Level 3

Based on the objectives and outcomes

of Chinese K-10 Syllabus developed by
NSW Board of Studies, Australia Wei Leu
 Content for Level 3

Page

Level 3-1 Home & neighborhood（住家和社区）………….…...2

Level 3-2 Dining out（上馆子）…………………………............4

Level 3-3 Leisure time activities（休闲活动）…………..............6

Level 3-4 What to wear（穿什么）…………................................8

Level 3-5 Entertainment: TV & music（娱乐- 电视和音乐）….10

Level 3-6 Shopping（买东西）………….....................................12

Chinese Language Teaching Programs W Leu Page 1

UNIT OF WORK for HSK Step by Step Level 3 – 1 Home & neighborhood（住家和社区）
Language: Chinese (中文) Target group: Stage 3 (Beginners with sound language knowledge 有一定基础的初学者) Estimated duration: 10 hours（十小时）
The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:

 The surrounding natural environment may affect our view about the world.  Understanding one’s home and neighborhood will reinforce one’s relationship with
the local community.
Targeted outcomes（预定结果）: A student

3.UL.1 organises and responds to key ideas from spoken texts in familiar contexts (Using Language, L/R)
3.UL.2 organises and responds to key ideas from written texts in familiar contexts (Using Language, R/R)
3.UL.3 interacts with others by sharing key points of information in Chinese (Using Language, S)
3.UL.4 writes texts to present key points of information in Chinese (Using Language, W)
3.MLC.1 recognises the importance of context in language use (Making Linguistic Connections)
3.MBC.2 demonstrates understanding of significant cultural values and practices in Chinese-speaking communities (Moving Between Cultures)
Students learn about（学习目标）: Students learn to（学生将学会）:

 identifying purpose, context and key ideas in a text (3.UL.1a)  understand purpose and context, eg by identifying key words and textual clues, roles
 identifying the purpose, context and main ideas of a text (3.UL.2a) and relationships of participants, eg 我家里学校很近，走路只要五分钟
 the process of planning, drafting and presenting ideas in text (3.UL.3a)  search for and select relevant information in order to respond to questions, eg 你家离
 referring to models to express own ideas (3.UL.4c) 学校有多远？
 the importance of textual conventions for appropriate communication  use available resources to support production of an original text, eg poster, multime-
(3.MLC.1a) dia
 aspects of traditional and contemporary belief systems and their impact on  use available resources to support the construction of new texts, eg dictionaries, word
behaviour (3.MBC.2b) lists, sentence models
 identify the features of familiar texts, eg shop’s names（中国银行，东海大饭店
etc.）
 compare aspects of traditional and contemporary lifestyles, eg 四合院 and 公寓
Structures and script （句型与生词）: Socio-cultural content（涉及的社会文 Extension（延伸学习）:
化层次）:
- 卧室 浴室 客厅 厨房 书房 厕所 回 东 南 左  More vocabulary related to neighbourhood, eg 市中心、
饭厅 楼上 楼下 公寓 洋房 路口 前 西 北 走  Comparison of lifestyles in China and 中国城、加油站, etc
邮局 银行 里面 附近 远 近 上 下 后 外 Australia, eg where people live and its
surrounding environment
离 公园 火车站 走路
 Discussion of the idea of Fengshui
- 红绿灯 动物园 往右拐 （风水）

Chinese Language Teaching Programs W Leu Page 2

UNIT OF WORK for HSK Step by Step Level 3 – 1 Home & neighborhood（住家和社区）
Building the field（课前讨论）:

 Brainstorm special buildings, eg bank, restaurant, hospital located in the students’ neighbour-
hood. Teacher writes the corresponding Chinese terms on the board
Suggested strategies and activities（建议教学活动与策略）: Suggested resources（建议教材）:

