Course
Profile International Languages,
Level 1, Academic, Public
Unit 2: About My Family
Time: 18 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
In this unit, students continue to learn to function in the language of study. The teacher organizes a variety of activities relating to the family, family members, and traditions. Individual, pair, and whole-class activities give students opportunities to understand the structure of the language and to use it in interactive communicative situations. The teacher assesses student progress in all skill areas. Students consolidate vocabulary and grammar structures learned throughout the unit by producing and presenting a project about families.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02,
OS1.03, OS1.04, RE1.01, RE1.02. RE1.03. RE1.04, RE1.05, WR1.01, WR1.02, WR1.03,
WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.05, GL1.06, GL1.07, GL1.08 (but no
gender or number agreement), GL1.09, GL1.10.
|
Activity 1 |
Family Members |
180 minutes |
|
Activity 2 |
Hobbies |
180 minutes |
|
Activity 3 |
Rooms, Apartments, and Houses |
240 minutes |
|
Activity 4 |
Our Favourite Possessions |
240 minutes |
|
Activity 5 |
Let’s Make Up Families! |
240 minutes |
· expressions describing actions in the present
· expressions in the affirmative and negative
· possessive adjectives (e.g., my, your, his, her)
Note: Teachers should be cautious with the topic of family, as students may come from sensitive home situations.
· The teacher refers to the resources listed.
· The teacher refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999 to determine overall and specific expectations and establish the criteria checklist for the assessment and evaluation of student learning throughout the unit.
· The teacher considers all expectations and prepares all necessary materials required for teaching and evaluation prior to introducing the unit.
· The teacher pre-teaches/reviews the language expectations required for successful completion of the tasks in the unit.
· The teacher prepares rubrics/assessment and evaluation materials for the unit.
· The teacher establishes with students the learning goals of the unit/activities.
· In this unit, the following teaching/learning strategies will be used: interviewing, oral communication, presenting/introducing, interactive/collaborative learning, creating and conducting surveys, completing worksheets, show-and-tell, sentence-building, investigating, writing, describing, and discussing.
· Observation: formal and informal
· Performance (oral, written, visual): group discussion, presentations, interviews, descriptions, demonstrations, pronunciation.
· Tools: checklists, rating scales, rubrics, tests, quizzes (oral, written, reading)
· Performance: oral presentation, interviews
Commercial Press Co. The Oxford-Duden Pictorial English-Chinese Dictionary. Hong Kong: Commercial Press Co., 1997. ISBN 0 19584202 2
De Bono, Edward. De Bono’s Thinking Courses. London: British Broadcasting Corporation, 1983.
Federal Publications. The Straits Times Bilingual Collection, Volume 1. Singapore: Federal Publications, 1979. ISBN 016520-6
Fu, Kwok, Wah Kwok Lau, Man Lau, and Cheung Lam. Chinese Calligraphy. Beijing: Aerospace Publication Co., 1990.
Lau, Pong Kai and Wing Mom Lam. Family Fun Drawing. Taiwan: Little Bud Publication Co., 1996.
Lindqvist, Cecilia. China: Empire of Living Symbols. Toronto: Addison-Wesley Publishing Co. Ltd., 1991. ISBN 0-201-57009-2
Man Lei Books Co. Room Decoration. Hong Kong: Man Lei Books Co., 1995. ISBN 962 14 08 98 9
Ming Pao Daily News, 280 Spadina Ave., Toronto, Ontario, M5T 3A5. Tel.: (416) 593-8787
Wong, Ting Chi. Chinese Feng Shui. Beijing: Publications
(Holdings) Limited, 1996.
ISBN 962 17 4060 X
Library/Resource Centre
Chinese food web site: http://www.Chinavista.com/culture/cuisine
The Largest Chinese Superstore Online: http://www.hooloo.com
Spreadsheet and word-processing programs (e.g. Microsoft Word, Excel, PowerPoint)
Spreadsheet and presentation programs (e.g., Microsoft Office, Word Prefect II Presentation)
Cantonese Musical Club, 795 Gerrard
St. E., 3rd floor, Toronto, Ontario, M5G 1L4.
