Stage 4 Year 8

Shopping for Clothes

Secondary Curriculum 1C Languages

Assessment 2: Unit of Work
Student Name: Keer Zhang
Student Number: 19655198

Table of Contents
1. Rationale

2. Unit Overview

3. Week1

4. Week 2

5. Week 3

6. Week 4

7. References

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 Stage 4 Year 8
Shopping for Clothes

Rationale

A unit of work has been designed according to the NSW Stage 4 Chinese syllabus. The unit is designed for a Year 8 mixed-ability
beginner class, and the topic of the unit is shopping for clothes. Students will learn clothing vocabulary, colour vocabulary, and a range
of grammatical structures that can be used in shopping contexts. This rationale will discuss the PPP model, the differentiation strategies,
and the use of ICT resources.

The unit is designed with a PPP model in mind, which includes three stages: present, practice, and produce. Criado (2013) suggests that
the PPP model induces a sense of security in the learners' minds, and they are more likely to develop a positive attitude towards
language learning. The model is most evident in week one and week two of the unit. Students are presented with the clothing
vocabulary and colour vocabulary. Then, a range of activities such as drills allows students to practice pronouncing and writing the
words. These activities closely align with two syllabus outcomes of the understanding strand: outcome LCH4-5U, and outcome LCH4-6U,
which require students to demonstrate an understanding of the Chinese pronunciation pattern and writing conventions (NSW
Education Standards Authority [NESA], 2017). After the practice activities, students participate in a "create and describe" task, where
they create outfits for two comic characters. Then they will present their outfits to the class using the clothing and colour vocabulary.
This task is the production stage of the PPP model.

As the unit is designed for a mixed-ability beginner class, a range of differentiation strategies are used to meet the different needs of
learners. In this unit, the content and process of teaching and learning are differentiated by ability. Firstly, differentiated content is used
to support learning. According to Tomlinson (2017), differentiating content by ability is matching the learning material with the
students' proficiency of reading and understanding. For example, when learning the clothing vocabulary, the teacher introduces more

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Shopping for Clothes

advanced materials to higher-ability students, such as accessories words, and the verb 戴. Secondly, differentiated process is also used
to cater to different learners. Tomlinson (2017) suggests that differentiating process by ability is matching the complexity of the task
and the degree of support with the students' proficiency of reading and understanding. For example, when practice writing colour
words, lower-ability students use a different worksheet that allows them to trace the outline of the characters.

A variety of digital resources are incorporated into the unit to support student learning and develop their ICT skills. Azmi (2017)
considers that the use of ICT in the language classroom is effective in promoting communication and interaction, and enhance student
engagement. In the unit, students use Google Maps to explore the shopping malls and clothing markets in China, and they also browse a
Chinese online shopping website TMall. These digital resources offer an authentic learning experience for students. Communication
Platform Flipgrid is also used in the unit. This resource allows students to post videos and teachers to provide instant feedback, which
enhances student-teacher communication.

In conclusion, the unit of work is designed for a mixed-ability beginner class using the PPP model. Differentiated content and process
are used to meet the different needs of students. And digital resources such as Google Maps and Flipgrid is incorporated to develop
students' ICT skills.

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Shopping for Clothes

Unit Title: Shopping for Clothes Duration: 4 Weeks

Unit Overview

The purpose of this unit is to engage students in learning about clothing and colour vocabulary, and a range of lingustic structures that
students can use in shopping contexts. Students participate in a range of activities and tasks (such as the M&M challenge, create and describe,
pick an outfit for a party, and mini-market) to improve their vocabulary and develop their interacting skills.
Targeted Outcomes: Resources:

 LCH4-1C: a student uses Chinese to interact with others to exchange  Google Slides Presentation
information, ideas and opinions, and make plans  Worksheet
 LCH4-5U: a student applies Chinese pronunciation and intonation
patterns Digital resources:
 LCH4-6U: a student demonstrates understanding of key aspects of  Autodraw.com
Chinese writing conventions  Google Maps
 LCH4-7U: a student applies features of Chinese grammatical  TMall (Chinese online shopping site)
structures and sentence patterns to convey information and ideas  Flipgrid

