P a g e 2 歌, 弹钢琴, 听音乐, 看书 Rules and Routines Daily Life (School and Home) (Book 2 Unit 1- L2, L3) Can understand increasingly complex commands Can res

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1 P a g e 1 Mandarin Immersion Curriculum Framework 2 nd Grade This document is a general overview of the topics, content, and skills (reading, writing, speaking, and listening) addressed in 2 nd Grade Mandarin Immersion. All material is presented at an intermediate beginning Mandarin level and at a developmental level appropriate for 7-8 year olds. Skills, vocabulary, and thematic knowledge are cumulative. Further detail can be found in supporting documents, texts and other resources, and grade-level assessments. Themes and Resources Community (Book 2 Unit 1) Self and Others (Book 2 Unit 2-L6, Unit3- L7) Objective/ Can statements Can have a short dialogue about nationality and language Can identify countries on a map (including basic map reading skills) Can have a short dialogue about family and occupations (with a greater focus on question/answer structure) Can have a short dialogue about ailments Can state multiple hobbies and interests Goals Introducing concept of self within a community, state, and country Describing physical ailments Stating interests Sentence Patterns 我叫 ; 我今年岁我是我有 ; 我是 ( 国 ) 人我会说语言我爱 ; 我去过 ( 国家 ). 我爸爸有工作我爸爸是我妈妈 ( 没 ) 有工作我今天生病了我发烧, 咳嗽, 还头痛我没去上学妈妈带我去看医生我有佷多爱好我 ( 不 ) 喜欢唱 Core Vocabulary 男孩, 女孩, 哥哥, 姐姐, 弟弟, 妹妹, * 爱, 我, 妈妈, 爸爸, 人, 愛达荷, 美国, 中国, 英国, 日本老师, 商人, 护士, 医生, 司机, 律师生病了, 发烧, 咳嗽, 还头痛, 没去上学, 妈妈, 带, 我, 去, 看医生很多, 爱好 ( 不 ) 喜欢, 唱歌, 弹钢琴, 听音乐, 看书, 玩游戏

2 P a g e 2 歌, 弹钢琴, 听音乐, 看书 Rules and Routines Daily Life (School and Home) (Book 2 Unit 1- L2, L3) Can understand increasingly complex commands Can respond to and follow classroom instructions Can read and respond in writing to common questions about self and school Can have a basic phone conversation Asking permission Receiving encouragement Showing understanding Responding to (when, how, where, who, what) questions Conducting phone conversation 老师, 我要喝水 / 上厕所你要 / 不要來? 他做的好 / 很好 / 不好你做好吗?/ 还没好我做对, 还是不对? 你会, 还是不会? 请问你是谁? 现在几点? 我早上 --- 点起床 / 去上学我 / 爸爸早上走路 / 开车上学 / 上班我的朋友有的是英国人, 有的是中国人 / 西班牙人我上五门课英语, 汉语, 数学我喜欢上英语, 汉语, 数学您好! 在家吗? 他 / 她在 / 不在请问, 你是哪一位? 老师,, 不说话, 举手, 坐下, 听讲, 排队, 慢慢走, 不要跑, 读书, 做作业, 交作业, 请问好学生, 看书, 写字, 会 / 不会, 做好 / 不好, 做对 / 不对了几点, 早上, 上午, 中午, 下午, 晩上起床, 上学, 上班, 回家走路, 开车, 校车美国人, 英国人, 中国人, 西班牙人, 日本喜欢上英语课, 汉语课, 数学课, 体育课, 电脑课您好! 请问, 等, 哪, 位, 谢谢, 不客气