 Use a poster or PowerPoint to produce a simple map indicating one’s neighbourhood (R; S; W) Biao Zhun Zhong Wen 《标准中文》， Grade 1, Book 1,
Lesson 18 书在哪儿买的(Where do you buy the book?)
 Draw a house plan and write a text to introduce it (R; W)
Biao Zhun Zhong Wen 《标准中文》， Grade 1, Book 2,
 Independent learning: Complete various worksheets (L/R; R/R; S; W)
Lesson 16 前后左右 (Front behind left right)
 Use a CD-ROM (Zou Ba! or Tai Hao Le!) to explore the topic (L; R; S)
CD-ROM: Tai Hao Le! 《太好了》, Module 2, Topic 4 My
 Learn the song《家》and complete the accompanying exercises (L/R; R/R; S; W) house（房子）

 Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
CD-ROM: Zou ba! 《走吧》, Level 3 CD, Unit 18, 东南西
北 (Around the circles): Ask for and give directions to a place
 Role-play: Ask how to get to somewhere on the street (L; S)

Flash cards
Evaluation（课后评估） http://quizlet.com/4667134/rooms-of-the-home-flash-cards/

Hanyu 《汉语》, Book 1, Unit 3 我的书在哪儿？Where’s

my book?)

HSK Step by Step Units of Work 《HSK 步步高单元练习

集》, Level 3, pp1-17

Learn Chinese While Singing《边唱边学》, Workbook 2

（学生用书 2）Song 13: 家,
http://sharechineseresources.blogspot.com/

Ni Hao 《你好》, Book 2, Lesson 3 小明的家 (Xiaoming’s

home)

Chinese Language Teaching Programs W Leu Page 3

UNIT OF WORK for HSK Step by Step Level 3 – 2 Dining out （上馆子）
Language: Chinese (中文) Target group: Stage 3 (Beginners with sound language knowledge 有一定基础的初学者) Estimated duration: 10 hours（十小时）
The key concepts I want students to learn are that（涉及主要概念）: The learning matters because（学习理由）:

 Different cultures have different perceptions about food, eating & drinking  Being able to compare and contrast different perspectives about food, eating
and drinking enriches the students’ cultural knowledge and understanding
 Some typical Chinese cuisines have become well known in Australia and around
the world.  Learning about famous Chinese dishes enriches students’ practical knowledge
and understanding of Chinese eating habits.
Targeted outcomes（预定结果）: A student

3.UL.1 organises and responds to key ideas from spoken texts in familiar contexts (Using Language, L/R)
3.UL.2 organises and responds to key ideas from written texts in familiar contexts (Using Language, R/R)
3.UL.3 interacts with others by sharing key points of information in Chinese (Using Language, S)
3.UL.4 writes texts to present key points of information in Chinese (Using Language, W)
3.MLC.1 recognises the importance of context in language use (Making Linguistic Connections)
3.MBC.1 demonstrates awareness of cross-cultural influences on language and culture (Moving Between Cultures)
Students learn about（学生将学到）: Students learn to（学生将学会）:

 responding in familiar situations (3.UL.1e)  respond appropriately in familiar situations, eg confirming, requesting repetition, seeking clari-
 the construction of certain texts (3.UL.2b) fication, 对。Duì (Correct.) 再说一遍 (Please say it again!) 我听不懂 (I don’t understand.)
 appropriate ways to open, maintain and close a conversation  recognise the purpose of a text from the way it is structured, eg message, recipe, menu
(3.UL.3b)  use modelled language and formulaic expressions to initiate and maintain communication, eg 你
 principles of text organisation and structure in constructing own 们想吃点儿什么？ (What would you like to eat?)
text (3.UL.4b)
 convey information in a sequence of sentences, each containing one or two main points, eg Sub-
 the use of slang, idiom and formality (3.MLC.1c)
ject + time + verb, Subject + verb + object （我们昨天晚上出去吃饭；他很喜欢吃中国菜）
 traditional and contemporary cultural practices across cultures
 recognise how language in use is affected by context, eg restaurant and classroom language, 请
(3.MBC.1a)
坐 (Please sit down)，坐下 (Sit down)
 reflect on influences in local culture, eg restaurants, festivals, religions
Structures and script （句型与生词）: Socio-cultural content（涉及的社会文 Extension（延伸学习）:
- 馆子 餐厅 饮茶 点菜 牛排 便饭 喝汤 菜单 水饺 化层次）:
客人 随便 米饭 结账 春卷 面条 服务员 别客气  More food, eg 古老肉、麻婆豆腐、牛肉面、酸辣汤、
 Different types of Chinese food, eg 豆浆, etc
添一碗
cuisine from Beijing, Sichuan or
Guangdong
- 你们常上中国饭馆吗？  Introduction of some slang and idioms, eg 吃豆腐、吃大
亏、吃大锅饭、吃喝玩乐、吃软不吃硬, etc