Tasks:

 Task One: Create and describe

 Task Two: Pick and outfit for a party

Week 1

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Outcomes Lesson Teaching and Learning Activities Evidence of Learning Initial &
Feedback Date
Adjustmen
ts
Hook Activity
LCH4-2C: identifies main
1
ideas in, and obtains
Students watch episode 68 (5 minutes) of the Chinese animation series
information from texts
麻辣父子 (Spicy Father and Son). In this episode, the mother 阿菲 goes
 locate
information and
shopping with her son 豆豆, and they interact with a sales assistant.
identify gist in a Link to the video:
range of spoken, https://www.youtube.com/watch?v=AbRZ85b0xwk
written and (See Appendix 1-A for screenshots of the animation)
digital texts
Students will watch the episode. After the viewing, the teacher
facilitates a group See-Think-Wonder discussion. In small groups,  Students are able to
students share their thoughts on identify the gist of the
text, and recognize the
 What they saw in the animation
emotions of the
 What they thought was going on in that scene characters by tone of
 How were the mother, the son, and the sales assistant feeling in voice and gestures
that situation? (LCH4-2C)
 What the animation makes them wonder

After the discussion, the teacher will introduce what vocabulary and
grammar will be studied in this unit.

Clothing Vocabulary
LCH4-5U: applies Speaking (LCH4-5U)
Chinese pronunciation  The teacher presents the Clothing Vocabulary--Speaking Slides
and intonation patterns Presentation (See Appendix 1-B), which shows the pinyin of the
 recognize and following words: 衣服(clothes), 毛衣(sweater), 裤子(pants), 短

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use features of 裤(shorts), 衬衫 (shirt), 裙子(skirt), 连衣裙(dress), 袜子

the Chinese (socks), 鞋(shoes), 外套(coat).
sound system,
discriminating  Students learn the pronunciation of the words through choral
the use of tones, repetition, where the teacher models the pronunciation, and the
rhythm and
class repeat them together.
sound flow.  Teacher observes
students’
 Students practice speaking the clothing words by using the pronunciation and
Clothing Vocabulary Glossary (See Appendix 1-C). Students can provide immediate
choose to practice individually or in pairs where they can check verbal feedback
each other’s pronunciation.

Lower-ability students: the teacher provides support during practice

Higher-ability students: Encourage students to form sentences with the
clothing words, and practice speaking the sentences

Activity: Guess the clothes being drawn (using Autodraw.com)

 Students’ ability to
Split the class into two to three groups. A student from each group will
pronounce the new
be the illustrator. The teacher will give the illustrator a picture of a vocabulary will be
piece of clothing. The illustrator will draw the clothing item using evident in the “guess
Autodraw.com and the group members will try and guess what that the clothes being
clothing item is, and name that clothing item in Chinese within 15 drawn game”. Teacher
seconds. If the group members guess correctly and say it with accurate provide verbal
feedback after the
pronunciation, then the group gets one point. Each group gets to play
game.
for about 4 to 5 rounds. All groups will have an opportunity to play,
and the group that gets the most points wins the game. (LCH4-5U)

(Note: Autodraw.com is a digital drawing tool that gives you a strip of

professionally illustrated images to choose from, based on what the

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tool thinks you’re trying to draw. See Appendix 1-D for screenshots of
the resource)
Link to Autodraw.com: https://www.autodraw.com/

2 Clothing Vocabulary
LCH4-6U: demonstrates
understanding of key
Writing (LCH4-6U)
aspects of Chinese
 The teacher presents the Clothing Vocabulary – Writing Slides
writing conventions.
Presentation (See Appendix 1-E) , which shows the stroke order
 use familiar
of these clothing words: 衣服 (clothes),毛衣(sweater), 裤子
Hanzi,
(pants), 短裤(shorts), 衬衫 (shirt), 裙子(skirt), 连衣裙(dress)，
identifying how
character 袜子(socks), 鞋(shoes), 外套(coat).
structure,  Students’ writing of
position and  The teacher explicitly instructs how to write these clothing the Hanzi characters
words on the white board, and students follow the writing on will be observed and
component
their exercise books verbally commented
sequences relate
by the teacher
the form of a
character to its
particular sound  Students use Clothing Vocabulary Writing Worksheet (See  Students’ ability to
and meaning Appendix 1-F) to practice writing the clothing words. write the new
vocabulary will be
 The teacher asks students to list all the words that have the 衤 evident in the clothing
vocabulary worksheet.
component, and facilitate a class discussion: Teacher provides
o By comparing the words with the 衤 component, guess written feedback.
what 衤 mean?
o What other words that the students have encountered
have the 衤 component?