Tel: (416) 463-4519
Chinese Consumer Directory of Toronto, Publisher: World Journal, 415 Eastern Ave., Toronto, Ontario, M4M 1B7. Tel: (416) 778-0888
Chinese Cultural Centre of
Greater Toronto, 5183 Sheppard Ave. E., Scarborough, Ontario,
M1B 5Z5. Tel.: (416) 292-9293
Chinese Yellow Pages (http://www.YellowPages.ca/Chinese)
Consulate General of People’s
Republic of China, 240 St. George St., Toronto, Ontario, M5S 1T9.
Tel.: (416) 964-7260
Hong Kong Economic and Trade
Office, 174 St. George St., Toronto, Ontario, M5R 2M7.
Tel.: (416) 924-5544
Ontario Chinese Restaurant
Association, 260 Spadina Ave., Ste. 305, Toronto, Ontario, M5T 2E4.
Tel.: (416) 340-7850
Taipei Economic and Cultural
Office, 151 Yonge St., Suite 1202, Toronto, Ontario, M5C 2W7.
Tel.: (416) 369-9030
Toronto Chinese Community Services, 310
Spadina Ave., Suite 301, Toronto, Ont., M5T 2E8.
Tel.: (416) 977-4026
Time: 180 minutes
In this introductory activity, students talk about the family and its individual members (e.g., physical descriptions, age, and relationships). To learn to manipulate the vocabulary and grammar structures, they create simple sentences using interactive card decks. In groups, students discuss, develop, and present a table representing all of their families. Evaluation involves oral presentations, rubrics, and a three-skill quiz.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrates an understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements (e.g., identify family members, express likes and dislikes);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROMs, the Internet;
WR1.01 - write complete but simple sentences using basic vocabulary and language (e.g., describe family members, school routines);
WR1.02 - write answers to simple questions;
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes);
WR1.04 - use resources to communicate more effectively in their writing (e.g., vocabulary from bilingual, visual dictionaries).
· cardinal/ordinal numbers up to 100
· expressions describing actions in the present
· expressions in the affirmative and negative
· possessive adjectives (e.g., my, your, his, her)
· verbs to be, to have, to want, to go, can, must, want
· verbs in simple negative constructions
· adjectives (e.g., good, bad, excellent, etc.)
· expressions of quantity
· possessive adjectives (e.g., my, your, his, her, our, their)
· demonstrative adjectives (e.g., this, that)
· interrogative adjectives (e.g., which, how many, how much)
· syntax in simple sentences
· vocabulary: words associated with family, food, leisure, friends
· vocabulary associated with physical descriptions, roles, and relationships
· The teacher prepares decks of cards for the sentence-building activities.
· The teacher finds/prepares worksheets and exercises involving the new vocabulary and grammar structures.
· If possible, the teacher arranges computer access and a curricular link with a technology class.
· The teacher assembles construction paper, bristol board, markers, glue sticks, and scissors.
· The teacher prepares the three-skill quiz.
1. Whole class: The teacher introduces new vocabulary in oral and written form, then provides worksheets for students to practise new vocabulary about family members.
2. Small group: Each group receives three envelopes or three decks of cards. Students in each group take turns composing simple sentences by picking cue cards from each envelope/deck, starting with a possessive adjective (e.g., my, your, his, her) and using is as the verb (e.g., My grandfather is 85 years old.).
|
Envelope/Deck 1 |
my, your, his, her |
|
Envelope/Deck 2 |
father, mother, older sister, older brother, myself, younger brother, younger sister, aunt, uncle, grandparents |
|
Envelope/Deck 3 |
number cards in age |
3. Individual: Students complete a worksheet, creating sentences about ages in their families. Bilingual and/or visual dictionaries are supplied to assist with enrichment vocabulary.
4. Whole class: Using pictures, the teacher introduces new vocabulary about physical features orally and in written form.
5. Small group: Each group receives three envelopes or three decks of cards. Students in each group take turns composing a simple sentence by picking cue cards from each envelope/deck, starting with a possessive adjective (e.g., my, your, his, her) and using is as a verb to describe physical appearance.
|
Envelope/Deck 1 |
my, your, his, her |
|
Envelope/Deck 2 |
father, mother, older sister, older brother, myself, younger brother, younger sister, aunt, uncle, grandparents |
|
Envelope/Deck 3 |
tall, grey-haired, brown-eyed, etc. |
6. Individual: Students complete listening, reading comprehension (use the Family Section in Ming Pao Daily News), and writing exercises about family ages and appearances.