3 P a g e 3 我叫请等一等, 我去叫他 Time and Systems (Calendar) Culture (School-based resources) Can state relative day, date, and month (e.g. two days from now, this Saturday) Can read and state analog and digital clock time Can use a wider variety of basic time markers Can name three American traditional holidays Can sing school song Can sing Chinese New Year songs Understanding time and its organization Beginning to use time words to express tenses (present, past, future) Developing an awareness of holidays and celebrations 今 / 明 / 昨 / 前 / 后天是月号. 我今年八岁明天星期六 / 日我不用上学现在几点? 一二三四, 五六七八九, 十, 十一, 十二点半, 一刻, 三刻, 一点零五分我喜欢圣诞节圣诞节是在冬天中国年是好美的节日一, 二, 三, 四, 五, 六, 七, 八, 九, 十多, 少, 大, 小一天, 早上, 晚上, 星期一, 星期二, 星期三, 星期四, 星期五, 星期六, 星期日, 早晩, 每天美国, 圣诞节, 感恩节, 独立日, 火鸡

4 P a g e 4 Can sing Chinese children s songs Additional cultural units/experiences are teacher constructed and vary as needed. Nature & Environment Can discuss daily weather Describing the Can discuss seasons, their characteristics, physical world (Weather, seasons, countries) and personal preferences Can discuss seasonal activities. Can name five countries and their (Book 2 Units 1, 2 L4, L5) languages. 在感恩节, 我们吃火鸡美国独立日是在七月四日新年好! 恭喜发财! 今天是我们会唱校歌我们毎个星期一唱校歌我们也会唱儿歌很漂亮! 天上有太阳 ; 下雨了今天是晴天, 多云, 气温二十五度我喜欢春 / 夏 / 秋 / 冬天天不冷 / 热夏天常常是晴天, 有时候会下雨我是美国人你是中国人他妈妈是西班牙人我妈妈是英国人你爸爸是不是日本人? 不是, 他是加拿大人中国, 唱歌, 跳舞, 吃月饼, 发红包, 新年快乐, 中秋节天, 日, 月, 水, 火, 山, 石, 田, 土, 云, 树, 树林, 草, 花, 叶, 很漂亮! 天上, 太阳, 下雨了今天, 晴天, 多云, 气温, 二十五度喜欢, 春 / 夏 / 秋 / 冬天不冷 / 热, 夏天, 常常, 晴天, 有时候, 下雨, 下雪, 台风美国 / 人, 中国 / 人, 西班牙 / 人, 英国 / 人, 日本 / 人, 加拿大 / 人

5 P a g e 5 2 nd grade Assessment Teachers create their own classroom assessments in the five skills below using these guidelines. Listening Speaking Reading (comprehension) Respond orally, in action or Respond to teacher with Read and comprehend a by coloring/writing to full sentence answers (or leveled passage related to teacher s directions or dialogue) related to curriculum content (two questions related to curriculum content questions) curriculum content (two or (single step or two-step three step directions) directions, sentence(s) response) Writing Write simple sentences related to curriculum content with support from passage (target 150 total characters on a variety of topics by the end of the year) PINYIN Say simple PINYIN consonants and vowels (non-written) related to curriculum content District Adopted Textbooks Fredlein, F., & Fredlein, P. (2011). Ni Hao. 3rd ed. Brisbane, Australia: Chinasoft. Yamin, M., & Xinying, L. (2012). Easy Steps to Chinese 1. Beijing, China: Beijing Language and Culture University Press. Yamin, M., & Xinying, L. (2011). Easy Steps to Chinese 2. Beijing, China: Beijing Language and Culture University Press. Yamin, M., & Xinying, L. (2011). Easy Steps to Chinese 3. Beijing, China: Beijing Language and Culture University Press.

encourages children to develop rich emotions through close contact with surrounding nature. It also cultivates a foundation for children s balanced de

encourages children to develop rich emotions through close contact with surrounding nature. It also cultivates a foundation for children s balanced de * ** *** **** The Instruction of a Sense of Seasons in the Field Environment through the Comparison of Kindergartens in Germany, Australia and Japan Kazuyuki YOKOIKimihiko SAITOKatsushi ONO Koichi EBIHARA