Lower-ability: Students can use the Clothing Vocabulary Writing

Worksheet (with outline) (See Appendix 1-G) to practice. In the
worksheet, they can start by tracing the outline of the characters.

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Higher-ability students: students learn the stroke order of some

clothing accessories words: 帽子(hat), 围巾(scarf), 手套(gloves), 眼镜
(glasses)

Activity – Whiteboard Race Game (LCH4-6U)

Students play the Whiteboard Race Game to consolidate their  Teacher provides
knowledge. verbal feedback on
Game Rules: Divide the students into two teams, and divide the students’ writing after
the game
whiteboard down the middle. Students line up in two teams. The first
person in each line has a whiteboard marker. The teacher will say a
clothing word, then the students run to the board and write that word
down. The team that finishes first and writes the word correctly gets 2
points, the team that finishes second and writes it correctly gets 1
point. However, a team doesn’t get any point if the writing is incorrect.
The student then passes the marker to the next person, then joins the
back of the line. The game finishes when all students have a chance to
write on the board, and the team that gets the most points will win the
game.
3 Verb. 穿
LCH4-5U: applies  The teacher introduces the verb. 穿, which means to put on or
Chinese pronunciation
wear. It is often used before a clothing noun.: 穿(wear) +
and intonation patterns
clothing noun. (LCH4-7U)  Teacher observes
 recognize and
 The teacher models the pronunciation of the word, and students students’
use features of pronunciation and
repeat it together. Students write down the pin yin of the word
the Chinese provide immediate
on their exercise books: chuā n. (LCH4-5U)
sound system, verbal feedback
discriminating
 The teacher instructs how to draw the character on the  Teacher observes
the use of tones,
whiteboard, and students follow and write it on their exercise students’ writing of
rhythm and
books. (LCH4-6U) the character and
sound flow.  Students practice using the 穿(wear) + clothing noun provide immediate
verbal feedback
combination by writing some examples on their exercise books.
 Teacher observes and
LCH4-6U: demonstrates (LCH4-7U) provides verbal
understanding of key feedback on students’

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aspects of Chinese written examples

writing conventions.
Lower-ability students: teacher provide support with writing examples
Higher-ability students: Introduce the verb. 戴, which also means to
LCH4-7U: applies put on or wear, but it is often used with clothing accessories noun.
features of Chinese Explicitly teaches the pronunciation and stroke order of the word.
grammatical structures Students write some examples of 戴 + clothing accessories noun. on
and sentence patterns to their exercise books.
convey information and
ideas.
 understand
elements of
Grammar: Measure Words –Clothing
Chinese
grammar, such as  Students view the Measure Words — Clothing Presentation
word order and slides (See Appendix 1-H). They will learn measure words related
sentence to clothing ,including 条，双，件  Teacher observes
construction  The teacher models the pronunciation of the measure words students’
and instruct how to write them. Students repeats the pronunciation and
provide immediate
pronunciation and practice the writing on their exercise books.
verbal feedback
(LCH4-5U & LCH4-6U)  Teacher observes
students’ writing of
the character and
 The teacher explains the structure: “number + measuring words provide immediate
+ clothing noun” and provide examples. verbal feedback
 Students complete the Measure Words -Clothing Worksheet (See
 Students’
Appendix 1-I) . In this worksheet, students will link the measure understanding of the
words with the correct clothing nouns. (LCH4-7U) grammatical structure
is evident in the
worksheet. Teacher
provide written
feedback

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Talk about what someone is wearing （e.g. 她穿着.....）

