word.
4.UL.3
4.MCL.2
 develop strategies for internalising new
language and building on prior knowledge,
eg mnemonic devices and communicative
activities such as songs, matching games,
cloze activities, listening and memory games
4.MBC.1
 identify generalisations about people and
culture, eg questioning stereotypes
4.MBC.2
 recognise how culturally appropriate
language and behaviour are used in formal
and informal contexts

4.UL.1
 deduce meaning from context and prior
knowledge of subject matter when listening
for main ideas
 identify the purpose of texts and distinguish
between the main ideas and supporting detail
4.UL.3
 select and incorporate modelled structures
when producing own texts
4.UL.4
 initiate an interaction, eg by greeting,
asking a question, interjecting
 Active
Construction
 Social
Interaction
At Least:
你好
再见
早
早上
好
老师好
同学们好
老师再见
同学们再见
他，她，
你，我
 Social
Interaction
 Reflection
 Making
Connections
中国
澳大利亚
 Active
Construction
 Social
Interaction
 Reflection
As Above
我是。。。
他是。。。
你是。。。
4.UL.1
 identify roles and relationships between
participants in text
 identify specific information, eg by
identifying statements as true or false,
answering questions in English or Chinese,
choosing the correct word
4.UL.3
 initiate an interaction, eg by greeting,
asking a question
 Active
Construction
 Social
Interaction
你是谁？
我是。。。
Questioning
Techniques:
 Using a pronoun
 Question Word
Register
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
 Personal strategies:
Retention of Hanzi
 Discussions Greeting
norms across different
cultures
4.UL.4
 Assessing resources and the
organisation of relevant structures
and vocabulary when planning and
constructing text.
4.MLC.2
 ways to deconstruct Hànzì
4.UL.1
 the importance of prior knowledge
to interpreting meaning in text
4.MLC.1
 specific grammatical concepts
that operate across languages
4.MLC.2
 ways to support effective
communication
 Role Plays: “Hello &
Goodbye”
 Oral Pronunciation
activities
4.MBC.1
 the significance of cultural
awareness in language use and the
influence of cultural values on how
meaning is conveyed
4.MBC.2
 ways in which language and
behaviour reflect important aspects of
the culture
4.UL.1
 the importance of understanding
the intention of the speakers and the
context in interpreting meaning
 linguistic features of texts, such as
in conversations, interviews and
messages
4.UL.3
the purpose and context of
communication and their influence on
the choice of structure, format and
vocabulary
4.UL.3
 the purpose and context of
communication and their influence on
the choice of structure, format and
vocabulary
 verbal and nonverbal links with a
conversational partner
4.UL.4
 Plan, draft and edit when constructing own
text.
4.MLC.2
 recognise that compound Hànzì are
composed of two sides which may be related
in sound or meaning to the compound Hànzì
4.UL.1
 deduce meaning from context and prior
knowledge of subject matter when listening for
main ideas
4.MLC.1
 recognise that grammatical concepts serve
particular functions and represent part of the
systems of languages
4.MLC.2
 identify ways in which stress, intonation
and body language are used to convey
meaning, eg thumbs up for the best
4.MBC.1
 recognise that there are culturally
appropriate expressions for particular contexts
4.MBC.2
 identify actions, and words and phrases in
the language that encapsulate aspects of
culture
4.UL.1
 identify roles and relationships between
participants in text
 identify specific information, eg by
identifying statements as true or false,
answering questions in English or Chinese,
choosing the correct word
4.UL.3
 initiate an interaction, eg by greeting,
asking a question
4.UL.3
 initiate an interaction, eg by greeting,
asking a question, interjecting
 maintain social interactions and
communicate appropriately in familiar contexts
 Active
Construction
 Reflection
All hanzi
used so far
 Reflection
 Social
Interaction
Greeting norms
 Social
interaction
 Active
Construction
 Reflection
你好
再见
 Active
Construction
 Reflection
As Above
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
 Calligraphy Activities
 Stroke Order and
Radical Activities.
 Pronoun Games
 ICT – Word
processing
4.UL.4
 accessing resources and the
organisation of relevant structures
and vocabulary when planning and
constructing text
4.MBC.1
 ways in which language and
behaviour reflect important aspects of
the culture
4.MBC.2
 ways in which language and
behaviour reflect important aspects of
the culture
4.MLC.2
 ways to deconstruct Hànzì
 ways to predict the sound of
Hànzì.
4.UL.1
 the importance of understanding
the intention of the speaker/s and the
context in interpreting meaning
 linguistic features of texts, such as
in conversations, interviews and
messages
4.UL.3
 verbal and nonverbal links with a
conversational partner
 ways of showing that the purpose
of communication has been achieved
4.UL.4
 accessing resources and the
organisation of relevant structures
and vocabulary when planning and
constructing text
 manipulation of known structures
for writing in new contexts
 the use of information and
communication technologies for
communicative purposes.
4.UL.4
 use available resources to access
structures and vocabulary to build a message
4.MBC.1
 identify actions, and words and phrases in
the language that encapsulate aspects of
culture
4.MBC.2
 identify actions, and words and phrases in
the language that encapsulate aspects of
culture
4.MLC.2
 recognise that compound Hànzì are
composed of two sides which may be related
in sound or meaning to the compound Hànzì
 recognise that many Hànzì are phonetic
compounds with a component to denote or
approximate the sound of the Hànzì
4.UL.1
 identify roles and relationships between
participants in text
 identify specific information, eg by
identifying statements as true or false,
answering questions in English or Chinese,
choosing the correct word
4.UL.3
 maintain social interactions and
communicate appropriately in familiar contexts
 conclude an interaction using verbal cues
and leave taking
4.UL.4
 use available resources to access
structures and vocabulary to build a message
 select and incorporate modelled linguistic
structures in own writing
 Produce original texts using information
and communication technologies.
 Active
Construction
Hanzi used so
far
 Active
Construction
 Social
Interaction
As above
 Active
Construction
 Social
Interaction
 Active
Construction
 Reflection
 Making
Connections
Questioning
Techniques:
 Using a pronoun
 Question Word
我是。。。
他是。。。
你是。。。
As Above
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.
Evaluation
Suggested Changes to Unit:
Other possible activities:
Other Possible Resources:
Any Further Comment:
Date commenced:
Date Completed:
Signature
This document has been produced by E. Brooks at Lakes Grammar – An Anglican School with funds provided by the Australian Government
through the Languages Programme.