7. Whole class: The teacher provides students with a worksheet to create sentences about the physical appearance of their family members. Bilingual and/or visual dictionaries are supplied to assist with enrichment vocabulary.
8. Small group: Students gather information about family members (age and appearance) in their group and create a table of their findings, accompanied by sentences about each student’s family. Students assist each other to write these sentences. (If possible, students use spreadsheet programs and Cantonese word-processing programs on the computer to create their table. This is an opportunity for a cross-curricular link with a technology project.) The teacher circulates to assist with proofreading.
9. Whole class: With the teacher, students develop a rubric to evaluate the oral presentation of their tables of findings and a writing rubric to evaluate the sentences accompanying their tables.
10. Small group: Students present their table to the class, either on bristol board or computer-assisted presentation programs.
11. Individual: Students write a three-skill quiz (listening, reading comprehension, writing) about ages and personal appearance.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.01, WR1.01, WR1.02 |
Observation |
Students learn to discuss family members orally and in written form. |
|
Knowledge/ |
OL1.01, OL1.02, RE1.01, RE1.02, WR1.01, WR1.02, WR1.03, GL1.08, GL1.09, GL1.10 |
Observation |
Students complete exercises about family members. |
|
Communication Application |
OL1.01, OL1.02, OS1.01, OS1.02, WR1.01, WR1.02, WR1.04, GL1.08, GL1.09, GL1.10 |
Peer editing |
Students compose and present simple sentences using new vocabulary in a small group setting. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02 |
Oral presentation rubric |
Students present family members to classmates. |
|
Application |
OL1.01, OL1.02, OS1.01, OS1.02, WR1.03, WR1.04, GL1.09 |
Observation |
Students gather information about family members and create a table to organize information. |
|
Thinking/Inquiry |
WR1.01, WR1.04, GL1.08, GL1.09 |
Writing rubric |
Students compose sentences about the age and appearance of family members to accompany their table. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.08, GL1.09, GL1.10 |
Pencil-and-paper quiz |
Students write a three-skill quiz. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work, with an advanced technology student in each group, where possible.
Ming Pao Daily News, Family Section.
Technological
Spreadsheet and presentation programs (e.g., Microsoft Office, Word Perfect II Presentation)
Community
Toronto Chinese Community Services, 310
Spadina Ave., Suite 301, Toronto, Ontario,
M5T 2E8. (416) 977-4026
Time: 180 minutes
In this activity, students learn to discuss family pastimes, both orally and in written form. Students create and conduct a survey about family hobbies and present their findings. Through interactive activities such as show-and-tell, sentence-building with cue cards, interviewing, and being interviewed, language knowledge and skills are consolidated. Evaluation involves an oral presentation rubric, an oral interview rating scale, and a three-skill test.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrates an understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OL1.03 - identify cultural aspects of the international language (e.g., use of formal and informal forms of address);
OS1.01 -use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements (e.g., identify family members, express likes and dislikes);
OS1.03 - apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROMs, the Internet);
RE1.04 - respond to reading materials in various ways (e.g., answer questions, draw a poster showing the meaning of a text);
RE1.05 - demonstrate some knowledge of the culture of countries where the language is spoken (e.g., identify famous people, places);
WR1.01 - write complete but simple sentences using basic vocabulary and language (e.g., describe family members, school routines);
WR1.02 - write answers to simple questions;
WR1.04 - use resources to communicate more effectively in their writing (e.g., vocabulary from bilingual, visual dictionaries);
WR1.05 - use knowledge of the culture of countries where the language is spoken in their writing, using computers and other media sources.
· verbs and idiomatic expressions associated with preferences, likes, and dislikes
· vocabulary associated with hobbies (Cantonese) such as playing Mahjong, listening to classical songs in Cantonese, etc.
· nouns: a variety of hobbies (playing Mahjong and cards, reading books, watching movies)
· adjectives: good, bad, quite nice, happy, enjoyable, etc.
· verbs: to want, to like, to play, to win/lose, etc.
· The teacher prepares cue cards for the sentence-building activity.
· The teacher finds/prepares listening, reading comprehension, and written exercises involving family pastimes.
· The teacher finds/supplies bilingual and/or visual dictionaries.
· The teacher provides a blank rubric overhead.
· The teacher finds bristol board, markers, etc. for groups to prepare presentations.
· The teacher prepares three-skill test.