 Teacher introduces the sentence structure:
Subject + 穿着 + number + measure word + clothing noun.
(e.g. 她穿着一条裙子。She is wearing a dress)  Teacher observes
 The teacher explains the sentence structures and provide students’
examples for verbal practices. (LCH4-7U) pronunciation and
provide immediate
 The teacher models the correct pitch, rhythm, accent, and verbal feedback
intonation, and students repeat it together.  Teacher observes peer
interactions and
 In pairs, students practice speaking the sentences by describing provide verbal
what each other is wearing that day. (LCH4-5U) feedback

Appendices – Week 1 Resources

Appendix 1-A Screenshots of Animation

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Appendix 1-B Clothing Vocabulary--Speaking Slides Presentation

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Appendix 1-C Clothing Vocabulary Glossary

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Appendix 1-D Screenshots of Autodraw.com

Appendix 1-E Clothing Vocabulary – Writing Slides Presentation

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Appendix 1-F Clothing Vocabulary Writing Worksheet

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Appendix 1-G Clothing Vocabulary Writing Worksheet (with outline) – for lower-ability students

Appendix 1-H Measure Words — Clothing Presentation slides

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Appendix 1-I Measure Words -Clothing Worksheet

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Week 2
Outcomes Lesson Teaching and Learning Activities Evidence of Learning Initial & Date
Feedback Adjustments

LCH4-5U: applies
4 Colours Vocabulary
Chinese pronunciation
and intonation patterns
Speaking (LCH4-5U)  Teacher observes
 recognize and
 Students view the Colours Vocabulary Slides Presentation (See students’
use features of
Appendix 2-A). pronunciation
the Chinese and provide
 The teacher models the pronunciation of the colour words and
sound system, immediate verbal
discriminating
the students repeat them together as a class.
feedback
the use of tones,  The teacher gives students enough time to practice the
rhythm and pronunciation.
sound flow.
Activity – “I see …” game
The teacher will say “我看见一个....... (颜色)的东西” (I see something …..  Students are able
to match the
(colour word)). Then the students will have to grab something off their colour words
desks or point at something which is that colour. For example, the pronunciation
teacher will say 我看见一个 蓝色的东西。(I see something blue). And with actual
students will grab something blue off their table (such as an eraser), or colours. Teacher
point at something blue (such as a magnet). provide feedback
after the activity

Activity — Hot Potato (LCH4-5U)  Students’ ability

to pronounce the
Divide students into groups based on their ability. Students sit or stand new vocabulary
in a circle. Students pass along a potato (or any object) around the circle. are evident in
The teacher sets a timer for about 10 seconds, and when the timer goes their performance
in the Hot Potato
off, show a colour flash card or powerpoint image. The student holding game. Teacher
the potato must correctly name that colour in Chinese, and if not they provide verbal
are out of the game. The winners are the last players standing.

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feedback after the

Lower-ability students: students are allowed more time to think before game
they say the colour, or give them a few more chances to try before they
are out of the game.
Higher-ability students: they will have to name the colour and form a
sentence with that colour word.
5
LCH4-6U: demonstrates
Colour Vocabulary
understanding of key
aspects of Chinese
Writing (LCH4-6U)
writing conventions.
 Students view the Colours Vocabulary--Writing Slides
Presentation (See Appendix 2-B), which shows the stroke order of
the colour words：颜色，红，黄，绿，蓝, 紫，粉，橙，黑，白
 Students’ writing of
the Hanzi characters
 The teacher explicitly instructs how to write the colour words will be observed
on the white board. Students follow the writing on their exercise and verbally
commented by the
books. teacher

 Students practice writing the colour words using the Colour  Students’ ability
Vocabulary Writing Worksheet (See Appendix 2-C). to write the new
vocabulary will be
evident in the
Lower-ability students: Students can use the Colour Vocabulary Writing
writing
Worksheet (with outline) (See Appendix 2-D) to practice writing. In the worksheet.
worksheet, they can start by tracing the outline of the characters. Teacher provide
Higher-ability students: students can try and form sentences with the written feedback.
colour words and write them on their exercise books
 Teacher observes
Activity: The M&M Challenge (LCH4-6U) students’ writing
Divide the students into small groups. Provide each group with a small on the post-it
bowl of M&Ms, and give each student a post-it note. Students write notes and provide
down the colours of the M&Ms that they have on their post-it note. If all verbal feedback
members of the group write down all the colours correctly, they get to after the activity

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keep the bowl of M&Ms.