Chinese Language Teaching Programs W Leu Page 4

UNIT OF WORK for HSK Step by Step Level 3 – 2 Dining out （上馆子）
Building the field（课前讨论）:

 Ask students: ‘What is your favourite food?’ and ‘ Do you know any Chinese dishes/food?’

 Discuss students’ experience of eating in a Chinese restaurant

Suggested strategies and activities（建议教学活动与策略）: Suggested resources（建议教材）:

 Read texts with pinyin on top of characters, and then answer questions orally or in writing (S; Biao Zhun Zhong Wen 《标准中文》， Grade 2, Book 1,
R/R, W)
Lesson 25 风味小吃 (Local dishes)
 Independent learning: Complete various worksheets (L/R; R/R; S; W)
CD-ROM: China album 《中国风情》,Theme 4-3 (In a res-
 Learn the song《客人来看爸爸》and complete the accompanying exercises (L/R; R/R; S; W) taurant)

 Produce a simple menu in the computer (R; W) CD-ROM: Zou ba! 《走吧》, Level 3 CD, Unit 21, 去娱乐
(A night out): Order food and drink in a restaurant
 Role-play: Order food in a restaurant (L/R; R/R; S)
Flash cards
 Use the CD-ROM (Zou Ba! or China Album) to explore the topic (L; R; S) http://quizlet.com/4102553/unit-1-dining-out-1-flash-cards/

 Culture exchange: Students of different background bring their own food to the class and share HSK Step by Step Units of Work 《HSK 步步高单元练习
with others (L; S)
集》, Level 3, pp18-32
 Design an advertisement for a Chinese restaurant in Chinese (R; W)
Learn Chinese While Singing《边唱边学》, Workbook 2
 An excursion to a Chinese restaurant (L/R; R/R; S) （学生用书 2）Song 1: 客人来看爸爸,
http://sharechineseresources.blogspot.com/
 Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
Ni Hao 《你好》, Book 2, Lesson 8 吃饭 (Having a meal)
 Write a diary entry or an email to someone after dining at a Chinese restaurant (W)
Pictures of different kinds of food
Evaluation（课后评估）
Zhongwen 《中文》, Book 5, Unit 1, Lesson 3, 上餐馆 (Go
to the restaurant)

Chinese Language Teaching Programs W Leu Page 5

UNIT OF WORK for HSK Step by Step Level 3 – 3 Leisure time activities （休闲活动）
Language: Chinese (中文) Target group: Stage 3 (Beginners with sound language knowledge 有一定基础的初学者) Estimated duration: 10 hours（十小时）
The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:

 Different cultures have different perceptions about leisure time.  Through the discussion of leisure time activities students will develop a balanced atti-
tude towards their lives.
Targeted outcomes（预定结果）: A student

