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204 | Chinese | Ms. Wang

204 | Chinese | Ms. Wang        

                                            What Students should master before the end of 2nd quarter (2017-2018)

                                          Requirements for students (January 16th – January 26th )

1st grade   1st grade   Unit II – Nature                                                                                                                                                                                                                             1.     Be able to say Nature part 2:  "What is this? This is the earth." - "这是什么?这是地球。”  

2.     Earn two certificates by being able to say the two rhymes and a song in correct pronunciation and tones:                                                                                                      “Meet Children Around the World",  "What's This? This is the Earth.",  "This is a Small World"

3.     Be able to find dates dictated orally in Chinese and copy the dates correctly.

4.      Be able to read any number in the range of 1 to 1000 and write the numbers when they are dictated.

6.     Be able to recognize and read the characters in the text of Nature (II) while using your finger pointing at them.

2nd grade    

Unit II:  Transportation

Lesson 12 - Chinese for Children   

                                                                                                                                                                                                                                                                                                  1.   Be able to recognize and read the Chinese characters for robot, panda, doll, bouncing ball, airplane, car, train, ship, bicycle, spaceship, rocket.

      2.   Be able to say and recognize the phrases for: eat a Chinese meal, drive a car, ride a bicycle, good-bye.  

      3.   Be able to say the supplementary text from memory for earning a certificate: Little Airplane

      4.   Be able to read/identify the Chinese characters in YCT 1 vocabulary words 1- 44.

      5.   Be able to read any numbers (1 to 9,999) – Earn a certificate.

      6  Be able to write dates correctly – Earn a certificate

      7.   Be able to read the texts of Lesson 12 and Lesson 13 while pointing each word in the text.  

      8.   Be able to answer questions with verb "have" orally and in a written form. 

      9.   Be able to sing the song: Learn to Talk – earn a certificate

  3rd grade and 4th grade           Unit III – Food                                                                       

      Mastery of Lesson 7 & Lesson 8                                                                                                                

             1.  Be able to read/recognize the characters for the names of the following food and beverages:                                                                                                                                                          bread, egg, noodles, rice, apple, fruit, milk, coffee, juice, soda and tea 

      2.   Be able to master (orally use, write from memory) the sentence patterns:                                                                                                                                            a) Good morning                                           b) What do you (he, she) want?                           c) Do you (he/she) want...?                                                               d) Do you (he/she) want to eat/drink...?         e) I (he/she) don't want....                                     f) what about you (he/she/they)?

      3.  Carry on a conversation while role playing using the sentence patterns and food/drinks in the two lessons.

      4.  Be able to write appropriate responses in a passage written as a dialogue.  

      5. Be able to write the following characters in correct stroke orders: 要   水   汽   茶  

      6.  Be able to read correctly the Chinese pinyin basics and the given tones presented in the two lessons: zh   ch   shi   r   Z   C   S   

      7.  Be able to read/identify/understand the vocabulary words on YCT list:

                   YCT 1 (1 – 44)      YCT 2 (81-136)      YCT 3 (151-250)       YCT 4 (Nouns group 1 – group 9) 


                                                     5th grade & 6th grade

                                                                 Unit II – My home

                1.  Be able to read/recognize the Chinese characters for the following nouns:                                                                                                                                                     room, living room, kitchen, sofa, table/desk, chair, bed, light, Chinese/English/French books,                                                                                                                computer, TV, little dog/cat, bread, coffee, male/female students

            2. Be able to read/recognize the following phrases: 

                        my home,  in the room/living room,  on the book shelves,  on the sofa,  favorite things to do,                                                                                                                  like Chinese language,  one little cat/dog,  go/get/to be on the internet

            3. Be able to write the following in correct stroke orders:   房间里     书架上     我的中文书 

            4. Mastering the sentence patterns - be able to recognize/say/use:

                   a) What's in your room?                                      b) What's on the bookshelf?                             c) There are desks and chairs in my room.                                             d) There are a lot of Chinese books on the bookshelf, there are a lot of English books, too.      d) There are sofas in the living room. 

            5.  Be able to recite the 5 sentence patterns and be able to write them from memory.

            6. Be able to carry on a conversation about your home using questions as:

                a) Where is your home?  b) Is your home big? not very big.      c) How many rooms does your home have?   d) What's in your living room/room? 

                e) Is this your room?       f) What books are there on your bookshelf?

