Learning Goal: I can describe likes and dislikes. I can express agreement and disagreement.

Estimated Time for The Week: 1 hour 20 minutes

Learn & Practice:

Reading and Critical Thinking

• Read this text and then answer the questions that follow.

Check Your Understanding

• Read through this online tutorial to build your comprehension of the reading and new learning from above.
• For five minutes, 2-5 times this week, practice grammar and conjugation here and here.
• Read through the online tutorial for more comprehension to express agreement and disagreement.
• For five minutes, 2-5 times this week, practice grammar here.

Listening and Critical Thinking

• Listen to this audio.
• Write down key words you hear.
• In Spanish, answer these questions.

Extension and Application

• Draw yourself as a creature. Introduce yourself by giving your name, age, birthday and origin. Describe your likes and dislikes using the verb gustar.

Vocabulary

Learn the vocab here, then practice and test your memory by using the activities on quizlet such as Match and Gravity.

Essential Questions/Goals: From my life experience so far, what advice can I give to my friends and family.

Learning Goals: I can make recommendations for what others should do. I can suggest others do/not do something.

Estimated Time for The Week: Approximately 1 hour and 55 minutes

Learn & Practice:

Watch this video for an introduction to this week’s learning goals.

Reading and Critical Thinking (~15 minutes)

• Read the social media “Stories” by Profe Madrigal on slide one.
• Answer the questions on slide two and check your answers on slide three.
• Follow instructions on slide four to write recommendations of your own.

Vocabulary (~10 minutes)

• Study this Quizlet set for 10 minutes by using the flashcard mode, learn mode, quiz mode, or other modes to learn some phrases and vocabulary that we can use to express wishes, wants, and desires and to accomplish our learning goal for the week. Later in the week revisit the set for another 10 minutes to see how much you remember.
• OPTIONAL: Continue expanding your vocabulary with the app/website Drops. The lessons are only 5 minutes a day, see how long you can keep your streak going!

Check Your Understanding (~25 minutes)

• Read through these grammar lesson slides that explain how we make recommendations using the subjunctive in a bit more detail and some more elements of subjunctive you will run into.
• Complete the examples on slide five to check your understanding.
• Practice making recommendations using the subjunctive by practicing with verbs on this Gimkit until you reach the goal amount of money. Don’t forget to purchase the power ups!

Listening and Critical Thinking (~20 minutes)

• Watch this video of Profe Madrigal showing you how he recommends you make “TikTok” Coffee
• Complete the statements by filling in the blanks on slide one. Check your answers on slide two
• Answer the comprehension questions on slide three. Check your answers on slide four

Extension and Application (~15 minutes)

• Create your own social media “story” post by using the following template.
• Write at least 8 recommendations based on previous experiences
• If you would like, share it on social media, with a friend, or your teacher!

Culture (~25 minutes)

• To continue with our theme of music for this week we are going to learn about a different type of music from Spanish speaking countries
• Watch this video of Jorge talking about Afro-Peruvian Music.
• Check your understanding with the comprehension questions here.
• If you want to get up and move some, watch this video of the official Zumba dance by Alvaro Soler for his song “La Cintura”

Reflect (~5 minutes)

• Fill out this quick end of lesson check-in.
• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Learning Goal: I can describe what I am going to do in the future.

Estimated Time for The Week: 1 hour, 40 minutes for the week

Learn & Practice:

Vocabulary

• Type the calendar vocabulary you learned last week. If needed, watch the Vocabulary List on page 316 to page 318 again.

Reading and Critical Thinking

• Read the dialogue on p. 322.
• Using the text in the previous item, try to answer these questions:
  • Question 1 – 白苹要去篮球场吗？
  • Question 2 – 张国华要去篮球场吗？
  • Question 3 – 谁要回家？
  • Question 4 - 张国华周末要做什么？
  • Question 5 - 白苹周末要做什么？
  • Question 6 – 他们最后 ( at the end ) 说什么？
• Read the article 中国人的周末活动 - the outcome of a questionnaire about what Chinese people do on the weekends on page 328. Answer the questions that follow.