3.UL.1 organises and responds to key ideas from spoken texts in familiar contexts (Using Language, L/R)
3.UL.2 organises and responds to key ideas from written texts in familiar contexts (Using Language, R/R)
3.UL.3 interacts with others by sharing key points of information in Chinese (Using Language, S)
3.UL.4 writes texts to present key points of information in Chinese (Using Language, W)
3.MLC.2 identifies patterns and features of Chinese by making comparisons between languages (Making Linguistic Connections)
3.MBC.2 demonstrates understanding of significant cultural values and practices in Chinese-speaking communities (Moving Between Cultures)
Students learn about（学生将学到）: Students learn to（学生将学会）:

 redundancy and the need to focus on key words when listening to text develop strategies to manage unfamiliar language in text, eg identifying context, pur-
(3.UL.1c) pose, audience and focusing on familiar language elements
 resources that can be used to enhance comprehension (3.UL.2d)  access available resources to assist in comprehending a text, eg word lists, glossaries,
 the process of planning, drafting and presenting ideas in text (3.UL.3a) dictionaries
 referring to models to express own ideas (3.UL.4c)  use available resources to support production of an original text, eg cue cards, notes,
 principles of word order and patterns used for a specific function, through photos, multimedia
making comparisons between Chinese and English and other languages as  use available resources to support the construction of new texts, eg dictionaries, word
appropriate (3.MLC.2b) lists, sentence models
 ways to show appreciation and respect for the cultural values and prac-  identify similarities and differences between languages, such as word order, sentence
tices of Chinese-speaking communities (3.MBC.2c) construction, eg time first, activity last
 participate in activities associated with the customs and practices of Chinese-speaking
communities, eg Beijing opera, Chinese folk songs
Structures and script （句型与生词）: Socio-cultural content（涉及的社会文化层 Extension（延伸学习）:
次）:
- 放风筝 下棋 打牌 钓鱼 小人儿书  More leisure time activities, eg 象棋、围棋、唱京
上网 聊天 （电视）迷 课外活动  Traditional Chinese leisure time activities, 剧、溜冰、民歌, etc
休闲生活 对……有兴趣 eg 麻将(Majong)、象棋 (Chinese chess)

 Traditional games played by Chinese child-

ren, such as Diabolo（扯铃） and Chinese
Spinning Top（陀螺）

Chinese Language Teaching Programs W Leu Page 6

UNIT OF WORK for HSK Step by Step Level 3 – 3 Leisure time activities （休闲活动）
Building the field（课前讨论）:

 Brainstorm leisure time activities that students do. Write down all vocabulary on the board
Suggested strategies and activities（建议教学活动与策略）: Suggested resources（建议教材）:

 Learn to play Chinese chess, Diablo and Spinning Top (R; S) Biao Zhun Zhong Wen 《标准中文》，Grade 1, Book 2,
Lesson 25 老鹰捉小鸡(The eagle catches little chickens) ;
 Read a text with pinyin on top of characters (R)
Lesson 26 击鼓传花 (Playing drum and passing flowers)
 Independent learning: Complete various worksheets (L; R/R; S; W)
CD-ROM: China album 《中国风情》, Theme 3-4 (After
 Write a diary entry after participating in a leisure activity, eg dancing party, fishing etc (W) school)

 Send someone an email to invite him/her to go to a leisure activity (W) CD-ROM: Tai Hao Le! 《太好了》, Module 3, Topic 4
Chong Ling’s day –What to do?（崇玲的一天 – 做什
 Use the CD-ROM (Zou Ba!, Tai Hao Le! or China Album) to explore the topic (L; R; S) 么？）

 Learn the song《茉莉花》and complete the accompanying exercises (L; R/R; S; W)

CD-ROM: Zou ba! 《走吧》, Level 1 CD, Unit 6, 去健身
 Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W) (Keep fit): Talk about what you like to do on the weekend

 Research a particular activity (eg Chinese chess). Write a brief description of it in Chinese (R; W) Chinese Made It Easy 《轻松学汉语》, Book 2, Unit 3，
Lesson 8 我的爱好是听音乐 (My hobby is to listen to mu-
Evaluation（课后评估） sic)

Flash cards
http://quizlet.com/4437122/chapter-3-leisure-flash-cards/

HSK Step by Step Units of Work 《HSK 步步高单元练习

集》, Level 3, pp33-49

Song: 茉莉花 (中国民歌)

