Course Profile International Languages, Level 2, Open, Public

Unit 6: A World Of Culture

Time: 17 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

In this unit, students further enhance their knowledge of the language of study through an exploration of cultural activities. With the teacher’s help, students find information and discuss topics such as historical sites and figures, traditions, festivals, geography, art, and music. Oral and written activities provide opportunities for students to demonstrate what they have learned, and for the teacher to assess and evaluate their progress. In addition, students expand their learning outside of the classroom by finding and then presenting information about a Chinese speaker who has made a contribution to society.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05. GL1.06, GL1.07, GL1.08, GL1.09, GL1.10.

Activity Titles (Time + Sequence)

Activity 1	Creating a Tourist Brochure	220 minutes
Activity 2	Let’s Tour Together	220 minutes
Activity 3	Festivals and Folklore	220 minutes
Activity 4	Famous Historical Figures	180 minutes
Activity 5	The Chinese-Canadian Experience	180 minutes

Prior Knowledge Required

· modal verbs

· useful idiomatic expressions

Unit Planning Notes

· The teacher refers to the resources listed.

· The teacher refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999 to determine overall and specific expectations and establish the criteria checklist for the assessment and evaluation of student learning.

· The teacher prepares necessary materials and evaluation tools prior to introducing the unit.

· The teacher pre-teaches/reviews the language expectations required for successful completion of the tasks.

· The teacher utilizes on-going evaluation/assessment rubrics and techniques throughout the unit.

Teaching/Learning Strategies

· The teacher establishes with students the learning goals of the unit/activities.

· In this unit, the following teaching/learning strategies used: researching, discussing and presenting, interviewing, brainstorming, co-operative learning, composition writing, and reading passages related to culture/history.

Assessment and Evaluation

Diagnostic and Formative Evaluation

· reflection: peer assessment

· observation: formal and informal

· performance: projects, formal written assignment, role performances, simulation

· tools: checklists, rating scales, video/audio tapes, tests, quizzes (oral/aural, written/reading), listening and reading comprehension tests

Summative Evaluation

· paper-and-pencil assessment: teacher-made or course-generated standard test

· performance assessments, e.g., dialogues, interviews, oral presentations

Resources

Print/Media

Chow, K.S. Witness Hong Kong Fifty Years. ISBN 962-357-942-4

Chu, W.T. Hong Kong Historical and Scenic sites, Ming Pao, Hong Kong. 1998. ISBN 962-973-093-6

Discovering Honk Kong. Multimedia CD-ROM Wan Li Book Store. ISBN 962-14-1336-2

Hong Kong Subway and Streets Around Subway Stations (map). Wan Li Book Store.
ISBN 962-14-1084-3

Lam, Martin and Chan, Frank. Learning Cantonese-Mandarin Conversation by Yourself. Intellectual Publishing Company, 1986. ISBN 9971-960-85-0

Lau, C.Y. Where the Lights are Rare—the stories of thirty-three Chinese Immigrants. Lingxi Publishing Company, 1984. ISBN 0-969-8572-0-9

Lau, Sidney. Advanced Cantonese Vol. 1. Printing Department (Hong Kong Government), 1975.

Leung W.H. The Old Sceneries of Hong Kong. ISBN 962-14-0901-2

Lu, Y. The Oral History of Hong Kong (Vol. VI). ISBN 962-226-041-1

Lu, Y. The Oral History of Hong Kong (Vol. X). ISBN 962-226-0896

Mandarin Putonghua. Cantonese and English 3-in-1 Language Course (with audio tapes), Rainbow Publishing Company, Hong Kong. ISBN 962-403-043-X (RS07)

Ming Pao newspaper (Canada) (a Chinese community newspaper). 13555 Huntingwood Drive, Toronto.
Tel: (416) 321-0088

Ng, K.C. Hong Kong Tourist Yellow Pages. Riverside Cultural Company, 1993. ISBN 962-7760-08-0

Ng, H. The Kaleidoscope of Hong Kong. ISBN 962-17-8030-6

Ng, H. Yat Bun Tong Series – Nostalgic Places in Hong Kong. 1999. ISBN 962-17-4909-3

1999 Hong Kong City Guide (map) 3 Vol. Wan Li Book Store, 1998. ISBN 962-14-1536-5

Poon, L. The Encyclopaedia of the Chinese Overseas. SUP Book Store Hong Kong. ISBN 962-04-1589-2