Check Your Understanding

• Say in Chinese where Jianliang is going according to the pictures shown on page 319, #2 and name one thing he will mostly like to do there. Follow the model below:

建良去海边。他去冲浪。

• Connect to a classmate, take turns asking and telling whether or not you like to do each activity shown on page. 320, #3.
• Connect to a classmate, talk about what various people are doing on p. 320 # 4. Student A asks the questions and student B answers them. Follow the model:

王先生 (骑自行车/打台球) A: 王先生骑自行车吗？ B: 不，他不骑自行车，他打台球。

• Combine the two sentences shown on page 325, #9 with “跟” to form a single sentence.

Follow the model: 董军去滑雪。张国华去滑雪。-》董军跟张国华去滑雪。

Listening and Critical Thinking

• Listen to the mini dialogue on page 319 #1,
  • select the photo that corresponds to the location mentioned.
• Listen to the dialogue “周末“ on page 322.
  • Write down the locations and activities you hear in Chinese and pinyin.
• In Chinese, write a dialogue between you and your classmate to talk about your weekend plans.

1. Extension and Application

• Get a photo or drawing of a favorite weekend you had and then write a short essay with the following information.

1. tell where you went
2. tell when you went there
3. tell with whom you went
4. tell what you did there
5. give an opinion about the activity

• Conduct a survey by asking your family members what they like to do on the weekends. Write down the survey result. Follow the model:

我妈妈周末喜欢看电影。我爸爸周末喜欢打篮球。我哥哥周末喜欢玩电子游戏。我弟弟周末喜欢看电视。我姐姐周末喜欢去购物中心。

Culture and Extended Writing

• Read the culture window “Popular Pasttimes for Teens in China” and “Morning In the Park” on page 323 and 324. Answer the questions that follow the passage.
• Write a short essay to express your opinions on the following topics.

1. Compare the same and different activities with Chinese teens and American teens.
2. List the activities that Americans don’t do on weekends that you would like to do.
3. Talk about the functions of the parks.
4. Talk about the activities people do in China and America.
5. Do you think the park is an important social place? If not, then where are the places?

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Note About Previous Week:

We accidentally placed the wrong content in Chinese3, Week 3. As you are keeping up with your essential learning topics, please revisit Week 3; it's been updated!

Learning Goal: I can make guesses.

Estimated Time for The Week: 1 hour, 40 minutes for the week

Learn & Practice:

Vocabulary

• Write the house vocabulary you learned last week. If needed, watch the Vocabulary List on page 252, page 233 and page 256 again.

Reading and Critical Thinking

• Read the dialogue on page 261.
• Using the text in the previous item, try to answer these questions:
  • Question 1 – 有几个人先到李云英家？他们是谁？
  • Question 2 – 吴森和赵梅，谁比较早到？谁比较晚到？
  • Question 3 – 为什么没有跟赵梅和吴森一起到？
  • Question 4 – 钱永利是怎么去李云英家的？
  • Question 5 – 为什么钱永利那么晚才到？
  • Question 6 - 钱永利是从哪里来的？
  • Question 7 - 钱永利几点出门？几点到李云英家？
  • Question 8 – 喝了饮料以后，他们要做什么？
  • Question 9 – 如果你请朋友来家里玩，你们会要做什么？
• Read the passage of 聚会邀请卡 on page 269. Answer the questions that follow.
• Read the Flight Timetable shown on page 266, # 10 first then connect with a classmate, take turns asking and answering questions based on the information provided. Use the pattern “ 从。。来/去 “。

Check Your Understanding

• Answer the personal questions on page 257 # 3.
• Complete the sentences shown on page 265, # 8 with the words of “来“ or “去“
• Connect with a classmate, take turns asking and answering the questions shown on page 265, #9 using the pattern “是 .. 的 “ 。
• Use the pattern “以为。。没想到。。“ to rephrase the sentences shown on page 267, # 11 into one complete sentence.
• Combine the sentences shown on page 268, # 13 using the pattern “ S V T O, 就S V O”.

Listening and Critical Thinking

• Listen to three people describing their houses. Choose the photo on page 257, #1 that best matches what they describe.
• Listen to the recording. Match the places you hear with the ones in the drawing on page 257, # 2.

Culture and Extended Writing

• Read the culture window on page 263 and 264 about 风水then decide if the following statements is true or false. Correct the false statements.

1. The Chinese word 风水 can be translated into wind and water that means weather.
2. Choosing the location of one’s house might be based on 风水.
3. Most Chinese buildings face the south.
4. Most of the sunshine in China comes from the north.
5. From a 风水 point of view, the kitchen and bathroom cannot face on another
6. 风水is an elaborate science and should be followed to the letter.

