| Theme |
How Healthy Are You? |
| Unit Overview |
Research shows, high school population is becoming less active. As a result, there has been a raise in stress level and overall happiness. Your Chinese class has been asked to promote healthy, active lifestyle to your local school and heritage school Chinese communities.
Source from for reference: (Reference.pdf) http://stedu.stheadline.com/sec/sec_news.php?aid=1530&cat=8&subcat=25 |
| Enduring Understanding |
Healthy lifestyle holds the key to one’s happiness.
健康的生活方式為快樂之本 |
| Essential Questions |
- What does a healthy lifestyle entail? (diet, activity, mindset)
- How does one benefit from having a healthy lifestyle?
|
| Objectives |
- Identify information related to lifestyles.
- Describe healthy and unhealthy lifestyles.
- Make suggestions to improve lifestyles.
- Promote healthy lifestyles to the community
|
| Targeted students |
High School 9th – 12th grade students
Speaking Proficiency at Intermediate-Low level
Reading Proficiency at Novice-High level
Knowledge of about 100 characters |
| Time suggested |
6 days of 75-minute periods |
| Character learning and reading skills focused objectives |
Character Learning:
I can identify the structure of each Chinese character.
I can correctly identify characters with given radicals or components.
Lower-level Reading Skills:
Expanding characters into words
Skimming, Scanning, Rauding
(rauding: using semantic/syntactic knowledge to decipher texts). |
| Teaching Materials |
Song 健康歌
Readings 小白鹤笑了and 健康生活 |
| Grammatical Structures |
Previously learned:
Pattern: 越來越……
Targeted:
正在verb
Subj. 應該 多 verb, 少 verb |
| Focused Characters |
健康、笑、早、睡、運動、喝開水、吃零食、應該、正在 |