The Official Hong Kong Guide, Hong Kong Tourist Association (monthly magazine)
11/F, Citicorp Centre, 18 Whitfield Road, North Point, Hong Kong. Tel: (852) 2807 6543
Fax: (852) 2806 0303. E-mail: info@hkta.org

Oixin, Zhu, Xiaoxin, Zhu, Qiwang, Hu and Xian Meizhen. The Traditional Festivals of China.
ISBN 7-80551-990-0

Pang, S.K., F.S. Sit, and T.L. So. Hong Kong & Macau. Hong Kong: Commercial Publishing Company, 1986. ISBN 962-07-5035-7

Poon, Y.M., ed. Outstanding Chinese Over the World (Vol I & II). Ming Pao, 1999.
ISBN 962-973-304-8

Sing, Han. Interesting Events of (Some) Famous Chinese People Vol. I & II. Sun Ya Publication (Hong Kong) Ltd., 1987. ISBN 962-08-1398-7

Sing Tao Canada (a Chinese community newspaper), 417 Dundas Street West, Toronto.
Tel: (416) 596- 8140

The Study of the History and Cuture of Hong Kong. ISBN 962-04-1118-8

Yu, Tze. The Stories of Chinese Festivals. Human Cultural Company, Tai Pei, 1998.
ISBN 957-604-584-3

Wong, M.C. Outstanding Overseas Chinese Vol I & II. South China Press, 1989. ISBN 962-04-0674-5

Wong, Sai Fung. An Initial Study on Chinese Immigrants in Canada. Bright Window Publishing Company, 1988. ISBN 962-357-030-9

Wong, T.M. Practical Cantonese (with audio tapes). Wan Li Book Store. ISBN 962-14-0499-1

Technology

Chin Radio (AM 1540) 622 College Street Toronto. Tel: (416) 531-9991

Fairchild TV, 135East Beaver Creek Road #8. Tel: (905) 889-1430

Fairchild Radio, (AM 1430 at 12:00 noon – 8:00 pm and FM 88.9 from 8:00 am to 11:00 am)
135 East Beaver Creek Road #7. Tel: (905) 763-3350

Hong Kong Tourist Association Web Site: www.hkta.org/

Hong Kong Ming Pao (a newspaper) Web Site: www.ming pao.com/mpp/

Hong Kong Man Li Book Store (Hong Kong City Guide) web site: www.wanlibk.com/hkmap/hkmap.htm

Community

Hong Kong Economic and Trade Office, 174 St George Street Toronto. Tel: (416) 924-5544

Hong Kong Tourist Association, 9 Temperance Street, Toronto. Tel: (416) 366 2389 (Teachers may call in and have a tourist’s package mailed to them)

Ontario Welcome House Scarborough, 4441 Sheppard East Tel: (416)965-9902

Chinese Information & Community Services, 3852 Finch Avenue East Suite 310, Scarborough, Ontario
M1T 3T7. Tel: (416) 292-7510

Sam Yick Book Store (Canada) Ltd. 8360 Kennedy Road #18 Markham. Tel:(905) 305-9188

Sino United Publishing (Toronto) Ltd., 1571 Sandhurst Circle #127-129. Tel: (416) 293-2696

Sua Hua (Milliken) Bookstore Ltd. 19 Milliken Boulevard, Box 19, Scarborough Ontario M1V 1V3.
Tel: (416) 293-9438

Toronto Chinese Community Service Association, 310 Spadina Avenue #301, Toronto.
Tel: (416) 977-4026

Activity 1: Creating a Tourist Brochure

Time: 220 minutes

Description

Students create a tourist brochure for Hong Kong. They use print and technological resources to find information on regions and cities, and they choose features of interest to include in their booklet. The brochure is presented to the class and evaluated by the teacher.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;

OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;

WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;

OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs).

OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);

OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);

RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;

RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);

RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);

WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);

WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);

WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);

WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).

Prior Knowledge Required

· essential characteristics of the writing system, as required

Grammar and Language Knowledge

· vocabulary and expressions related to travel

· descriptive adjectives

Planning Notes

· The teacher downloads information about Hong Kong from web sites.

· The teacher creates six headings under which to discuss information on Hong Kong: Transportation, Accommodations, Sightseeing, Dining, Entertainment, and Shopping.