• Research about the fengshui and then draw a picture of your room with the furniture in it. Think about how to place the furniture according to the fengshui rules.

Extension and Application

• Take a survey to determine the top three activities at a party. Connect with three people in your class and ask what they like to do at a party.
• Create an invitation card in Chinese to invite your friends to have a virtual party. Make sure the invitation includes the following information.

- Date and time of this party.

- Activities for this party.

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Learning Goal: I can recognize body vocabulary and read about related health issues. I can understand main ideas and identify some supporting details when I read about health. I can watch, listen to and understand videos and cartoons about health.

Estimated Time for The Week: 1 hour, 30 minutes for the week

Learn & Practice:

Reading and Critical Thinking

• Read this text which follows about common illnesses.
  • La grippe, le rhume,et les pathologies aiguës des voies respiratoires sont également très fréquentes. Les enfants sont les plus touchés. Ces affections provoquent près d’un arrêt de travail sur cinq est près de la moitié des absences scolaires. Les grippes, les angines et les bronchites sont particulièrement invalidantes.
• Using the text in the previous item, try to answer these questions in your notebook:
  • Quelles sont les trois maladies respiratoires dans l’article?
  • Qui sont les personnes les plus touchées?
  • Quelles maladies sont les plus invalidantes?
  • Answers shown at the end of this lesson.
• Donnez (give) les symptômes principaux des maladies suivantes dans vos cahiers:

You can use Reverso if needed and refer to the Vocabulary Bank below.

1. les oreillons (the mumps)
2. la rougeole (the measles)
3. la varicelle (the chickenpox)
4. la grippe (the flu)

Answers shown below

Vocabulary

• Learn the body and health vocabulary text then practice and test your memory on this quizlet.
• For five minutes, 2-5 times this week, use this quizlet to build your vocabulary skills.Then, at the end of the week, take the test.

Check Your Understanding

• Watch this short Youtube video of the French Canadian song “Alouette” to build your comprehension of the parts of the body vocabulary. I dare you NOT to sing along to this catchy favorite! (Personal device may be required to view)
• Write a short paragraph in your notebook in French using the imparfait to say what childhood diseases you had or were vaccinated for when you were little, to practice your use of the imparfait. You could add what special thing your parent always did for you when you were sick, such as make you a special drink or let you watch lots of tv.
• Practice by doing this fun interactive activity on health.

Listening and Critical Thinking

• Listen to Caillou’s visit to the doctor in this video. (Personal device required to view)
• Write down words that you recognize in your notebook.
• In French, write down what you think the main idea is.

Extension and Application

• Create a short (3 pictures or more) comic strip telling the story of a person who is sick or in pain and how they fix their problem. You can do this in Google Slides or on paper.
• Use the new vocabulary for dialogue or captions.
  • Examples:
    • First picture shows someone talking to their friend and they say “j’ai la nausée!” Second picture shows their friend giving them advice. Third picture shows them eating crackers and ginger soda and they feel better.
    • First picture shows someone who broke their arm. Second picture shows them getting a cast at the doctor. Third picture shows them several weeks later feeling better.

[OPTIONAL] Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Answers to Reading and Critical Thinking:

• La grippe, le rhume, et les pathologies aiguës des voies respiratoires sont les trois maladies.
• Les enfants sont les personnes les plus touchés.
• Les grippes, les angines et les bronchites sont les plus invalidantes.

Les symptômes principaux:

les oreillons - un gonflement et une inflammation des glandes parotides

la rougeole - une maladie caractérisée par une éruption de taches rouges sur la peau

la varicelle - une maladie caractérisée par une éruption des vésicules qui disparaissent

en une dizaine de jours

la grippe - une maladie caractérisée par de la fièvre qui mène à la bronchite

Learning Goal:

• I can read a menu in German.
• I can order food in a restaurant.

Estimated Time for the Week: 100 minutes

Learn and practice:

Vocabulary:

• You have learned a lot of new food and drink vocabulary over the last few weeks and you will learn much more this week!
• Practice your pronunciation of German letters and words by reviewing the alphabet. These words include a lot of the previous and new food vocabulary. Listen to the audio and practice by repeating the words.
• Familiarize yourself with some of the new vocabulary for ordering food.

