Brief+Context

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=Brief Context=
 * Language:** Chinese
 * Content Area:** Directions and Transportation Unit
 * Language Level:** Two
 * School:** George C. Marshall High School
 * Number of Students:** 24
 * Grades:** 9-12
 * Time:** 60min/class

1. Say and use direction words including up (上 ), down (下 ), left (左 ), right (右 ), east (东 ), west (西 ), south (南 ), and north (北 ). 2. Say and use the verbal phrases giving directions: go along the direction of … (向 …走 ), take the turning on the… (向 …转 ), and go along the road/street/avenue of … (沿着 …走 ) 3. Say different types of transportation including walking (走路 ), bicycle (自行车 ), car (<span style="font-family: 宋体; font-size: 12pt;">汽车 ), bus (<span style="font-family: 宋体; font-size: 12pt;">公交车 ), taxi (<span style="font-family: 宋体; font-size: 12pt;">出租车 ), metro (<span style="font-family: 宋体; font-size: 12pt;">地铁 ), train (<span style="font-family: 宋体; font-size: 12pt;">火车 ), ship (<span style="font-family: 宋体; font-size: 12pt;">轮船 ), and airplane (<span style="font-family: 宋体; font-size: 12pt;">飞机 ). 4. Say and use different verbs and match them with appropriate vehicles: ride (<span style="font-family: 宋体; font-size: 12pt;">骑 ), drive (<span style="font-family: 宋体; font-size: 12pt;">开 ), take (<span style="font-family: 宋体; font-size: 12pt;">坐 ). 5. Say names of places usually appeared on a local city/town map such as school (<span style="font-family: 宋体; font-size: 12pt;">学校 ), company (<span style="font-family: 宋体; font-size: 12pt;">公司 ), postal office (<span style="font-family: 宋体; font-size: 12pt;">邮局 ), museum (<span style="font-family: 宋体; font-size: 12pt;">博物馆 ), cinema (<span style="font-family: 宋体; font-size: 12pt;">电影院 ), public park (<span style="font-family: 宋体; font-size: 12pt;">公园 ), hotel (<span style="font-family: 宋体; font-size: 12pt;">旅馆 ), shopping center (<span style="font-family: 宋体; font-size: 12pt;">购物中心 ), restaurant (<span style="font-family: 宋体; font-size: 12pt;">饭店 ), hospital (<span style="font-family: 宋体; font-size: 12pt;">医院 ), etc.
 * Objectives:** Students will be able to

Local standards are aligned with national and state standards.
 * Standards:**
 * National:** //Standards for Foreign Language Learning// (ACTFL 5Cs) [[file:ACTFL 5Cs.pdf]]
 * Standard 1.1:** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * Standard 1.2:** Students understand and interpret written and spoken language on a variety of topics.
 * Standard 1.3:** Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
 * Standard 2.1:** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
 * Standard 2.2:** Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
 * Standard 4.1:** Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
 * Standard 4.2:** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
 * Standard 5.2:** Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
 * State:** //Foreign Language Standards of Learning for Virginia Public Schools// (Virginia SOL) [[file:VA FL Standards.pdf]]
 * MFLII.1** The student will exchange spoken and written information and ideas in the target language.
 * MFLII.2** The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in the target language, using familiar and recombined phrases and sentences.
 * MFLII.3** The student will understand basic spoken and written target language presented through a variety of media and based on new topics in familiar contexts.
 * MFLII.4** The student will use verbal and nonverbal cues to interpret spoken and written texts in the target language.
 * MFLII.5** The student will present information orally and in writing in the target language, combining learned and original language in simple sentences and paragraphs.
 * MFLII.7** The student will demonstrate understanding of the perspectives, practices, and products of the cultures studied and the ways these cultural aspects are interrelated.
 * MFLII.9** The student will demonstrate understanding of similarities and differences between the cultures studied and the cultures of the United States.
 * MFLII.11** The student will apply target-language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
 * Local**

There is one thing we always put in our minds that curriculum design should meet different needs of students in class. As we have national, state and local standards to guide us, we will try to build a content-based language learning environment to enhance students’ ability to use Chinese. Since students needs vary, a variety of instruments will be used. Changing and interesting topics will be provided to attract students; historical related theme will be introduced to enhance students desire of learning an old country; cultural materials help students learn how people live on the other side of the world; games and role play help students “learning by doing” (Wong, 2006); frequently used words are applied with meaningful illustrations and notes (Peregoy & Boyle, 2005). Cooperative activities are advocated to reinforce a friendly learning community in high school environment. Enhancing self and peer review in writing is a good way to improve writing. All these points have one same goal: to make learning meaningful and interesting and meet both standards and students needs. In our curriculum unit we plan to not only incorporate differentiated materials but also to engage these students in cooperative learning experiences that will encourage them to participate in the class discussions. As Peregoy and Boyle (2005) indicate, working in a cooperative setting will support the four students’ language needs, because they will have a specific role in a small group of diverse learners. The following materials is purposively selected and reviewed to assist students to accomplish the directions and transportation unit. The selection is based on previous needs analysis of these students, basically to motivate students’ learning, to develop oral and written skills, and to promote cooperative learning.
 * Needs Analysis Summarized:** [[file:Needs Analysis_Revised.docx]]