6
LCH4-4C: applies a range
Grammar: the use of “的” (LCH4-7U)
of linguistic structures to
compose texts in Chinese,
using a range of formats  “的” is used in many Chinese grammatical structures and
for different audiences students have come across some basic structures in previous
 compose units. Students will learn the Adj. +的 + Noun. structure in this
informative and unit
imaginative texts  The teacher explains the grammatical structure and provide
in spoken, examples with colour and clothing words, for example 黄色的裤
written and 子 (yellow pants)
multimodal  Teacher also explains the grammatical structure of “measure
forms for a word + Adj. +的 + Noun”, and provide examples.  Teacher observes
variety of  Students take notes of the teachers’ instructions and practice students’
purposes and manipulating the structures by writing their own examples. The examples and
audiences, using teacher asks volunteers to share some of their examples. provide
stimulus immediate verbal
materials and feedback
modelled Task One — Create and describe
language
 This task gives students an opportunity to demonstrate their
LCH4-7U: applies
understanding of the content from Week 1 to Week 2.
features of Chinese  In pairs, students create two characters for a comic. They will
grammatical structures create two different outfits for each character, for example a
and sentence patterns to daytime outfit and a night time outfit.
convey information and  Students will use colouring pens to draw and colour in their
ideas. characters.
 understand
elements of  After all students have finished creating the characters and
Chinese outfits, students will present to the class: who their  Students present

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grammar, such as characters are, and what they are wearing. (LCH4-4C) their outfits and
word order and  Students will also need to write a list of the clothes that the complete the
sentence worksheet using a
characters are wearing on the Create and Describe Activity range of studied
construction Worksheet (See Appendix 2-E) and submit it to the teacher. linguistic
 Students will use all the vocabulary and linguistic structures structures and
learned in week one and week two in their presentation and vocabulary.
worksheet. Teacher provide
written feedback.

Appendices – Week 2 Resources

Appendix 2-A Colours Vocabulary Slides Presentation

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Appendix 2-B Colours Vocabulary--Writing Slides Presentation

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Appendix 2-C Colour Vocabulary Writing Worksheet

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Appendix 2-D Colour Vocabulary Writing Worksheet Appendix 2-E Create and Describe Worksheet
(with outline) – for lower-ability students

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Week 3
Outcomes Lesson Teaching and Learning Activities Evidence of Learning Initial & Date
Feedback Adjustments
7-8 Exploring malls and clothing markets in China
LCH4-1C: uses Chinese
to interact with others to
Students use Google Maps to explore a few shopping malls and clothing
exchange information,
ideas and opinions, and
markets in China, such as the IFC Mall in Shanghai and the Ladies Market
make plans
in Hong Kong.
 interact with
The teacher facilitates a class discussion:
peers and known
adults on topics
 Based on viewing the photos, what do you think the shopping
of interest
experiences would be like in China?
 How would it be different from the shopping experiences in
Australia?
(The teacher can also ask students who have been to shops in
China to share their experiences).

The teacher explains the different use of language in different shopping

contexts in China. For example, in department stores, the language used
is more polite, and customers need to address the sales assistants as “小
姐” (Miss), or “先生” (Sir); while in clothing markets, the language used
LCH4-5U: applies is often more casual. (LCH4-9U)
Chinese pronunciation
and intonation patterns
 recognize and Asking someone if something is for sale
use features of
the Chinese When we go into a shop, one way to initiate an interaction is to ask if
sound system, something is for sale.
discriminating Students view Part A of the Week 3 Lesson 7-8 Presentation Slides (See

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the use of tones, Appendix 3-A).