1. Whole class: Students bring hobby artifacts to school and keep them hidden in a bag. They ask a classmate to pick one thing from the bag and to tell what hobby it is. The teacher writes sample sentences on the board (e.g., This is a basketball. I like to play basketball with my sisters on the driveway.).
2. Individual: Students write sentences and draw a picture to represent each sentence, to serve as a personal visual dictionary. The teacher circulates to check their work.
3. Small group: Each group receives a paper box holding one deck of cue cards. Students take turns composing a simple sentence by picking cue cards from each box/deck.
|
Box/Deck 1 |
Grandfather/mother, father, mother, older brother/sister, younger brother/sister, cousin, nephew, uncle, aunt, etc. |
|
Box/Deck 2 |
Likes or dislikes |
|
Box/Deck 3 |
Mahjong, fishing, reading, watching movies, travelling, stamp collecting, cooking, sewing, drawing, painting, woodcraft, chess, etc. |
4. Individual/Whole class: Students complete listening, reading comprehension, and writing exercises (students fill in vocabulary beside drawings of various types of hobbies).
5. Small group: Students design a survey about hobbies. Students are encouraged to use bilingual and/or visual dictionaries.
6. Whole class: With the teacher, students develop an oral presentation rubric for evaluating the presentation of survey results.
7. Small group: Students gather their data and organize the information on bristol board/blackboard (Excel or PowerPoint may be used, if available).
8. Small group: Each group presents their work and evaluates each other’s project using the rubric.
9. Individual: Students answer questions about their pastimes at an interview with the teacher.
10. Individual: Students write a three-skill test about family pastimes (listening, reading comprehension, writing).
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03, RE1.01, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, GL1.01, GL1.05, GL1.09 |
Observation |
Students complete listening, reading comprehension and writing exercises about pastimes. |
|
Communication Thinking/Inquiry |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.01, RE1.02, WR1.01, WR1.02, WR1.05 |
Oral Presentation Rubric |
Students create and conduct a survey about hobbies and present results to the class. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, GL1.09 |
Observation |
Students show their hobby artifacts to the class and tell what hobbies they like in front of the class. |
|
Application |
OL1.01, OL1.02, GL1.08, GL1.09 |
Observation |
Students compose simple sentences using cue cards. |
|
Communication Application |
OL1.01, OL1.02, OS1.01, OS1.02, GL1.01, GL1.05, GL1.09 |
Rating scale: |
Students answer questions at an interview with the teacher. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.01, GL1.05, GL1.09 |
Pencil-and-paper test |
Students write a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary.
· Use mixed ability groupings for group work.
Fu, Kwok Wah Kwok Lau, Man Lau, and Cheung Lam. Chinese Calligraphy. Beijing: Aerospace Publication Co., 1990.
Federal Publications. The Straits Times Bilingual Collection, Volume 1. Singapore: Federal Publications, 1979.
Lau, Pong Kai and Wing Mom Lam. Family Fun Drawing. Taiwan: Little Bud Publication Co., 1996.
Bilingual and/or visual dictionaries
Technological
The Largest Chinese Superstore Online: http://www.hooloo.com
Spreadsheet and word-processing programs (e.g., Microsoft Word, Excel, PowerPoint)
Community
Cantonese Musical Club, 795
Gerrard St. E., 3rd floor, Toronto, Ontario, M5G 1L4.
Tel: (416) 463-4519
Chinese Cultural Centre of
Greater Toronto, 5183 Sheppard Ave. E.,
Scarborough, Ontario, M1B 5Z5. Tel.: (416) 292-9293
Consulate General of People’s
Republic of China, 240 St. George St.,
Toronto, Ontario, M5S 1T9. Tel.: (416) 964-7260
Hong Kong Economic and Trade
Office, 174 St. George St., Toronto, Ontario, M5R 2M7.
Tel.: (416) 924-5544
Taipei Economic and Cultural Office, 151
Yonge St., Suite 1202, Toronto, Ontario, M5C 2W7.