· The teacher brings postcards/photos of Hong Kong to class.

· The teacher brings merchandise which can be bought in Hong Kong.

· The teacher books computer time in the cross-curricular lab or reserves time in the library.

· The teacher creates a rubric for oral and written presentation of a tourist brochure on Hong Kong.

Teaching/Learning Strategies

1. Whole class: The teacher shows the students merchandise and photos of Hong Kong.

2. Whole class: The teacher reviews the vocabulary associated with transportation, accommodations, sightseeing, dining, entertainment and shopping as well as descriptive adjectives to make their descriptions of Hong Kong in their tourist brochures more interesting. (See T/L S #4.) Students complete a questionnaire using the vocabulary and adjectives, then read their answers aloud.

3. Small group: The teacher hands out information sheets about Hong Kong. Each student gets one of the six sheets. Students read their own information sheet and exchange their information with group members using the jigsaw technique.

4. Small group: Students find more information on Hong Kong, using the Internet, under six categories: Transportation, Accommodations, Sightseeing, Dining, Entertainment, and Shopping. They include details of the tourist attractions, plane schedules, costs which will be incurred at each step of the trip, and some pictures of Hong Kong. They create a brochure using a computer.

5. Whole class: Students present the brochure orally to the class, then hand it in for evaluation.

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	OL1.02, OS1.02, RE1.02, WR1.02, WR1.04, GL1.01, GL1.05, GL1.09	Observation/oral presentation	Students complete a questionnaire using new vocabulary, then read their answers aloud. (T/L S #2)
Thinking/Inquiry	OL1.02, OS1.01, OS1.03, RE1.02	Observation, checklist	Students read information sheets, then relate the information to classmates using the jigsaw technique. (T/L S #3)
Thinking/Inquiry	RE1.01, RE1.05, WR1.03	Observation	Students find more information about Hong Kong using the Internet. (T/L S #4)
Application Communication	RE1.03, WR1.01, WR1.03, WR1.05	Rubric for written work	Students create brochures about Hong Kong. (T/L S #5)
Application Communication	OL1.02, OS1.02, RE1.02, RE1.04	Rating Scale	Students present their brochures to the class, then hand in for evaluation. (T/L S #5)

Accommodations

· Consult student’s Annual and/or Individual Education Plan.

· The content of the brochure and the length of the presentation can be adjusted to suit the needs of individual students.

Resources

Print/Media

Discovering Hong Kong, Multimedia CD-ROM Wan Li Book Store

Pang S.K., et al. Hong Kong & Macau.

The Official Hong Kong Guide. Hong Kong Tourist Association.

Technological

Hong Kong Man Li Book Store (Kong Kong City Guide) Web Site: www.wanlibk.com/hkmap/hkmap.htm

Hong Kong Tourist Association Web Site: www.hkta.org/

Community

Hong Kong Economic and Trade Office

Hong Kong Tourist Association (Toronto) (Teachers/students may call and have a tourist’s package mailed to them)

Activity 2: Let’s Tour Together

Time: 220 minutes

Description

Students learn how to ask for bus information, find the best route to a destination, plan a five-day trip, then learn to make change in Hong Kong currency. They examine geographical features of China and find information about the customs of towns, cities, and regions. A map study serves as a catalyst for better understanding of regional/national identities.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;

OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;

WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;

OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);

OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);

RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);

RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;

RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);

WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);

WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).

Prior Knowledge Required

· essential characteristics of the writing system, as required

· cardinal numbers 1-100

Grammar and Language Knowledge

· vocabulary and expressions related to geography, customs, lifestyle

Planning Notes

· The teacher brings postcards from Hong Kong to class.

· The teacher prepares a list of vocabulary associated with transportation, map reading, money (Hong Kong currency), and weather.

· The teacher prepares activity sheets to practise new vocabulary.

· The teacher prepares/obtains a tourist map of Hong Kong.

· The teacher prepares an activity sheet on asking information about the bus schedule.

· The teacher brings Hong Kong bills and coins to class.

· The teacher draws make-believe Hong Kong currency.

· The teacher prepares information sheets about the weather in Hong Kong.