rhythm and
sound flow.  Teacher observes
Verb. 买 & 卖 (Buy & Sell)
students’
 The teacher models the pronunciation of the two verbs and pronunciation
students repeat them together as a class. (LCH4-5U) and provide
 The teacher instructs how to write the verbs on the whiteboard immediate verbal
and students follow the writing on their exercise books. feedback
LCH4-7U: applies
 The teacher explains the 买 / 卖 + noun. structure and provide
features of Chinese
examples.  Teacher observes
grammatical structures
and sentence patterns to
 Students take note from the presentation and practice students’
manipulating the structure by writing their own examples examples and
convey information and
(LCH4-7U) provide
ideas. immediate
 understand feedback
elements of
Chinese
grammar, such as
word order and
sentence
你们有……卖吗？(Do you have …… for sale?)  Teacher observes
students’
construction  Teacher models the correct pitch, rhythm, accent, and
pronunciation
pronunciation of the sentence structure and students repeat it and provide
together as a class. Students also write down the pinyin on their immediate verbal
LCH4-9U: identifies that exercise books. (LCH4-5U) feedback
language use reflects  Teacher explains the sentence structures and provide examples
cultural ideas, values and using clothing and colour vocabulary. (LCH-7U)
 Teacher observes
beliefs  Teacher explains how to respond to the question and provide
students’
 understand how examples examples and
language varies  Students take note from the presentation and practice interactions with
according to manipulating the structure by creating their own examples their partners and
context and (LCH4-7U) provide verbal
purpose  Students practice asking and responding to the question with feedback
their partners.
(Note: Prior Knowledge – students have learned using 有 to indicate

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possession, and using 吗 in questions in previous units)

你们有没有……？ 你们卖不卖……？(Do you have……? /Do you  Teacher observes

sell……?) students’
pronunciation
 Teacher asks volunteers to try and pronounce the sentences in and provide
immediate verbal
Chinese and provide feedback on pronunciation. The teacher
feedback
then models the correct pitch, rhythm, accent, and intonation,
and students repeat them together as a class. (LCH4-5U)
 Grammar: Teacher explains the affirmative-negative question
grammatical structure and provide examples.
 Students take note from the presentation and practice  Teacher observes
students’
manipulating the structure by writing their own examples on the
examples and
exercise books(LCH4-7U) interactions with
 The teacher explains how to respond to the questions and their partners and
provide examples. provide verbal
 Students practice asking and responding to the questions in feedback
pairs.

 Teacher observes
Activity – Tick off your shopping list (LCH4-1C) students’
performance
Divide the class into two groups, group A and group B. In round one of during the
activity, including
the activity, group A students will be given some cards with clothing students
pictures on them. Each student has a different card (e.g. student A has a ‘pronunciation
card with a red dress on it and student B has a card with a green shirt on and manipulation
it). of the sentence
Group B students will be given a “shopping list” with a list of clothing structures.
items that they need to find. They will walk around the room and ask Teacher provides
verbal feedback
group A students to find the clothing items that they need. They will after the activity

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need to use the three sentences structures: 你们有……卖吗？, 你们有没

有……？ 你们卖不卖……?. The first person to tick off the shopping list
wins that the round.

Then in round two, group A and group B will switch roles. Group A will
have the shopping lists and group B will have the cards.

Lower-ability students: students can practice using one of the sentence

structures instead of using all three structures. Teacher can also provide
assistance during the activity.

Expressing “I want to buy….” (我想／要买……)

Another way to initiate a conversation when entering a shop is to

express that I want to buy something. Students view Part B of the Week
3 Lesson 7-8 Presentation Slides (See Appendix 3-A)
 Teacher observes
Grammar: expressing the desire to do something using 想 or 要 students’
pronunciation
(LCH4-7U) and provide
 The teacher models the correct pronunciation of the words and immediate verbal
students repeat them together as a class. (LCH4-5U) feedback
 Teacher compares”想” and “要” and provide examples.
 Teacher explains “Subject + 想 /要 + verb” grammatical structure
 Teacher observes
and provide examples. students’
 Students take notes from the presentation and practice examples and
manipulating the structure ”我想／要 买…..” by writing their own provide verbal
examples on their exercise books. feedback

Lower-ability students: teacher provides assistance with writing

examples
Higher-ability students: Both 想 and 要 can be used to express other

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meanings other than desire. Introduce some of the other meanings of 想

(such as “to miss”), and 要 (such as “to need”) to students.