Tel.: (416) 369-9030
Time: 240 minutes
In this activity, students learn to discuss housing, both in oral and written form. Through discussions about what is necessary in a good home, presenting dialogues about problems with homes, and a group project involving developing the floor plan for an ideal home, students consolidate the vocabulary and grammar structures they need to explore tastes in housing. Evaluation involves a rating scale, an oral presentation, an oral interview, rubrics, and a three-skill test. A rating scale and rubrics are instruments used here.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrates an understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OL1.03 - identify cultural aspects of the international language (e.g., use of formal and informal forms of address);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements (e.g., identify family members, express likes and dislikes);
OS1.03 - apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROMs, the Internet);
RE1.04 - respond to reading materials in various ways (e.g., answer questions, draw a poster showing the meaning of a text);
RE1.05 - demonstrate some knowledge of the culture of countries where the language is spoken (e.g., identify famous people, places);
WR1.01 - write complete but simple sentences using basic vocabulary and language (e.g., describe family members, school routines);
WR1.02 -write answers to simple questions;
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes);
WR1.04 - use resources to communicate more effectively in their writing (e.g., vocabulary from bilingual, visual dictionaries);
WR1.05 - use knowledge of the culture of countries where the language is spoken in their writing, using computers and other media sources.
· basic adjectives (e.g., beautiful, big, small, comfortable, etc.)
· verbs associated with preferences and likes and dislikes
· expressions of measurement
· vocabulary associated with rooms, apartments, houses
· The teacher finds/prepares slides of a variety of housing.
· The teacher prepares listening, reading comprehension, and writing exercises.
· The teacher provides a blank rubric overhead.
· The teacher finds and supplies bristol board, markers, bilingual and/or visual dictionaries, etc., for the group project.
· The teacher arranges a cross-curricular evaluation package with a Technology and/or Family Studies teacher.
· The teacher prepares questions for the oral interview.
· The teacher prepares the three-skill test.
1. Whole class: Using slides, the teacher introduces orally the vocabulary and grammar structures needed to discuss different types of housing in Cantonese. After running through the descriptions and writing them on the board, the teacher asks students to describe their favourite slides (e.g., Teacher: Describe the slide you like the most. Student: I like the apartment with the yellow and red sofa the best.).
2. Pair: Students ask each other what their homes are like. Then, they prepare a list of items they feel are necessary in a home.
3. Whole class: Students share their lists of necessities (e.g., A good home has an in-home cinema, a telephone in every room, and a satellite dish.). The concept of Feng shui is discussed here, as well. The teacher writes sample sentences on an overhead.
4. Individual: Students complete listening, reading comprehension, and writing exercises involving preferences in housing, using the new vocabulary and grammatical structures.
5. Whole class: With the teacher, students develop an oral presentation rubric to evaluate a dialogue.
6. Pair: Using a model, students role-play a real estate agent trying to sell a home with a particular problem (e.g., This is a very special house, but, unfortunately the windows don’t open.).
7. Small group: On bristol board or using a computer presentation program, students develop a floor plan for an ideal house, accompanied by a minimum of ten complete sentences about its valuable features. Students use bilingual and visual dictionaries and the Internet for ideas and vocabulary, if available.
8. Whole class: With the teacher, students develop a rubric for the evaluation of their floor plans, using a sample floor plan drafted by the teacher. (If possible, the teacher demonstrates how to draw a floor plan using a computer program. This is also an opportunity for a cross-curricular link with a Technology class or a Family Studies class.)
9. Small group: Students return to their groups and complete their floor plans. They present their results orally to the class. The teacher evaluates the floor plans using the rubric.
10. Individual: Students have a private oral interview about their taste in homes.
11. Individual: Students complete a three-skill test (listening, reading, writing) involving vocabulary and grammar structures they have learned.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, RE1.01, RE1.03, WR1.01, WR1.02, GL1.02, GL1.05, GL1.09, GL1.10 |
Observation |
Students learn to discuss various types of housing, both orally and in written form. |
|
Communication Application |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.02, WR1.01, WR1.02 |
Observation |
Students prepare a list of items they feel are necessary in a good home. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, RE1.05, WR1.01, WR1.02 |
Observation |
Students complete listening, reading comprehension and writing exercises. |
|
Application Thinking/Inquiry |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, RE1.01, RE1.02, WR1.01, WR1.02 |
Rating scale: |
Students create and perform a dialogue. |
|
Application Thinking/Inquiry |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, RE1.03, RE1.05, WR1.01, WR1.03, WR1.04, WR1.05 |
Oral presentation rubric |
Students create and present a floor plan for an ideal home. |
|
Communication Application |
OL1.01, OL1.02, OS1.01, OS1.02 |
Oral interview rubric |
Students are interviewed by the teacher. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, RE1.05, WR1.01, WR1.02, GL1.02, GL1.05, GL1.09, GL1.10 |
Pencil-and-paper test (listening, reading comprehension, writing) |
Students complete a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide a checklist instead of having students produce a list of necessities.