Chinese Language Teaching Programs W Leu Page 7

UNIT OF WORK for HSK Step by Step Level 3 – 4 What to wear （穿什么）
Language: Chinese (中文) Target group: Stage 3 (Beginners with sound language knowledge 有一定基础的初学者) Estimated duration: 10 hours（十小时）
The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:

 Different colours have special significance in Chinese culture.  Students will be able to use the appropriate language to express their views and
comment on clothing in varied context.
Targeted outcomes（预定结果）: A student

3.UL.1 organises and responds to key ideas from spoken texts in familiar contexts (Using Language, L/R)
3.UL.2 organises and responds to key ideas from written texts in familiar contexts (Using Language, R/R)
3.UL.3 interacts with others by sharing key points of information in Chinese (Using Language, S)
3.UL.4 writes texts to present key points of information in Chinese (Using Language, W)
3.MLC.2 identifies patterns and features of Chinese by making comparisons between languages (Making Linguistic Connections)
3.MBC.2 demonstrates understanding of significant cultural values and practices in Chinese-speaking communities (Moving Between Cultures)
Students learn about（学生将学到）: Students learn to（学生将学会）:

 ways to analyse the structure of text (3.UL.1b)  use textual features to support understanding, eg identifying key topic areas or questions and
 the construction of certain texts (3.UL.2b) the sequence of ideas
 appropriate ways to open, maintain and close a conversation  recognise the purpose of a text from the way it is structured, eg message, advertisement
(3.UL.3b)  use modelled language and formulaic expressions to initiate and maintain communication, eg
 the use of information and communication technologies for com- 你觉得这件衣服怎么样? (What do you think about this dress?) 试一试！ (Have a try!)
municative purposes (3.UL.4d)  use information and communication technologies to support production of original texts, eg
 the relationship between Hànzì (3.MLC.2e) word processing, digital images
 aspects of traditional and contemporary belief systems and their  make connections with known Hànzì to build new Hànzì, eg 车 – 连，干 – 汗
impact on behaviour (3.MBC.2b)  compare aspects of traditional and contemporary lifestyles including clothing, the signifi-
cance of specific colours
Structures and script （句型与生词）: Socio-cultural content（涉及的社 Extension（延伸学习）:
会文化层次）:
- 衣服 西装 连衣裙 衬衫 汗衫 棉袄 毛衣 外套 短  Practise a tongue twister:
裤 牛仔裤 裙子 件 条 游泳衣  The origins of typical Chinese
costumes, eg 旗袍、唐装、功 毛毛捧花猫
- 瘦 长 短 合身 时髦 舒服 看起来 紧 穿 戴 夫鞋
苗苗戴花帽
颜色 红 黄 蓝 白 黑 绿  Special meanings of colours in 毛毛的猫抓破苗苗的帽
Chinese culture, eg 红 (for 苗苗赶跑毛毛的猫
- 这件衣服怎么样？
wedding); 白 (for funeral)

Chinese Language Teaching Programs W Leu Page 8

UNIT OF WORK for HSK Step by Step Level 3 – 4 What to wear （穿什么）
Building the field（课前讨论）: 毛毛买帽还苗苗
苗苗抓猫还毛毛
 Use visual stimulus (eg pictures or students’ clothes) to generate discussion, and then, list all re-
levant vocabulary on the board

Suggested strategies and activities（建议教学活动与策略）: Suggested resources（建议教材）:

 Character game: Students use characters to play a variety of games (R) Biao Zhun Zhong Wen 《标准中文》， Grade 1, Book 2,
Lesson 21 美丽的彩虹(The beautiful rainbow)
 Read texts with pinyin on top of characters (R/R)
CD-ROM: Tai Hao Le! 《太好了》, Module 2, Topic 3 My
 Independent learning: Complete various worksheets (L/R; R/R; S; W)
clothes（衣服）
 Use the CD-ROM (Tai Hao Le! or Zou Ba!) to explore the topic (L; R; S)
CD-ROM: Zou ba! 《走吧》, Level 1 CD, Unit 7, 业余生活
 Learn the song《剪羊毛》and complete the accompanying exercises (L/R; R/R; S; W) (Spare time): Talk about the clothes someone is wearing

