Mandarin Language and Acquisition MYP Scope and Sequence Year Plan

Transcription

1 Mandarin Language and Acquisition MYP Scope and Sequence Year Plan Year 1 (Grade 6) Year 2 (Grade 7) Year 3 (Grade 8) Year 4 (Grade 9) Year 5 (Grade 10) Unit 1: Excited to Start Middle School Relationships Point of View, Message Point of View, Message Factual Question: How do you know who is the teacher? How does he/she look like? What after school activities are you going to attend? Conceptual Question: How do you use your computer? Do you use computer as a communication tool? advantages and disadvantages of using a computer? Statement of Inquiry: This unit enables students to talk about their holiday and how they enjoyed it, to describe someone s appearance and personality, to hold discussions on their extra- curricular and after school activities. Social Writing Forms Studied: E- mails, Short Stories Reading Genres Studied: Brief Introduction, Narrative, Biographies Visual Text Types Studied: Pictures, Posters Oral Forms Studied: Debate, Introductions Unit 1: Friends from far away visit me. Meaning, Function Context, purpose Factual Question: What areas will draw your attention when you travel to a new places? Conceptual Question: How do you organize a travel? Debatable Question: How do you like to travel? By yourself or by group? Statement of Inquiry: The students will inquire into the aspects of travel. Touring to other places will affect your belief, your culture, your way of living. Students need to communicate with locals to understand their culture,students need to open eyes to see the different views, different creatures, students will balance which way of living is better between old and new., and Social skill Writing Forms Studied: Book report, a review or a simple cause effect essay Reading Genres Studied: Short stories, diaries, news reports Visual Text Types Studied: picture series, picture describing, labeling Unit1: General information about China Related Concept: Message & Word choice Factual Question: What is the basic information about China? Conceptual Question: How to introduce a country? Debatable Question: Is there a best country? Statement of inquiry: The objective general information about one country also shows cultural factors. ATL: Thinking skills: Interpret data. Research skills: Use memory techniques to develop long- term memory. Writing Forms Studied: Expresses thouughts about topic of some global significance Reading Genres Studied: Read illustrates,restates Visual Text Types Studied: Makes inferences from explicit information Unit1: Chinese meal Related Concept: Message & Word choice Factual Question: What is the Chinese homely meal? Conceptual Question: What are the feature of Chinese meal in different Chinese area? Debatable Question: How does Chinese meal express the Chinese emotions? Statement of inquiry: Chinese meal contains deep culture, emotions and history connotation. ATL: Research skills: Seek a range of perspectives from multiple and varied sources; Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Self- management skills: Use appropriate strategies for organizing complex Writing Forms Studied: Writes recounts Reading Genres Studied: Interprets specific information, and attitudes. Unit 1: World Festival Global Context: Personal and cultural Related Concept: Purpose, Conventions, Function Factual Question: What are the same festivals in different cultures? Conceptual Question: Why should we celebrate Festivals? Debatable Question: Which festival do you think is the most important festival? Why? Statement of Inquiry: The same or similar festivals have functional difference. The same or similar functional festivals have different ways of under different cultures., Social Writing Forms Studied: Narrative Short Story Reading Genres Studied: Short Story Visual Text Types Studied: Picture Oral Forms Studied: Oral Presentation Oral Forms Studied: Makes a presentation and can answer following question Visual Text Types Studied: Explains how the conventions used