· Allow private performances of the dialogue.
· For enrichment, suggest building a home using Adobe and word-processing in Chinese, if available.
· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written Cantonese.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
· For enrichment, students contact Cantonese-speaking architects for input on their designs, if possible.
Commercial Press Co. The Oxford-Duden Pictorial English-Chinese Dictionary. Hong Kong: Commercial Press Co., 1997.
Man Lei Books Co. Room Decoration. Hong Kong: Man Lei Books Co., 1995.
Wong, Ting Chi. Chinese Feng Shui. Beijing: Publications (Holdings) Limited, 1996.
Technological
CD-ROM: 1999 Grolier Multimedia Encyclopedia: 2, Deluxe 2-CD version
CD-ROM: Microsoft Encarta 2000
Spreadsheet and word-processing programs (e.g., Microsoft Word, Excel, PowerPoint)
Community
Association of Architectural
Technologists of Ontario, 150 Consumers Rd., Scarborough, Ontario,
Tel.: (416) 493-6758
Construction Safety Association
of Ontario, 21 Voyage Court. S., Toronto, Ontario,
Tel.: (416) 674-2726
Chinese Professionals Association
of Canada, 146 Augusta Ave., Suite 20, Toronto, M5T 2L5.
Tel.: (416) 599-8688
Hong Kong Economic and Trade
Office, 174 St. George St., Toronto, Ontario, M5R 2M7.
Tel.: (416) 924-5544
Taipei Economic and Cultural Office, 151
Yonge St., Suite 1202, Toronto, Ontario, M5C 2W7.
Tel.: (416) 369-9030
Time: 240 minutes
In this activity, students learn to talk and write about their family’s possessions. Furniture, board games, and luxuries all provide enriched vocabulary. In a variety of ways, students discuss which household items are really necessary and make some difficult choices. Evaluation involves a dialogue, an interview with the teacher, and a three-skill test.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrates an understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OL1.03 - identify cultural aspects of the international language (e.g., use of formal and informal forms of address and greetings);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements (e.g., identify family members, express likes and dislikes);
OS1.03 - apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes); for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROMs, the Internet);
RE1.05 - demonstrate some knowledge of the culture of countries where the language is spoken (e.g., identify famous people, places);
WR1.01 - write complete but simple sentences using basic vocabulary and language (e.g., describe family members, school routines);
WR1.02 - write answers to simple questions;
WR1.04 - use resources to communicate more effectively in their writing (e.g., vocabulary from bilingual, visual dictionaries).
· expressions describing actions in the present
· verbs associated with preferences and likes and dislikes
· vocabulary associated with family/personal possessions
· language used for giving instructions
· The teacher finds objects or pictures of objects typically found in homes.
· The teacher finds/prepares listening, reading comprehension, and writing exercises.
· The teacher finds bilingual and/or visual dictionaries.
· The teacher provides blank rubric overheads.
· The teacher finds/prepares a model for the dialogue.
· The teacher prepares the oral interview rubric and the questions for the oral interview.
· The teacher prepares the three-skill test.
1. Whole class: Using a wide variety of objects or pictures of objects typically found in homes (e.g., a deck of cards, a Mahjong board, a computer, etc.), the teacher presents vocabulary associated with family/personal possessions orally. Students come forward and match these household items with cards bearing the Chinese character/characters for them. With the class, the teacher creates sentences about typical households (e.g., In most homes there is one refrigerator.).
2. Individual: Students complete listening, reading comprehension, and writing exercises about family/personal possessions using the new vocabulary.
3. Whole class: The teacher introduces Dr. De Bono’s PMI concept (Plus, Minus, Interesting), if familiar with it. (See reference in Resources and notes following this activity.)
4. Small group: Using PMI, students decide which five family possessions they could all manage to do without. With the teacher, students develop a rubric to evaluate the oral presentation and another rubric to evaluate the written rationale for their decision. Bilingual and/or visual dictionaries assist with vocabulary enrichment.
5. Whole class: Students present their decisions and rationales. Groups evaluate the oral presentations and the teacher evaluates the written rationales.