Teaching/Learning Strategies

1. Whole class: The teacher introduces orally and on the board/overhead the vocabulary associated with geography, customs, and lifestyle. Students write this vocabulary down. They practise reading out loud tourist brochures describing transportation in Hong Kong and finding tourist destinations on a map of Hong Kong.

2. Small groups: Students set up customer service booths in the classroom. They role-play employees and customers of a bus company. Students take turns going to different booths to ask for the bus schedule for different times of the day and week, different months, or special holidays. They complete work sheets with the information received.

3. Whole class/Pair: The teacher shows students how to purchase bus, ferry, tram, and airline tickets. The teacher gives each pair of students a different scenario in which they purchase transportation tickets to a specific Chinese city. Students practise by role-playing travel agents and clients.

4. Small groups: The teacher hands out a postcard and a map to each group. Each group discusses the best route to go from the airport to the scenic spot shown on the postcard.

5. Whole class/Small group: The teacher teaches how to say an amount of money in Hong Kong. Students are divided into two groups: salespersons and customers. Students practise buying and selling a book. A salesperson says what the price is. The customer gives make-believe bills and coins while saying the amount of money at the same time. Then the salesperson gives make-believe change to the customer while saying the amount. Students sign each other’s worksheet to indicate each successful transaction.

6. Individual: Students call a travel agent or use the Internet to check flights to Hong Kong and hotel information. Students decide on a date of departure. Students gather information about hotels, how to get to the tourist spots, the weather in Hong Kong when they are there, as well as expenses likely to be incurred on the trip.

7. Individual: Students write an itinerary of the trip.

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	WR1.03, GL1.09	Writing portfolio	Students write down vocabulary associated with geography, customs and lifestyles. (T/L S #1)
Application	RE1.01, RE1.02, RE1.03, RE1.05	Observation	Students read out loud tourist brochures describing transportation in Hong Kong, then find tourist destinations on a map of Hong Kong. (T/L S #1)
Application Communication	OL1.01, OL1.02, OS1.01, OS1.03, OS1.04	Peer evaluation	Students role-play travel agents and clients. (T/L S #3, 5)
Application Communication	OL1.01, OL1.02, OS1.01, OS1.03, OS1.04, RE1.01, RE1.03, WR1.03, WR1.04	Rubric for oral presentation	Students role-play employees and customers of a bus company. (T/L S #2)
Thinking/ Inquiry	OL1.02, OL1.03, RE1.01, RE1.03, RE1.05, WR1.03, GL1.08, GL1.09	Writing portfolio	Students plan best route from the airport to a scenic area pictured on a postcard. (T/L S #4)
Application Communication	RE1.01, RE1.03, RE1.05, WR1.01, WR1.05	Rubric for written work	Students gather information, then write an itinerary of a trip to Hong Kong. (T/L S #6, 7)
Application Communication	OL1.02, OL1.03, OS1.01, OS1.02, OS1.04, GL1.08, GL1.09	Peer evaluation	Students practise in pairs saying the price of items, handing out cash and making change. (T/L S #5)

Accommodations

· Consult student’s Annual and/or Individual Education Plan.

· Pair Cantonese-speaking students with beginners for oral activities.

· Pair students who read and write Chinese with beginners for reading and writing activities.

Resources

Print/Media

Hong Kong Subway and Streets Around Subway Stations (map)

Leung.W.H. The Odd Scenery of Hong Kong.

Ng, H. The Kaleidoscope of Hong Kong.

Ng, K.C. Hong Kong Tourist Yellow Pages.

99 Hong Kong City Guide (map)

The Official Hong Kong Guide. Hong Kong Tourist Association.

Technological

Hong Kong Man Li Book Store Web Site: www.wanlibk.com/hkmap/hkmap.htm

Hong Kong Ming Pao (a newspaper) Web Site: www.ming pao.com/mpp/

Hong Kong Tourist Association Web Site: www.hkta.org/

Community

Hong Kong Economic and Trade Office (Toronto)

Hong Kong Tourist Association (Toronto)

Activity 3: Festivals and Folklore

Time: 220 minutes

Description

Festivals and folklore still survive in present-day China. In this activity, students use the Internet, CD-ROMs, and print resources to find information about a festival that reflects the Chinese heritage. They work in small groups and report their findings for evaluation in written and oral presentations.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;

OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;

WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;

OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms).