           7.  Be able to read/identify/understand the vocabulary words on YCT list:

                   YCT 1 (1 – 44)      YCT 2 (81-136)      YCT 3 (151-250)       YCT 4 (Nouns group 1 – group 9) 


                                                                                                  7th grade & 8th  

        Lesson 3 - Let's give him a call

              1.  Be able to read/recognize the phrases for

                    1) deliver the order (take out)    2) a business card                   3) the menu of a restaurant     4) call somebody     5) didn't call somebody                                              6) want to earn money               7) a bit older than I                 8) not because...but                 9) know English/French/Chinese/computer                                             10) drive a car                             11) cook a meal in kitchen      12) have a look/try                  13) speak English well

                   14) be hungry                               15) Chinese fast food              16) do something for ...          17) do business            18) May I ...?                                                                    

                   19) go to the store                         20)  a bottle of juice               21) a piece of bread                 22) earn money           23) take train/airplane

      2.   Write a paragraph describing  one of your acquaintances using as many as possible the phrases your have learned in the text.   

      3.  Carry on a conversation about being hungry and ordering food. 

      4.   Be able to read/identify/understand the vocabulary words on YCT list:

                   YCT 1 (1 – 44)      YCT 2 (81-136)      YCT 3 (151-250)       YCT 4 (Nouns group 1 – group 9) 











General Goals:  As a teacher of Chinese language, I have devoted myself to designing and creating an effective and enjoyable language and culture learning environment. My goal is to maximize students’ Chinese language skills as well as their interest in and enjoyment of Chinese culture.  I have developed a learner-centered Immersion (or near-immersion) approach that encourages students to learn the language through interpersonal /interpretive activities and master newly covered language patterns utilizing language context.   

As a language teacher, my role is to guide and help students not only to acquire the language skills in the process of learning but, more importantly, to develop a deep understanding of how to learn so that they can profit most from their current and future learning opportunities. 

Recognizing students’ potential and respecting individual differences:  Students come to Chinese class from different backgrounds, with different learning skill and with different learning habits.  Each year     we have new students who join other students having learned Chinese for one or more years.  I believe that all students have the potential to learn Chinese well including who begin their study later than their peers.  I respect my students’ individual differences and do my best to respond to their individual needs.  My goal is to help all my students develop good learning habits, learn to use the resources available to them, and grow into effective learners.    

Language and Culture: To learn a language, it is necessary to understand aspects of the culture in which it is spoken.  My goal is to help students raise awareness of the cultures related to the language they learn as well as of their own cultures so that they become more tolerant of the cultural differences in our society, have a better understanding of themselves and others and acquire a broader perspective   of the people around the world. 

Parents’ role in their children’s language learning:  I believe parents’ role is important to their children’s success in learning a language.  My personal teaching experience as well as success stories from many of my students and their parents strongly supports the idea that a parent’s knowledge of the language is far less important to the child’s success than the parent’s focus on their child’s habits related to learning.  The key of parents’ success in helping their child is to instill in their child a strong sense of  ownership of their own learning.   


 As a reminder, grading in language classrooms, as in any other class, is based on achievement, rather than effort. Students are expected to be working toward mastery of the concepts covered in class and grades based on class work, quizzes, and projects reflect this expectation.

·         Class participation (see above):           30 %

·         Home assignments (oral/written)         5%

·         In-class work:                                      20%

·         Quizzes/Tests                                      20%   (Including vocabulary quiz at the beginning of each new lesson/unit)

·         Performance task:                               25%  (Including prepared free talk given in class, written compositions and other projects)

  First grader grades are based primarily on meeting certain milestones which are typically recognized by students’ earning teacher-created certificates.

  Note:  It is essential for students to meet Expectations In Class & At Home in order to learn at a rate consistent with their potential.  If students or parents ever feel unsatisfied about grades received, Always refer to Expectations described in the first two paragraphs above.



Kindergarten: Teacher-compiled audio and written materials   

   Unit I: Getting to Know about China

1st grade: Chinese For Children & teacher compiled materials

  Unit I: Meet Children All Around the World




Language Curriculum Maps
A curriculum map is a document explaining what we plan to teach. Please keep in mind that the process of curriculum mapping is always a work in progress. We will revisit, review and revise the maps based on the needs of our students. We hope that you will use these maps as an informative tool of your child’s language learning experience at LaSalle II. If you have any questions about the content, please contact your child’s teacherPlease click here to view our world language curriculum maps.  -nma

Language Packet

              In an effort to save paper, we are posting our language packet online. It contains more information about our program,                                     our languages, resources, and websites. Please click here to view/download it-nma


            Language Resources for Extra Practice