6. Pair: Using a model, students create and present dialogues about using PMI to make a difficult decision with their parents.
7. Individual: Students are interviewed by the teacher about their favourite things.
8. Individual: Students write a three-skill test about items in their households.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, RE1.01, RE1.03, RE1.05, WR1.01, WR1.02, GL1.09, GL1.10 |
Observation |
Students learn to discuss and complete exercises about things in their homes. |
|
Communication Thinking/Inquiry |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, WR1.01, WR1.04 |
Oral presentation rubric Written rationale rubric |
Students develop and present a PMI rationale and decision about which five things they can do without at home. |
|
Application Thinking/Inquiry |
OL1.01, OL1.02, OS1.01, OS1.02, WR1.01 |
Rating scale: Pronunciation 1-4 |
Students create and perform dialogues. |
|
Communication Application |
OS1.01, OS1.02, OS1.03 |
Oral interview rubric |
Students are interviewed by the teacher. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, RE1.05, WR1.01, WR1.02, GL1.09, GL1.10 |
Pencil-and-paper test (listening, reading comprehension, writing) |
Students write a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· For beginners, the teacher creates a multiple-choice activity in place of the PMI group project.
· Allow private performances of the dialogue.
· Provide scripts and audiotapes of new vocabulary.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
Chung Man Publishing. Words of Sea (Chinese dictionary). Taipei, p. 239.
De Bono, Edward. De Bono’s Thinking Courses. British Broadcasting Corporation, 1983, pp.18-25.
Lindqvist, Cecilia. China: Empire of Living Symbols. Toronto: Addison-Wesley Publishing Co. Ltd., 1991, p. 125 and p. 272.
PMI
Convert the following note into Chinese characters before using it.
Introduction: Dr. Edward de Bono maintains that thinking is a skill that anyone can learn, regardless of intelligence. Someone who has ordinary intelligence, according to Dr. de Bono, has a better chance of gaining wisdom than someone intelligent who may be merely clever. One of his strategies to train a student’s thinking skill is PMI (Plus, Minus, Interesting).
PMI: The PMI’s purpose is to direct attention to and create some sense of objectivity in dealing with a problem. As educators, we need to assist students in learning how to think. According to de Bono, “one of the biggest faults of thinking is the use of it to back up an opinion that has already been formed (by first impression, slight thinking, prejudice, or tradition). This is one of the major faults of the intelligence trap, and highly intelligent people suffer from the fault even more than others.” (Edward de Bono, de Bono’s Thinking Course, p. 18)
PMI:
treatment of ideas
P: Plus. The good things about an idea – why you like it
M: Minus. The bad things about an idea – why you do not like it
I: Interesting. What you find interesting about an idea
Step 1. Make a list of the good points.
Step 2. Make a list of the bad points
Step 3. Make a list of points that are neither good nor bad, but interesting.
Example:
Idea: All cars should be painted yellow.
Step 1: P Yellow cars are easier to see at night. If all cars were yellow, there would be no problem deciding which colour you want at the car dealership.
Step 2: M Yellow would become boring, if it were the only colour of car. It would be difficult to find your car in a parking lot. Car chases would be difficult for the police.
Step 3: I It would be interesting to see the different shades of yellow. It would be interesting to see whether people appreciate the colour yellow after a while. It would be interesting to see whether people can be forced to buy yellow cars.
Time: 240 minutes
In this activity, students learn to compare family members and create fictitious families. Group activities, such as creating a reading activity for other students and a dialogue between student-created family members, as well as an individual peer-edited creative writing project, demonstrate the knowledge and language ability students have developed in the course of the unit. Several student-designed rubrics and a three-skill unit test are significant evaluation tools. Assessment (using an assessment conference in which the teacher is seated with the student) takes place when the student discusses student and teacher feedback on written work.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrates an understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OL1.03 - identify cultural aspects of the international language (e.g., use of formal and informal forms of address);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements (e.g., identify family members, express likes and dislikes);
OS1.03 - apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., illustrations) and some verbal cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROMs, the Internet);
WR1.01 - write complete but simple sentences using basic vocabulary and language (e.g., describe family members, school routines);
WR1.02 - write answers to simple questions;
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes);
WR1.04 - use resources to communicate more effectively in their writing (e.g., vocabulary from bilingual, visual dictionaries);
WR1.05 - use knowledge of the culture of countries where the language is spoken in their writing, using computers and other media sources.