 Role-play: Two students in one group produce a dialogue to discuss clothing issue, then act it Flash cards
out in class (L/R; R/R; S; W) http://quizlet.com/4220315/lesson-2-clothing-
%E6%9C%8D%E8%A3%85-flash-cards/
 Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)

 Write an email to a friend discussing the clothes that you may wear for the coming party (R/R; HSK Step by Step Units of Work 《HSK 步步高单元练习集》,
W), then exchange the emails among students, and write a reply to the email given (R/R; W) Level 3, pp50-66
Evaluation（课后评估）
Learn Chinese While Singing《边唱边学》, Workbook 3（学
生用书 3）Song 5: 剪羊毛

Ni Hao 《你好》, Book 2, Lesson 4 我的衣服 (My clothes)

Pictures of different kinds of clothes

Zhongwen 《中文》, Book 2, Tongue twister: 毛毛捧花猫

Chinese Language Teaching Programs W Leu Page 9

UNIT OF WORK for HSK Step by Step Level 3 – 5 Entertainment: TV & music （娱乐 - 电视和音乐）
Language: Chinese (中文) Target group: Stage 3 (Beginners with sound language knowledge 有一定基础的初学者) Estimated duration: 10 hours（十小时）

The key concepts I want students to learn are that（涉及主要概念）: The learning matters because（学习理由）:

 TV can be a good tool for learning languages  TV and music play an important role in young people’s daily lives.

 Music, especially singing, is an effective way of learning languages.

Targeted outcomes（预定结果）: A student

3.UL.1 organises and responds to key ideas from spoken texts in familiar contexts (Using Language, L/R)
3.UL.2 organises and responds to key ideas from written texts in familiar contexts (Using Language, R/R)
3.UL.3 interacts with others by sharing key points of information in Chinese (Using Language, S)
3.UL.4 writes texts to present key points of information in Chinese (Using Language, W)
3.MLC.1 recognises the importance of context in language use (Making Linguistic Connections)
3.MBC.2 demonstrates understanding of significant cultural values and practices in Chinese-speaking communities (Moving Between Cultures)
Students learn about（学生将学到）: Students learn to（学生将学会）:

 ways to organise information when planning a response to a text  record, organise and present information in different formats, eg TV programs,
(3.UL.1d) graphs, picture sequences
 ways to use contextual clues and prior knowledge to predict the meaning  deduce the meaning of unfamiliar words from context
of new words (3.UL.2)  use available resources to support production of an original text, eg cue cards, notes,
 the process of planning, drafting and presenting ideas in text (3.UL.3a) photos, multimedia
 the use of information and communication technologies for communica-  use information and communication technologies to support production of original
tive purposes (3.UL.4d) texts, eg word processing, digital images
 the importance of understanding context for inferring meaning  decipher the meaning of words and phrases using contextual knowledge
(3.MLC.1b)  participate in activities associated with the customs and practices of Chinese-speaking
 ways to show appreciation and respect for the cultural values and practices communities
of Chinese-speaking communities (3.MBC.2c)
Structures and script （句型与生词）: Socio-cultural content（涉及的社会文化 Extension（延伸学习）:
层次）:
- 看电视 电视节目 儿童 动画片 体育  More vocabulary related to TV and music, eg 电视频道，节目主持
连续剧 新闻报告 歌剧 音乐会 流行  Different types of Chinese music, eg 民 人，流行歌手, etc
摇滚乐 天气预报 比赛 交响乐 运动 歌、流行歌曲、校园歌曲, etc
古典音乐  Introducing a pop song sung by a contemporary Chinese singer, Jay
 Discussion of the most popular Chou（周杰伦）
songs/singing stars in the Chinese lan-
- 八点有一部连续剧 guage-speaking world