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);

OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);

RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);

RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);

RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);

WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);

Prior Knowledge

· ability to research using technology and print

Grammar and Language Knowledge

· vocabulary associated with festivals and folklore

Planning Notes

· The teacher prepares information sheets about festivals with special emphases on the meaning of the festivals.

· The teacher prepares a worksheet on which students may record information about festivals. The worksheet may include spaces for the activity people do or are forbidden to do, food, decorations, flowers, festival costumes, music/songs.

· The teacher may book a room or auditorium for a fashion show.

· The teacher finds/prepares information sheets on the background of Chinese opera.

· The teacher finds/asks students to bring in some music from Chinese opera.

Teaching/Learning Strategies

1. Whole class: Students brainstorm what they know about Chinese festivals.

2. Small group: The teacher hands out an information sheet listing different Chinese festivals. Students pick a festival they like and illustrate in picture form how the festival is celebrated in Canada.

3. Small group: Each group presents orally the festival they chose to illustrate.

4. Small group: Students pick one activity from the activities associated with festivals: a parade of costumes, food, music/songs or a role-play which demonstrates the meaning of the festival. They gather information, using material the teacher has brought to class, the Internet or the Library/Resource Centre. They write the information down.

5. Whole class: Students prepare a mini fashion show/display pictures and information that they have gathered about an activity during one of the festivals. They describe orally the costumes worn during the festival and explain why they are designed in a certain style.

6. Whole class: Each group buys/prepares some of the food that would be consumed during a festival. They describe the food, the festival during which it would be eaten and explain how it was prepared.

7. Whole class/small group: Students listen to the music/songs that accompany each festival. Each group explains to the others what the song/music/songs for their festival means. They teach the class to sing some of the songs.

8. Whole class/Small group: Students present a scene in which people celebrate their festival. They explain the meaning of the festival.

9. The teacher hands out information sheet about the background of Chinese opera. Students listen to some songs.

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	OL1.01, OL1.03, OS1.01, OS1.03, OS1.04, RE1.01, RE1.05	Observation	Students brainstorm about Chinese festivals. (T/L S#1)
Thinking/Inquiry	OL1.03, OS1.01, OS1.02, RE1.04, WR1.03, WR1.05	Rubric for oral presentation	Students present Chinese festival celebrations in Canada. (T/L S#2,3)
Thinking/Inquiry	OS1.01, OS1.04, RE1.04, RE1.05, GL1.08	Writing portfolio	Students find information on activities associated with Chinese festivals and present to the class. (T/L S#4)
Application Communication	OS1.03, OS1.04, GL1.09. Gl1.10	Peer evaluation	Students pick one food associated with a festival, prepare it, then explain about it. (T/L S#5)
Knowledge/ Understanding	RE1.04, RE1.05, WR1.03, WR1.05	Activity sheet	Students gather information about music/songs presented at festivals. (T/L S#7)
Application Communication	OL1.01, OS1.01, OS1.02, GL1.09	Rubric for oral presentations	Students role-play a scene in which people are celebrating one of the festivals. (T/L S#8 )
Application Communication	RE1.04, RE1.05, WR1.04, WR1.05, GL1.08, GL1.09	Observation	Students read out loud the background of Chinese opera, then listen to some songs. (T/L S#9)

Accommodations

· Consult student’s Annual and/or Individual Education Plan.

· Give students more time to complete assignments.

· Pair a Cantonese-speaking student with a beginner for dialogues.

· Pair a student who writes Chinese characters with a beginner for writing activities.

· Allow students to buy a food associated with a festival at a store.

Resources

Print/Media

Chow, K.S. Witness Hong Kong Fifty Years.

Chu, W.T. Hong Kong Historical and Scenic sites.

Lu, Y. The Oral History of Hong Kong (Vol. VI & X).

Ng, H. Yat Bun Tong Series – Nostalgic Places in Hong Kong.

The Official Hong Kong Guide. Hong Kong Tourist Association.

Oixin, Zhu, et al. The Traditional Festivals of China.

The Study of the History and Culture of Hong Kong.

Yu, Tze. The Stories of Chinese Festivals.