· verbs associated with preferences, likes, and dislikes
· conjunctions and, or, but, because
· The teacher prepares a blank overhead of the family chart.
· The teacher finds/prepares listening, reading comprehension, and writing exercises.
· The teacher photocopies extra blank charts for the fictitious family chart activity.
· The teacher prepares a blank rubric overhead.
· The teacher copies rubrics, as required.
· The teacher creates a model dialogue.
· The teacher arranges computer access for students.
· The teacher finds bilingual and/or visual dictionaries.
· The teacher prepares the three-skill unit test.
1. Whole class: The teacher and students describe characteristics for a fictional family, using the chart in Appendix C on an overhead. Next, the teacher and students draw comparisons between different members of the family, using comparative and superlative adjectives (e.g., Mary is less interested in music than Jill, but she is the best skier in the family.). The teacher writes each sentence onto the board for reference. (Caution: Students are advised to make positive statements only.)
2. Individual: Students complete listening, reading comprehension, and writing exercises involving comparison of fictitious family members.
3. Small group: Students create a fictitious chart of their own, using bilingual and visual dictionaries to find new vocabulary. They also include ten questions about the family using comparative or superlative adjectives (e.g., Which family member is probably the least athletic? Who wants to become a doctor?), as well as an answer key. Groups are encouraged to draw pictures of the family members as well. The teacher circulates to assist the groups with vocabulary and grammatical structures. Where available, students use word-processing programs to create their charts, question sheets, and answer keys.
4. Whole class: Students assist the teacher in developing a rubric to evaluate the chart of each group.
5. Small group: Groups try each other’s family activities and check their answers against the answer key. They also evaluate the other groups’ activity using the rubric they have developed.
6. Pair: Using a model, students create a dialogue between two members of a family they have studied in the charts.
7. Whole class: Students assist the teacher in creating an oral presentation rubric and assist with evaluating the first dialogue. The teacher evaluates the rest of the pairs as they present to the class.
8. Individual: Students describe five aspects of five members of a fictitious family and illustrate the descriptions with pictures from magazines or drawings. Students are encouraged to use bilingual and visual dictionaries for the rough draft and the Life section of the Chinese newspaper for ideas. With the teacher, students develop a writing rubric to evaluate the family description. The teacher makes editorial markings on the rough draft to assist students in writing their polished product. Students write their polished copy or produce it using word processing.
9. Small group: Students evaluate family descriptions of the students of two other groups. Then, the teacher evaluates all of the family descriptions using the same rubric; in this way, each student’s writing is evaluated three times.
10. Individual: Students discuss the three evaluations of their written work with the teacher at a conference.
11. Individual: Students write a three-skill unit test (listening, reading comprehension, writing).
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ Application |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, RE1.01, RE1.02, WR1.01, WR1.02, GL1.01, GL1.03, GL1.05, GL1.06, GL1.07, GL1.09 |
Observation |
Student practise making comparisons, both orally and in written form. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02 |
Observation |
Students complete listening, reading comprehension, and writing exercises. |
|
Thinking/Inquiry |
WR1.01, WR1.03, WR1.04, WR1.05 |
Group chart rubric |
Students invent family charts of their own. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, RE1.03, WR1.01, WR1.02 |
Oral presentation rubric |
Students create and present a dialogue. |
|
Application Thinking/Inquiry |
RE1.01, RE1.03, WR1.01, WR1.03, WR1.04, WR1.05 |
Written description rubric |
Students create descriptions of members of a fictitious family and evaluate each other’s work. |
|
Communication pplication |
OL1.01, OS1.01, OS1.02, RE1.01, RE1.02 |
Assessment Conference |
Students discuss the evaluations of their written work with the teacher. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, WR1.03, GL1.01, GL1.03, GL1.05, GL1.06, GL1.07, GL1.09 |
Pencil-and-paper unit test |
Students write a three-skill unit test. |
· Consult student’s Annual and/or Individual Education Plan.
· Allow private performances of the dialogue.
· Provide scripts and audiotapes of new vocabulary.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
· Keep student work anonymous during the peer evaluation process.
· Offer to exempt students from the peer evaluation process.
Ming Pao Daily News, Life Section
Technological
Spreadsheet and presentation programs (e.g., Microsoft Office, Word Perfect II Presentation)