Chinese Language Teaching Programs W Leu Page 10

UNIT OF WORK for HSK Step by Step Level 3 – 5 Entertainment: TV & music （娱乐 - 电视和音乐）
Building the field（课前讨论）:

 Brainstorm students’ favourite types of TV programs, eg 连续剧、影片、体育节目,

and then write down all those relevant vocabulary on the board
Suggested strategies and activities（建议教学活动与策略）: Suggested resources（建议教材）:

 Independent learning: Complete various worksheets (L/R; R/R; S; W) CD-ROM: China album 《中国风情》, Theme 5-3 (Watching televi-
sion)
 Learn the song《一首歌》and complete the accompanying exercises (L/R; R/R; S; W)
CD-ROM: Zou ba! 《走吧》, Level 1 CD, Unit 7, 业余生活 (Spare
 Read texts and answer questions (R/R)
time): Talk about musical instruments you can play; the TV programs
you like or dislike
 Produce a favorite personal TV guide in Chinese (pinyin or characters) (W)

Flesh cards
 Use sentence structures learned to write a diary entry to comment on a specific TV pro-
gram, eg soccer game, drama or concert (R; W) http://quizlet.com/1065241/chinese-pingas-flash-cards/

 Use an English TV guide to stimulate the discussion, eg which channel/what time a Hanyu 《汉语》, Book 2, Unit 5 今天有什么节目？(What’s on to-
movie can be watched? (In Chinese) (L/R; S) day?)

 Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W)
HSK Step by Step Units of Work 《HSK 步步高单元练习集》, Level
3, pp67-84
 Translation of a pop song: Choose a modern Chinese song for students to translate ei-
ther part of or the whole song (R; W)
Learn Chinese While Singing《边唱边学》, Workbook 2（学生用书
Evaluation（课后评估） 2）Song 6: 一首歌, http://sharechineseresources.blogspot.com/

Ni Hao 《你好》, Book 3, Lesson 3, pp34-35 Anything good on TV?

（有什么好看的吗？）, pp38-39 Do you like rock? （你喜欢摇滚乐
吗？）

Zhong Guo Tong 《中国通》, Stage 3 & 4, Point of view, ‘你爱看哪

些节目’&‘看电视’ , pp46 - 47

Chinese Language Teaching Programs W Leu Page 11

UNIT OF WORK for HSK Step by Step Level 3 – 6 Shopping （买东西）
Language: Chinese (中文) Target group: Stage 3 (Beginners with sound language knowledge 有一定基础的初学者) Estimated duration: 10 hours（十小时）
The key concept I want students to learn is that（涉及主要概念）: The learning matters because（学习理由）:

 Traditional shopping practice in China and other Chinese-speaking coun-  Being able to compare and contrast between Chinese and Western cultures gives stu-
tries is an interesting aspect of the Chinese culture. dents a better understanding about different ways of life.
Targeted outcomes（预定结果）: A student

3.UL.1 organises and responds to key ideas from spoken texts in familiar contexts (Using Language, L/R)
3.UL.2 organises and responds to key ideas from written texts in familiar contexts (Using Language, R/R)
3.UL.3 interacts with others by sharing key points of information in Chinese (Using Language, S)
3.UL.4 writes texts to present key points of information in Chinese (Using Language, W)
3.MLC.2 identifies patterns and features of Chinese by making comparisons between languages (Making Linguistic Connections)
3.MBC.2 demonstrates understanding of significant cultural values and practices in Chinese-speaking communities (Moving Between Cultures)
Students learn about（学生将学到）: Students learn to（学生将学会）:

