Chinese III: An immersion teaching strategy reinforces, develops and strengthens proficiency in the four language skills of listening, speaking, reading and writing. Students will learn complex grammar concepts, 250-350 characters (with combinations) and extend culture competency. Chinese II is a prerequisite for this course.
Grade Level(s): 10th-12th grade
Related Priority Standards (State &/or National): Missouri Course Level Expectations - World Languages
- How does learning a language help you understand the cultures that are different than yours?
- How am I part of a global community?
- How will I use my language skills outside of the classroom?
- How can I be competitive in a world job market?
- How does language connect individuals and cultures promoting empathy and tolerance?
Enduring Understandings/Big Ideas
The study of a world language and the ability to communicate with it foster a life-long appreciation and an open mind for cultures different from our own in a 21st century global society.
- An immersion environment will help students to develop and strengthen proficiency in the four language skills of listening, speaking, reading and writing.
- Learning about other cultures benefits us as individuals in a larger society.
- Language study is a window to discovering the norms, values an cultural qualities of a people and their culture.
- Chinese characters, coded to specific radicals, relate differently than the alphabet.
Course-Level Scope & Sequence (Units &/or Skills)
Unit 1: Communication
- Listening and Speaking - Listening and speaking includes engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Reading and Listening - Reading and listening includes understanding and interpreting written and spoken language. Students understand and interpret written and spoken language on a variety of topics.
- Speaking and Writing - Speaking and writing includes presenting information, concepts and ideas to an audience of listeners or readers. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Unit 2: Cultures
- Practices and Perspectives - Practices and perspectives focuses on culture as defined by its behaviors and customs. Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- Products and Perspectives - Products and perspectives focuses on the symbols, objects and common reference points of a culture. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Unit 3: Connections
- Interdisciplinary Connections - Interdisciplinary connections focuses on supporting and extending the study of world language as it resonates in other content areas. Students reinforce and further their knowledge of other disciplines through the foreign language.
- Distinctive Viewpoints of Information - Distinctive viewpoints of information focuses on the unique perspective and information resources offered by the world language. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Unit 4: Comparisons
- Language Comparisons - Language comparisons include demonstrating understandings of the nature of language via comparison of the language studied to the native language. Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
- Cultural comparisons - Cultural comparisons includes the demonstration of the concept of culture as defined by the comparison of the culture being studied and the native culture.
- Language Use Within and Beyond the Classroom - Language use within and beyond the classroom focuses on the ability to extend and transfer language learning to new and spontaneous situations. Students use the language both within and beyond the school setting.
- Language Use for Personal Enjoyment and Enrichment - Language use for personal enjoyment and enrichment focuses on transition to language study and use as a life long learner. Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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