2 influence our attitude and opinions (in photos with text) Oral Forms Studied: Listens to others responsively by asking questions about some concrete and abstract topics Unit 2: Chinese Spring Festival and Celebration Concept: Cultural Unit 2: Culture differences between orient and western countries. Unit2: Food and health Unit2: Poster Unit 2: Youngsters Pressure and Worries s Global Context: Personal and Cultural Expression Conventions, Purpose Conventions, Purpose, Structure Factual Question: When is Chinese Spring Festival? What do Chinese prepare for Spring Festival? Conceptual Question: Why is Spring Festival the most important in China? How do Chinese people celebrate Spring Festival? similarities and differences between Chinese Spring Festival and Christmas? Statement of Inquiry: It is a traditional custom for Chinese to celebrate Spring Festival. Celebrating activities are in purpose of expressing Chinese cultural. Research Thinking Writing Forms Studied: Postcard, Reading Genres Studied: Informational text, Advertisements Visual Text Types Studied: Television Commercials, Posters Global Context: Personal and Cultural Pattern and Form Empathy and Point of view Factual Question: What make the difference between Orient and western countries? Conceptual Question: How to avoid the embarrassed situation due to cultural differences? Debatable Question: Do you like to follow the Western or Orient cultures?and why?(marriage) Statement of Inquiry: People from different areas will behave differently due to their various cultures and religions, they will act in dissimilar pattern or form, they will express their own points of view to some Cultural Difference. ATL: Collaboration, Research Skills, Writing Forms Studied:, Short narratives or recounts Reading Genres Studied: letters, blogs, booklets Visual Text Types Studied: Photo with Related Concept: Audience & Function relationships Factual Question: What is healthy food? Conceptual Question: How to form healthy eating habit? Debatable Question: How do health eating habit influence our behaviours? Statement of inquiry: It is important spreading healthy idea in a effective way. ATL: Thinking skills: Use brainstorming and visual diagrams to generate new ideas and inquiries. Research skills: Seek a range of perspectives from multiple and varied sources; Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Writing Forms Studied: express thought about everyday life Reading Genres Studied: Read restates and interprets, reports Visual Text Types Studied: Use images to Related Concept: Audience & Function Global Context: Personal and cultural Factual Question: What is the poster format? Conceptual Question: How can we be persuaded others in poster? Debatable Question: How do poster influence our behaviour and decisions? Statement of inquiry: Persuasive texts, for example, in marketing and politics, use language intended to influence our behaviour and decisions. skills: Use a range of speaking techniques to communicate with a variety of audiences; Use appropriate forms of writing for different purposes and audiences. Writing Forms Studied: expresses thoughts and explains Globe Context: Personal and cultural Related Concept: Audience, Purpose, Empathy Factual Question: What pressures and worries do youngsters have? Conceptual Question: How should teenage students deal with pressures and worries? Debatable Question: Do pressures and worries made adolescents grow up? Statement of Inquiry: By studying pressures and worries which teenagers have, we can infer about positive communication skills and share experience about how to handle pressures and worries., Reflection skills Writing Forms Studied: Magazine article, Conversation Reading Genres Studied: Informational text

3 Oral Forms Studied: Oral Presentation, Debates texts, news reports with images, Story books Oral Forms Studied: video, Presentation, help make meaning of ora and writing text Oral Forms Studied: Retells a story follows main points in an announcement reasons Reading Genres Studied: reads text and interprets specific information, and attitudes. Visual Text Types Studied: Film Oral Forms Studied: Video, Interview Visual Text Types Studied: uses images to help make meaning of oral and/or written text Oral Forms Studied: listens to others responsively by asking questions about some concrete and abstract topics Unit 3: Fairy Tales Global Context: Orientation in Space and Time Structure, Context, Purpose Structure, Context, Empathy Factual Question: What are some elements of fairy tales? What do fairy tales try to convey? Conceptual Question: What can I learn from a fairy tale? How are fairy tales formed? Debatable Question: Are fairy tales all fancy and romantic? Are fairy tales for children only? Statement of Inquiry: We all grown up along with fairy tales. Fairy tales connect people across the world, using universal themes that express beliefs, values and reflect real lives. Unit 3 Two Generation in One House and relationship relationship Message and Conventions Conventions and Context. Factual Question: what kinds of problems can cause if two generations living in one house? Conceptual Question: How can we solve the problems like Generation Gap, Rebelling Age? Debatable Question: Is it right to obey parents decision? Statement of Inquiry: Two generations living together somes can cause problems, they need to communicate often to get more understanding, the relationship is not like instructor and listener, they need to respect each other, the kids are independent, even when they need parents supervision. ATL: Collaboration, Communication, Affective skills Writing Forms Studied: A Book report, A review Visual Text Types Studied: Brochures, news items, posters Presentations Oral Forms Studied: Video clips, Debate, interview Unit 3: Idioms and Fables Global Context: Orientation in Space and Time Idiom, Meaning, Patterns Idiom, Meaning, Convention Factual Question: What are some elements of idioms and fables? What do idioms and fables try to convey? Conceptual Question: What can I learn from an idiom or a fable? How are idioms and fables formed? similarities and differences between idioms and fables? Unit3: Family Relationship Related Concept: Empathy & Idiom relationships Factual Question: What is the new types family relationship in modern society? Conceptual Question: How can we relate to family relationship? Debatable Question: How does language influence our family relationship? Statement of inquiry: Appropriate languages helps harmonious family relationship ATL: Social skills: Practise empathy; Use social media networks appropriately to build and develop relationships; Use social media networks appropriately to build and develop relationships. Thinking skills: Create original works and ideas; use existing works and ideas in new ways. Writing Forms Studied: writes narratives and letter Unit 3: Healthy Eating Globe Context: Scientific and technical innovation Related Concept: Point of view, Message Factual Question: What are the healthy living styles in this unit? Conceptual Question: How does balanced nutrition affect healthy living styles? Debatable Question: Is it possible to reach healthy living styles without balanced nutrition? Statement of Inquire: Students communicate and pick the healthy food to eat, cultivate healthy living styles by acknowledging scientific theories., Information literacy skills, Media literacy skills, Critical thinking skills