 responding in familiar situations (3.UL.1e)  respond appropriately in familiar situations, eg confirming, requesting repetition,
 the construction of certain texts (3.UL.2b) seeking clarification, 这本书多少钱？(How much is this book?), 能便宜一点儿
 the construction of particular texts (3.UL.3c) 吗？(Can it be cheaper?)
 referring to models to express own ideas (3.UL.4c)  recognise the purpose of a text from the way it is structured, eg message, advertise-
 ways of expressing sounds and/or meanings in print (3.MLC.2d) ment
 aspects of traditional and contemporary belief systems and their impact on  present or request information in ways appropriate to the purpose, eg 请问，香蕉怎
behaviour (3.MBC.2b) 么卖？(Excuse me, how do you sell bananas?)
 use available resources to support the construction of new texts, eg dictionaries, word
lists, sentence models
 identify specific features of the written language, eg the use of transliteration, 巧克力
(Chocolate)
 compare aspects of traditional and contemporary lifestyles, eg bargaining in the tradi-
tional markets and shopping in the contemporary department stores
Structures and script （句型与生词）: Socio-cultural content（涉及的社会 Extension（延伸学习）:
文化层次）:
- 便宜 东西 买 卖 块 怎么 一共 贵半 毛  Practise a tongue twister:
售货员 分百货商店  The difference between 斤 and 公斤
四个小孩子，拿着小篮子
- 瓶 部 罐 双 条 顶 件 公斤 (measure words)  The Chinese way of bargaining
when shopping 来到小市集，要买红柿子
- 香蕉多少钱一斤/香蕉一斤多少钱/香蕉怎么卖 每人买四只，回家一起吃

Chinese Language Teaching Programs W Leu Page 12

UNIT OF WORK for HSK Step by Step Level 3 – 6 Shopping （买东西）
Building the field（课前讨论）:
 More items of goods in the supermarket, 酸奶，冰淇
 Ask what students would like to buy at Coles. Show a shopping catalogue and write down a list of 淋，巧克力
goods on the board. Provide Chinese characters for these items
Suggested strategies and activities（建议教学活动与策略）: Suggested resources（建议教材）:

 Independent learning: Complete various worksheets (L/R; R/R; S; W) CD-ROM: China album 《中国风情》, Theme 4-2 (At the
market)
 Learn the song《三轮车》and complete the accompanying exercises (L; R/R; S; W)
CD-ROM: Zou ba! 《走吧》, Level 1 CD, Unit 7, 买东西
 Produce a shopping list in Chinese (W)
(Go shopping): Talk about what to buy; what you bought
 Use the CD-ROM (Zou Ba! or China Album) to explore the topic (L; R; S)
Flash cards
 Discuss the similarities and differences of shopping practice between Australia and Chinese- http://quizlet.com/1765460/shopping-unit-4-
speaking countries (L; S) %E4%B9%B0%E4%B8%9C%E8%A5%BF-flash-cards/

 Students cut pictures of goods from supermarket catalogues including prices, stick each picture on Hanyu 《汉语》, Book2, Unit 3 咱们去买东西吧！(Let’s
cardboard paper, and then write the matching Chinese characters and pinyin on the back (R; W) go shopping)

 Role-play: Shopping in an open market. Two students play shop-keepers, while other students of HSK Step by Step Units of Work 《HSK 步步高单元练习
the class are shoppers. Prepare some pictures of items and stick a price on each. Shoppers need to
集》, Level 3, pp85-102
negotiate the price, just like in a real open market in China (L; S)

 Write a diary entry about a day out shopping (W) Learn Chinese While Singing《边唱边学》, Workbook 2
（学生用书 2）Song 2: 三轮车,
 Use online Flash Cards to practise vocabulary and sentence structures (L; R; S; W) http://sharechineseresources.blogspot.com/

 Design an advertisement (or Website) for a shop in Chinese (W) Ni Hao 《你好》, Book 2, Lesson 5 买东西 (Go shopping)
Evaluation（课后评估）
Pictures of different types of goods

Zhongwen 《中文》, Book 2, Unit 2, Lesson 5, 买东西 (Go

shopping); Tongue twister: 四个小孩子

Chinese Language Teaching Programs W Leu Page 13