Activity - Online Shopping

 Students browse Chinese online shopping website TMall.com (天

猫网), and find a few clothing items that they are interested in
 Teacher observes
purchasing. students’
 The teacher helps students navigate the website. interactions
 After browsing the website, in small groups, students discuss the during group
clothing items that they are interested in buying, using the 我想 discussions and
买....../我要买...... sentence structure. (LCH4-1C) provide verbal
feedback on
pronunciation
and manipulation
of sentence
structure

LCH4-1C: uses Chinese 9 Asking and giving opinions about clothes

to interact with others to
exchange information, Students view the Week 3 Lesson 9 Presentation Slides (See Appendix 3-
ideas and opinions, and
B).
make plans
 interact with Adjectives to describe clothing
peers and known
 Teacher models the pronunciation of the following adjectives and
adults on topics  Teacher observes
students repeat them as a class: 漂亮 (beautiful ), 时髦 students’
of interest
(fashionable), 过时 (outdated), 合适(appropriate), 紧(tight), 松 pronunciation
LCH4-5U: applies (loose),合身(well-fitting). and provide
Chinese pronunciation  Students write the pinyin of the words on their exercise books immediate verbal
feedback
and intonation patterns and practice pronouncing the adjectives. (LCH4-5U)
 recognize and  The teacher review the Adj. +的 + Noun. structure from Week 2.
use features of  Students make examples of Adj. +的 + Noun. structure using  Teacher provide
the Chinese feedback on

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 Stage 4 Year 8
Shopping for Clothes

sound system, clothing nouns and clothing related adjectives, and share them students’
discriminating with their partner (e.g. 漂亮的裙子, beautiful skirt) (LCH4-7U) examples
the use of tones,
rhythm and
sound flow. Asking for opinions and expressing opinions about clothes
 The teacher models the correct pitch, rhythm, accent, and  Teacher observes
intonation of two sentence structures: 你觉得……怎么样? (What students’
LCH4-7U: applies pronunciation
do you think of….?) ,and 我觉得….. (I think ….). Students repeat
features of Chinese and provide
the sentences. (LCH4-5U) immediate verbal
grammatical structures
feedback
and sentence patterns to
 The teacher explains the grammatical structures of “Subject +觉
convey information and
ideas.
得 + topic 怎么样? and 我觉得 + noun. + adjective, and provides
 understand
examples using clothing vocabulary and adjectives related to
elements of
clothes(LCH4-7U)
Chinese
grammar, such as  Students take notes from the presentation and make their own
word order and examples.
 Teacher observes
sentence students’
construction  In pairs, students practice asking for opinions and expressing pronunciation
opinions with the “你觉得……怎么样” structure and the”我觉得 and manipulation
…..” structure, using the clothing vocabulary and clothing related of sentence
adjectives. structure during
pair discussions.
Teacher provides
immediate verbal
feedback.

Task Two – Pick an outfit for a party (LCH4-1C)

In pairs, students help each other pick an outfit for an upcoming
 Students utilize a
birthday party.
range of studied
 Students will pick out some outfits that they want to wear and linguistic
show them to their partner, using the ”我想／要穿…..” sentence structures and

34
 Stage 4 Year 8
Shopping for Clothes

structures. vocabulary in
 They will then ask each other’s opinions on their outfit choices their Flipgrid
video. Teacher
using the “你觉得……怎么样” sentence structure, and express provides feedback
their opinions using the ”我觉得…..” sentence structure. on Flipgrid
 Students will need to incorporate clothing vocabulary, colour
vocabulary, measure words and clothing related adjectives in
their interactions.

Students post a video of their interactions on Flipgrid (See Appendix 3-C

for screenshots of the Flipgrid page)
Grid Flip Code: zhang1426
Activity Flip Code: 0bb0c131
Password: CHINESEclothes1234
Students can use real clothes, draw pictures, or cut out pictures from
magazines in their videos.