4 Creative Thinking Social skills: practice empathy Writing Forms Studied: Paraphrase, Short Stories Writing Reading Genres Studied: Short stories(fairy tales) Visual Text Types Studied: Cartoons, pictures Oral Forms Studied: Storytelling Statement of Inquiry: Idioms and fables are the accumulation of history, the crystallization of human wisdom. Each idiom or fable has profound meaning, is concise and comprehensive. Leaning idioms and fable is also an effective way to get familiar with a country s culture. Thinking- Creative Thinking and Transfer skills Research- Information literacy skills Writing Forms Studied: Short stories, Summaries Reading Genres Studied: shows an understanding of a range of texts by reading and responding to questions or completing activities about the texts Visual Text Types Studied: finds his or her own examples to share understanding Oral Forms Studied: listens to a story told and shows understanding by anticipating or predicting events and ideas Writing Forms Studied: Persuasive short essay, Booklet Reading Genres Studied: Magazine article, short essay Visual Text Types Studied: Documentary, Comics, Picture Oral Forms Studied: Movie making, Interview Reading Genres Studied: Short stories (idioms and fables) Visual Text Types Studied: Cartoons, Video clips Oral Forms Studied: Storytelling, Presentation Unit 4: Leisure Time and Social Activities s Global Context: Scientific and Technical Innovation Audience, Message, Word choice Audience, Message, Word choice Factual Question: What are your hobbies? What leisure and social activities do you do? Conceptual Question: How can you make better relationship with your family members and friends through leisure and social activities? How do you learn new knowledge and skills through leisure and social activities? Debatable Question: What leisure and social activities are appropriate for middle school students? Are leisure and social activities necessary for you? Unit 4 Famous cities across the world Concept: Global Interaction, Creativity Global Context: Globalization and Word choice and Accent Audience and Idioms Factual Question: What features do the famous cities have? Conceptual Question: What are the reasons for travelling to famous cities? Debatable Question: which kind of cities do you like to go famous for natural views or famous for wealth? Statement of Inquiry: Famous cities are attractive, many people want to go and see some different views and cultures from their own as a adventure, this will cause a great global moving, local people will interact with tourists to improve their understanding, show respect to other culture, while when you travel, you have pay attention to eco- society to make the cities to sustainable. Unit4: Community Life Related Concept: Context & Purpose Global Context: Globalization and Factual Question: What are the public facilities in your community? Conceptual Question: What can we get from the community life? Debatable Question: How about the community life after 50 years? Statement of inquiry: Language plays an important role in more and more global community life. ATL: Thinking skills: Interpret data; Create original works and ideas; use existing works and ideas in new ways. Self- management skills: Understand and use sensory learning preferences (learning styles). Writing Forms Studied: Express thoughts Unit4: Net work life Related Concept: Context & Purpose Global Context: Scientific and technical innovation Factual Question: What are the changes of Network life in the modern society? Conceptual Question: How can we adapt ourselves to the changed conditions? Debatable Question: How does network influence our life? Statement of inquiry: Language plays more and more important role in network life. ATL: Thinking skills: Interpret data; Use brainstorming and visual diagrams to generate new ideas and inquiries. Communication skills: Read a variety of Unit 4: How humans activities affect environment Globe Context: Globalization and Related Concept: Purpose, Message, Point Factual Question: What impacts do humans activities have to the Conceptual Question: How can we reach the balance between human being and the Debatable Question: Can we balance the relationships between human and

5 Statement of Inquiry: Leisure and social activities connect people together, help people get familiar with each other, and improve interpersonal relationship between each other., Social Collaboration skills Research- Information literacy skills and Media Literacy skills Writing Forms Studied: Dairies, Leaflets, Letters, Reports Reading Genres Studied: Dairies, Dialogue, Poetry, Song Lyrics Visual Text Types Studied: Tables, Music Video Clips, Websites Oral Forms Studied: Role Play, Interviews, Discussions Collaboration Creative Thinking Writing Forms Studied: Simple cause- effect essay, newspaper articles. Reading Genres Studied: working directions, mail, and articles from newspaper. Visual Text Types Studied: excerpts of films, websites. Cartoons, Oral Forms Studied: Storytelling, presentation, retelling about Reading Genres Studied: Reads texts and summarizes, predict, interprets Visual Text Types Studied: Explains how the conventions used influence our attitude and opinions Oral Forms Studied: Listens to others responsively by asking questions about some concrete and abstract topics. sources for information and for pleasure. Writing Forms Studied: writes a simple cause effect essay Reading Genres Studied: reads text and interprets specific information, ideas, opinions and attitudes. Visual Text Types Studied: makes inferences from explicit and implicit Oral Forms Studied: gives a talk or presentation to small and large groups answers unprepared questions posed by the audience. Statement of Inquire: Promoting environmental friendly ideas by studying impacts that human being activities caused to the environment., Information literacy skills, Media literacy skills Writing Forms Studied: Letter, persuasive short essay Reading Genres Studied: Short essay Visual Text Types Studied: Comic, picture Oral Forms Studied: Presentation, interview