Listening and Critical Thinking:

• Watch the new Nico video about Nico and his friends ordering dinner.
• Answer the comprehension questions that follow.
• Listen to the statements and match them with the corresponding pictures.

Reading and Critical Thinking:

• Read the video script from the video you just viewed.
• What do you think the verb nehmen means?
• Review the verb here.

Check Your Understanding:

• Practice forms of nehmen here.
• Watch and listen to the video about ordering food in a restaurant.
• Review the restaurant vocabulary list

Extension and Application:

• What is your favorite type of restaurant? Think about what foods and drinks are served there.
• Nico and his friends were ordering various types of pizza. You can view the sample of that Speisekarte
• Create your own Speisekarte in German of a restaurant you would like to visit.
• Just as you would see on a normal menu, include different categories such as appetizers, main dishes, sides, desserts, and drinks.
• Share your menu with your teacher or a family member and tell them what you would order!

Culture and/or Extended Writing:

• Using the menu you created and vocabulary you have learned this week, write a short script between a waiter and a customer ordering a meal. Use forms of the verb nehmen.
• Share your script with a classmate or your teacher.
• Role-play the script with a family member and help your relative with the correct pronunciation of German words.

Learning Goals:

• I can talk about weather conditions and their effects.
• I can talk about weather conditions in different seasons.
• I can understand a severe weather warning.

Estimated Time for The Week: 2 hours, 30 minutes for the week

Learn & Practice:

Critical Thinking

Consider these questions:

• How could weather conditions affect a person’s job?
• What sort of weather conditions do you have where you live?
• What sort of weather conditions do they have in Germany?

Vocabulary

• Review das Wetter vocabulary.
• Practice this vocabulary by doing Übungen 2-4.
• Increase your ability to understand weather conditions and their consequences by listening to and learning the vocabulary at Wortschatz .
• Test your memory and knowledge of the vocabulary by reading the text, Sturmschäden , and doing exercises 4-5.
• Build your vocabulary skills by repeating these activities as many times needed.

Listening and Critical Thinking

• Watch the episode Wegen des Wetters from Nicos Weg as many times as needed.
• Write down in German what the main idea is.
• Answer these questions:
  1. Was ist Nicos neuer Job?
  2. Welche Rolle spielt das Wetter in seinem neuen Job?

Check Your Understanding

• Complete activities 1-2 from Nicos Weg to check your understanding of what happened in this episode.
• Increase your understanding of the Genitive case Grammar with this information.
• Practice using the Genitive with wegen by doing exercises 6-8.

Extension and Application

• Create a T-chart entitled “wegen.”
• Write in German why you kann and kann nicht do something because of the weather condition. Remember to use “wegen” + Genitive Case.

Culture and/or Extended Writing

• Listen to this severe weather warning Unwetterwarnung.
• Answer the following questions:
  1. What sort of weather is described?
  2. How does the weather affect the Musikfestival?
• Compare this severe weather warning to a severe weather warning where you live.

Reflect

• In an ongoing digital “Learning Log” write about the most important things you learned this week. Share with your classmates and your teache

• Learning Goal: I can read and answer comprehension questions from the stories. I can recognize and translate grammatical structures that are more complicated. I can recognize sentence patterns.

Estimated Time for The Week: 2 hours, 30 minutes for the week

Learn & Practice:

Navigate to Elevate Stage21. Click on the CSCP section at the top of the page. Read through some of the information and write down four facts you’ve learned.

Reading and Critical Thinking

• Click on the Explore the story of Memor Suscipit II. Click on explore the story and translate.
• Write down perfect passive participles and the noun each describes.
• Using the text in the previous item, try to answer these questions:
  • Question 1 Why do you suppose Memor passes the task on to Cepalus?
  • Question 2 Why is it difficult for Cephalus to refuse?

Check Your Understanding

• Compare and contrast the characters of Memor and Cephalus.
• How are they alike?
• How are they different?

Listening and Critical Thinking

• Listen to Memor Suscipt II by clicking on the listen section of the explore the story.
• Write down five new words you recognize.

Extension and Application

• Click on the “Test Your Vocabulary”. Spend at least 2-5 minutes everyday going over this section. In the sorting words section practice the exercise there as much as you can.

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.