Mandarin 3 continues the development of listening, speaking, reading and writing skills. It strives to further vocabulary acquisition, grammatical understanding and speaking skills. Chinese culture and social issues are studied throughout the year.

ESSENTIAL QUESTIONS

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

FOCUS QUESTIONS

• What are the cultural differences in eating out in China and U.S.?
• What is the role of food in China and other Chinese speaking countries?
• What do you talk about food, order in a restaurant and express likes and dislikes?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify 40 Chinese characters.
• demonstrate order foods and beverages from menu.
• identify foods and beverages.
• show food likes and dislikes.
• list a shopping list.
• present/Choose from alternatives.
• describe what someone wants.
• tell someone what you want.
• express pleasure / displeasure.

DEVELOPING AN INTERPRETATION The student will . . .

• identify 40 Chinese characters.
• demonstrate order foods and beverages from menu.
• identify foods and beverages.
• show food likes and dislikes.
• list a shopping list.
• present/Choose from alternatives.
• describe what someone wants.
• tell someone what you want.
• express pleasure / displeasure.

MAKING CONNECTIONS The student will . . .

• make a plan for the family for dinner based on an Internet resources of Chinese food.
• interpret a recipe for a good common to a particular region.
• discuss the relationship of food and culture.
• explain how the coming events or holidays will impact your shopping list.
• contrast the difference between Chinese meals and those in the U.S.
• compare the difference of school’s cafeterias in China and the U.S.

FOCUS QUESTIONS

• What are the important I.D. in China and U.S.?
• What is the role of variety of I.D. in China and other Chinese speaking countries?
• What do you make a request of books at the library and express likes and dislikes?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify the signs ofChinese characters at the library.
• demonstrate request the bookfrom librarian.
• identify the functions of variety of I.D. in China.
• show likes and dislikes.
• understand the procedure of apply the I.D.
• present/Choosef rom alternatives.
• describe what book they wants.
• express where something is located.
• express wishes, obligations, possibilities, or permissions.
• list similarities and difference culture between US and Chinese libraries.

DEVELOPING AN INTERPRETATION The student will . . .

• create a student I.D. in Chinese.
• describe and give advice/recommendations about books.
• categorize the books.
• describe the book’s content and chapters.
• show people around in the library.
• extend their comparisons of Chinese and US library system.

MAKING CONNECTIONS The student will . . .

• discuss the procedure difference of borrowing the books in China and U.S.
• compare the teenager’s preference of books in China and U.S.
• describe the study subjects difference between China and U.S.
• summarize the information regarding the library in the Mandarin Chinese-speaking world and present it to the class.
• identify the important signs in the library.
• discuss several famous authors in China.

FOCUS QUESTIONS

• How does one talk about the environment?
• How does one describe the environment to someone who speaks Chinese?
• What does one talk about what is going to happen?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe people, places and things giving location.
• identify his/her location.
• demonstrate activities to their descriptions.
• express prohibition.
• offer assistance to someone.
• request cooperation.
• express his/her plans.

DEVELOPING AN INTERPRETATION The student will . . .

• examine and interpret the signs of symbol.
• distinguish the Chinese sign marks.
• describe the direction using a map.
• explain the appearance of major buildings.
• predict the direction using their prior knowledge.

MAKING CONNECTIONS The student will . . .

• discuss the influences that American have made on the culture of China.
• compare typical US and China building designs.

EXAMINING THE CONTENT The student will . . .

• evaluate the major transportation in China’s cities and villages.

FOCUS QUESTIONS

• How do you congratulate someone?
• How do you design your invitation card in Chinese?
• How does one shares information about oneself and others?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• ask/tell someone’s age.
• give more information about their likes and dislikes.
• write and Identify 40 Chinese characters.
• make the Birthday’s invitation card.
• define new vocabulary based on context of written text.
• state his/her birthday – months, days.
• offer and accept gifts.

DEVELOPING AN INTERPRETATION The student will . . .

• classify characteristics of festivals.
• describe the difference birthday party in China and the U.S.
• explain what certain ages of birthday are important for some people.
• predict people’s zodiac by asking the year they born.

MAKING CONNECTIONS The student will . . .

• plan a birthday party for their friend, family or themselves.
• imagine what the birthday gift they would like to get and explain why.
• prioritize the steps to create a birthday photo album.

EXAMINING THE CONTENT The student will . . .

• evaluate the difference celebration of holidays between China and U.S.

FOCUS QUESTIONS

• How does one talk about health and sickness in Chinese?
• What does the Chinese person do to promote good health and fitness?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• write and identify Chinese Characters in this unit.
• list several Chinese superstitions associated with health and sickness.
• identify several leading causes of death in various age groups in China.
• identify the major components of the traditional Chinese diet as well as the current teenage diet in China.
• describe specific body parts that are in pain or causing trouble.
• ask/tell what the problem is.
• recommend treatment for simple illness.
• express sympathy for someone who is sick.

DEVELOPING AN INTERPRETATION The student will . . .

• explain why certain flowers are never given to hospital patients.
• describe the difference between red and white envelop.
• design a health plan that uses the best of Chinese and American trends and traditions in diet and fitness.

MAKING CONNECTIONS The student will . . .

• describe the patterns you see in the role of physical education, health, diet, fitness, leisure activities and longevity in China and the U.S.
• compare the difference treatment in China and Western countries.

EXAMINING THE CONTENT The student will . . .

• evaluate the Chinese medicines and the treatment of acupuncture.

FOCUS QUESTIONS

• How do you invite your friend for certain events?
• How do you refusing an invitation?
• How to present/choose from alternatives?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• give more information about their likes and dislikes
• describe what kind of activity they would like to do and why
• learn place words and directional complement
• read and understand paragraphs despite not having all the vocabulary
• define new vocabulary based on context of written text
• recite the short conversation both from the text and original

DEVELOPING AN INTERPRETATION The student will . . .

• explain the difference marriage status between China and the U.S.
• understand the culture background can affect the language learning.
• describe the change of society in China and the U.S.

MAKING CONNECTIONS The student will . . .

• analyze the impact of one child policy in China.
• explain how getting more freedom in your own life means that you have more responsibility.
• compare and contrast the immigrant in China and the U.S.