VELS Unit Planner Team: Chinese Year Level: 9

Step 1
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Key Concept Introduce the daily activities in target language.
(Generative topic / why? /
big idea)

Focus Essential Learning Domain: LOTE

Domain Dimensions: communication in a LOTE
(Including dimensions) Standards:
a. Students recall most of the main ideas, objects and details presented in a topic.
b. Students reproduce the main features of grammar in the language and identify differences with English and other languages.
c. Students identify relevant information and ideas from spoken texts.
d. Students communicate information in translation and interpretation activities, demonstrating careful consideration of the needs
of the listener or reader, and sensitivity to cultural aspects (similarity and differences in meaning and intent).
e. Students read texts and identify and extract main ideas and detailed information for use in new contexts. For a
particular text, they identify characteristics of the writing style in relation to the audience/s and purpose/s.
f. Students create simple original text for specific audiences and purposes.
g. They engage in conversation and/or negotiation in order to make choices, resolve a problem, plan an event, or make
arrangements with others.

Supporting Domains Domain: Communication

(Including dimensions) Dimensions: Listening, viewing and responding
Standards:
a. Students generate their own applications for their language knowledge and skills in a range of realistic situations.
b. Students use illustrative examples in the language to explain the differences and similarities between languages.

Domain:
Dimensions: personal learning
Standards:
a. They demonstrate understanding of cultural influences on the ways people behave and use language, through approximating
accurate and context-sensitive language use.
b. Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an
understanding that language is a complex system.

Understanding Goals
(Written as essential
questions or statements)
Managing personal learning
a. Students test the validity of their understanding by referring to other speakers of the language, by research and by observation.
b. Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the
effects of migration and travel, by presenting illustrative examples in the language.
c. Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an
understanding that language is a complex system.
1 2 3 4
Build up knowledge on how Learn to express information Listening and Speaking: Express frequency and show
Chinese characters formed in a paragraph in Chinese Apply new knowledge and understanding of
and how to write and use characters. new vocabulary to daily life. grammatical points such as
Chinese characters correctly. words order and different
sentence styles.

Step 2
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Sequence Understanding Performances of Understanding Ongoing Assessment Reference to
Goals (Criteria, feedback & reflection) specific VELS
standards
Introductory Build up Practice with students in the class. Do revision Vocab tests Comprehension of
Performances knowledge on by the means of worksheets and tests. personal and
(Tuning in) how Chinese factual
 characters information on
formed and how defined topics
to write and use when listening.
Chinese
characters
correctly.

Learn to express Introduce the new vocab and sentences. Vocab test Simple
information in a PowerPoint presenting manipulation of
paragraph in modelled
Chinese language,
characters. recycling.

Listening and Vocab tests Use of key

Speaking: Apply Introduce new vocabulary. Practice frequently Self assessing on recognise the Hanzi grammar to
new knowledge in the correct order. convey accurate
and new personal and
vocabulary to factual
daily life. information on
given topics in
paragraphs based
on models.
Express Practice in both spoken and written language. Oral practise
frequency and Discuss
show
understanding of
grammatical
points such as
words order and
different
sentence styles.

Guided Inquiry Build up a. Students are to tell the class what they Correct worksheets. Comprehension of
Performances knowledge on did in the holiday. Help with the PowerPoint making. personal and
(Finding out / how Chinese b. Students are to do the worksheets to Activities on recognise new characters and factual
sorting out / characters recall what they learned writing characters. information on
going further) formed and how c. Students are to do some games relevant defined topics
to write and use to past learning. when listening.
Chinese d. Students are to learn and practice
characters Chinese characters writing.
correctly.

Learn to express a. Students are to do the worksheet to Correct students’ work. Simple
information in a recall what they learnt. Have discussion with students in class. manipulation of
paragraph in b. Student to share information in the Prepare enough resources for students to refer modelled
Chinese class. to. Give students examples on the paragraph language,
characters. c. Students are to be assessed by the writing. recycling.
assignments. Help students with speak out.
d. Students are to speak out about the
information in the paragraph.

Listening and a. Students and the teacher have a. Discuss. Through reflection,
Speaking: Apply conversations in Chinese in every b. Organise excursion to create an drafting, questioning
new knowledge lesson. environment to speak Chinese. linguistic
and new b. Students are encouraged to have c. Show Chinese DVDs. relationships,
vocabulary to conversations in Chinese in groups. d. Chinese study Tour. observations and
hypothesising,
daily life. c. Students are to be assessed by doing students
oral presentations. demonstrate an
d. Students are encourage to communicate understanding that
with the students from Chinese Study language is a
Group. complex system.

Express Students are to complete worksheets. Discuss. Use of key

frequency and Correct worksheet. grammar to
show convey accurate
understanding of personal and
grammatical factual
 points such as information on
words order and given topics in
different paragraphs based
sentence styles. on models.

Culminating Build up Students are to make a PowerPoint to introduce Direct and help students to do the
Performances knowledge on China. They are required to use target PowerPoint.
(Making how Chinese language.
conclusions / characters
taking action) formed and how
to write and use
Chinese
characters
correctly.

Learn to express
information in a
paragraph in
Chinese
characters.

Listening and
Speaking: Apply
new knowledge
and new
vocabulary to
daily life.

Express
frequency and
show
understanding of
 grammatical
points such as
words order and
different
sentence styles.

Step 3
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Weekly Overview
(Units may vary in length. A 6 week timeframe is not prescriptive)
Term 1 Character reading writing.

Week 1-2: Introduce how characters came from and teach students to write some new characters.
Week 3: Focus on using dictionaries to look up new characters.
Wee 4: Give students sentences and paragraphs and let students use dictionaries to translate them into English.
Week 5: Read stories books and translate.
Week 6-8: Assignment.
a. Use brush to write characters.
b. Translate stories books.
c. Remember 20 characters. Write it on a sheet and the teacher will test it.

Resources

Hanyu
Nihao
Haojile