Technological

Hong Kong Ming Pao (a newspaper) web site: www.ming pao.com/mpp/

Hong Kong Tourist Association web site: www.hkta.org/

Community

Hong Kong Tourist Association, Toronto (416) 366-2389

Activity 4: Famous Historical Figures

Time: 180 minutes

Description

In this activity, students develop a broader awareness of the contribution made by Chinese speakers to the liberal arts and other spheres of human endeavour. They find information about prominent historical Chinese figures. In a concluding activity, students write about their strengths and weaknesses. Oral presentations, worksheets, a cloze exercise, and an oral quiz provide feedback to the teacher for assessment and evaluation.

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;

OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;

WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);

OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);

RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);

RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);

RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);

WR1.02 - write answers to a variety of simple questions;

WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);

WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);

Prior Knowledge Required

· basic research skills

· essential characteristics of the writing system, as required

Grammar and Language Knowledge

· vocabulary associated with professions

Planning Notes

· The teacher prepares information sheets about prominent historical figures (e.g. those who have made important contributions to arts, science, religion, politics).

· The teacher prepares a list of words used to describe people.

· The teacher prepares a cloze exercise on how to describe people in Chinese.

· The teacher brings acetates and overhead markers to class.

· The teacher prepares a worksheet called “Who am I?” (See T/L S #7.)

Teaching/Learning Strategies

1. Whole class: The teacher introduces the vocabulary associated with professions. Students complete a cloze exercise using this vocabulary.

2. Whole class: Students brainstorm and write a list of people who speak Chinese and have made an important contribution to Ontario/Canada/the world.

3. Whole class: The teacher guides students to formulate criteria of excellence. Students complete a worksheet filling in the criteria for excellence.

4. Whole class/small group: The teacher hands out information sheets containing basic information about some prominent Chinese people. Students pick a person either from the information sheets or list of names the students have just written. Students prepare ten multiple-choice questions about this famous person and put them on a transparency for an overhead projector.

5. Small group: Each group conducts an oral quiz using the questions on the overhead projector about a famous person.

6. Whole class/small group: The teacher reviews words used to describe people. Students think of five positive words to describe themselves. They describe themselves orally to the group.

7. Students complete a worksheet called “Who am I?”

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	RE1.01, WR1.03, GL1.09, GL1.10	Activity sheet	Students complete a cloze exercise based on the vocabulary associated with professions.(T/L S #1)
Thinking/Inquiry	OL1.01, OL1.02, OS1.03, WR1.03	Writing folder	Students create a list of famous Chinese- speakers. (T/L S #2)
Thinking/Inquiry	OS1.01, OS1.03, RE1.01, RE1.04, WR1.03	Observation	Students formulate the criteria for excellence. (T/L S #3)
Application Communication	OL1.01, OS1.01, OS1.02, RE.04, RE1.05, WR1.03, WR1.04, WR1.05	Writing folder Rubric for oral presentation	Students prepare multiple choice questions about a famous Cantonese speaker and conduct an oral quiz. (T/L S #4, 5)
Thinking/Inquiry	RE1.03, WR1.03, GL1.05	Self evaluation	Students write five positive adjectives about themselves, then present them orally. (T/L S #6)
Application Communication	RE1.03, RE1.04, WR1.01, WR1.02, GL1.05, GL1.09	Writing folder	Students complete a “Who am I?” worksheet. (T/L S #7)

Accommodations

· Consult student’s Annual and/or Individual Education Plan.

· Group Cantonese-speaking students with beginners in group activities.

· Students may choose their criteria for excellence from a list of criteria created by the teacher. (See (T/L S #3.)

· Students may choose their ten multiple-choice questions from a list of 20 questions created by the teacher. (See (T/L S #4.)

Resources

Print/Media

Sing, Han. Interesting Events of (Some) Famous Chinese People Vol. I & II.

Poon, L. The Encyclopaedia of the Chinese Overseas.

Poon, Y.M., ed. Outstanding Chinese Over the World (Vol I & II).

Wong, M.C. Outstanding Overseas Chinese Vol I & II.

Technological

Hong Kong Ming Pao (a newspaper) web site: www.ming pao.com/mpp/

Community

Hong Kong Economic and Trade Office

Hong Kong Tourist Association

Activity 5: The Chinese-Canadian Experience

Time: 180 minutes

Description

In this activity, students learn more about the Canadian multicultural society. They gain insights into the life and experiences of immigrants by talking to classmates, teachers, and/or members of the community who have come from other countries. Students gain a more informed historical perspective on immigration to Canada. They prepare, conduct, and report back on an interview with someone from another country.