熊猫宝宝在台北动物园。Baby panda at the Taipei Zoo.
Kindergarten Unit 1 Listening
| Le Jardin Academy Mandarin Chinese 2013-2014 | |||||||||
| Kindergarten | |||||||||
| The Kindergarten language course focuses on the developemnt of communicative competence in the target language | |||||||||
| and understanding of the culture of the people who speak the language. It assumes that the students have some prior knowledge | |||||||||
| of the language and culture from previous years. | |||||||||
| The major means of communication between students and the instructor will be in the target language. Because students may | |||||||||
| begin formal language learning at various stages of their cognitive developemnt, teachers will adjust vocabulary and content | |||||||||
| to reflect developmentally appropriate interests. | |||||||||
| An important component of language classes is the use of the language beyond the classroom in the real world. The integration of | |||||||||
| technology is an important tool in accessing authentic information in the target lanuage and in providing students the | |||||||||
| opportunity to interact with each other and outside Chinese speakers. | |||||||||
| Unit | Themes/Concepts | Standard | Pacing | ||||||
| Unit 1: | 1. Commands | MLEK.IP1A | 9 weeks | ||||||
| Getting Started in | 2. Pinyin | MLEK.IP1G | |||||||
| Chinese | 3. Four tones | MLEK.IP2A | |||||||
| 4. Nature | MLEK.IP2B | ||||||||
| Essential Question: | 5. Basic shapes | MLEK.INT1A | |||||||
| What is China? What | 5. Counting 1-10 | MLEK.CCC1A | |||||||
| will you learn in the | 6. Name | MLEK.CCC1B | |||||||
| following year? This | 7. The idea of China and its significance | ||||||||
| theme based unit will | 8. Classroom introductions | ||||||||
| focus on nature and | 9. Mooon Festival | ||||||||
| numbers | 10. Moon cake | ||||||||
| 11. Lanterns | |||||||||
| Unit | Themes/Concepts | Standard | Pacing | ||||||
| Unit 2: | 1. Animal words | MLEK.IP1B | 9 weeks | ||||||
| Animals and Colors | 2. The importance of the panda | MLEK.IP2A | |||||||
| 3. Animal craft (year of the tiger) | MLEK.INT1B | ||||||||
| 4. Big and small | MLEK.CU1A | ||||||||
| Essential Question: | 5. Jump, run | MLEK.CCC2A | |||||||
| How many colors do you | 6. Basic colors | MLEK.CCC2B | |||||||
| know? How do you | 7. Combine animals and color | ||||||||
| say different animal | 8. Combine animals, numbers, color | ||||||||
| names in Chinese? | 9. Units such as ten, hundred, thousand, ten | ||||||||
| This theme based unit | thousand | ||||||||
| will focus on animals | 11. How Chinese people celebrate Christmas | ||||||||
| and color. | |||||||||
| Unit 3: | 1. Fruits | MLEK.IP1C | 9 weeks | ||||||
| Fruit, School, and | 2. Combine fruits, colors, numbers | MLEK.IP1D | |||||||
| Chinese New Year | 3. School objects | MLEK.IP2A | |||||||
| 4. Calligraphy | MLEK.IP2B | ||||||||
| Essential Question: | 5. Simple sentences | MLEK.INT2A | |||||||
| Various fruits in Chinese. | 6. The story of Nian | MLEK.P1A | |||||||
| School objects. How do | 7. Lunar calendar | MLEK>CU1B | |||||||
| we use prior knowledge | 8. The 14 days of Chinese New Year | MLEK.CCC3A | |||||||
| to form sentences? | 9. Yuan Xiao Festival | MLEK.CCC3B | |||||||
| How do Chinese | 10. Watch the Chinese New Year variety show. | ||||||||
| celebrate the new year? | 11. Celebrate Chinese New Year | ||||||||
| How do we celebrate | |||||||||
| the new year? | |||||||||
| Unit 4: | 1. Greeting | MLEK.P2B | 9 weeks | ||||||
| Greetings and | 2. The proper way to greet your elder | MLEK.CU1C | |||||||
| Body Parts | 3. The use of Ni and nNin | MLEK.CCC4A | |||||||
| 4. Translating names | MLEK.CCC4B | ||||||||
| Essential Question: | 5. Body parts | ||||||||
| What is the proper way | 6. Tall and short | ||||||||
| to greet someone older? | 7. Big and small | ||||||||
| How do we greet each | 8. Pictographic writing | ||||||||
| other? How do we | 9. Review | ||||||||
| say body parts in | |||||||||
| Chinese? How do we | |||||||||
| express tall and short, | |||||||||
| big, and small? What is | |||||||||
| a pictograph? | |||||||||
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