Appendices – Week 3 Resources

Appendix 3-A Week 3 Lesson 7-8 Presentation Slides

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 Stage 4 Year 8
Shopping for Clothes

36
 Stage 4 Year 8
Shopping for Clothes

37
 Stage 4 Year 8
Shopping for Clothes

Appendix 3-B Week 3 Lesson 9 Presentation Slides

38
 Stage 4 Year 8
Shopping for Clothes

Appendix 3-C Screenshots of the Flipgrid page

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 Stage 4 Year 8
Shopping for Clothes

Week 4
Outcomes Lesson Teaching and Learning Activities Evidence of Learning Initial & Date
Feedback Adjustments
10
LCH4-1C: uses Chinese
Asking for the price of something
to interact with others to
 Students view Part A of the Week 4 Lesson 10 Presentation Slides
exchange information,
(See Appendix 4-A)  Teacher observes
ideas and opinions, and
make plans
 Teacher explains how to ask for the price of something using the students’
这+ measure word + noun.多少钱 sentence structure, and pronunciation
 interact with and provide
peers and known
provides examples. (LCH4-7U)
immediate verbal
adults on topics  Teacher models the correct pitch, rhythm, accent, and intonation feedback
of interest of 这…..多少钱, and student repeat it together as a class. (LCH4-
5U)
 Students take notes from the presentation and practice asking 这  Teacher observes
…..多少钱 using their own examples. students’
LCH4-5U: applies
examples and
Chinese pronunciation provide feedback
and intonation patterns
 recognize and
use features of Stating the amount of money
the Chinese  Students view Part B of the Week 4 Lesson 10 Presentation Slides
sound system, (See Appendix 4-A)
discriminating  The teacher introduces the Chinese monetary units: 元, 角, 分;
the use of tones, and in casual contexts 块 ,毛.
rhythm and  The teacher models the pronunciation of the monetary units, and  Teacher observes
sound flow. students repeat them as a class. Students also write down the students’
pronunciation
pinyin of these characters on their exercise books and practice and provide
pronunciation (LCH4-5U) immediate verbal
 The teacher instructs how to write the monetary units on the feedback
whiteboard and students follow the writing on their exercise  Teacher observes
books. (LCH4-6U) students’ writing

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 Stage 4 Year 8
Shopping for Clothes

and provide
LCH4-6U: demonstrates immediate verbal
understanding of key feedback
aspects of Chinese
writing conventions.  The teacher explains the different contexts to use 元, 角, and 块 ,
毛. (LCH4-9U)

 The teacher explains how to state an amount of money in

Chinese. (for example: say $3.5 in Chinese > 三元五角)
LCH4-7U: applies
features of Chinese
grammatical structures
 Students take note from the presentation and practice stating
and sentence patterns to
quantities of money in Chinese
convey information and
(Note – Prior Learning: students have learned numbers in previous
ideas.
units)
 understand
elements of  Students complete the Quantities of Money Worksheet (See
Appendix 4-B). Students will have to do some basic calculation in  Students
Chinese
this worksheet (NUMERACY) demonstrate their
grammar, such as understanding of
word order and In this worksheet, there are three levels of questions: hawkeye level
Chinese monetary
sentence (easy), spiderman level (medium), and ironman level (hard). Students units in the
construction will need to complete the hawkeye level of the worksheet, and they quantities of
should try their best to complete spiderman level, and ironman level is money worksheet.
optional. Teacher provides
LCH4-9U: identifies that
written feedback
language use reflects
cultural ideas, values and Lower-ability students: the questions in hawkeye level are designed to
beliefs meet lower-ability students’ needs.
 understand how Higher-ability level: students should challenge themselves and complete
language varies the ironman level the of worksheet.
according to
context and Activity – Role Play (LCH4-1C)
purpose Working in pairs, one student be the customer and the other student be
the owner of a clothing store. Students practice asking for the price and

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 Stage 4 Year 8
Shopping for Clothes

addressing an amount of money. Students swap roles and do the activity

again.

Higher-ability students: students can give the role play a context (for
example angry customer, confused shop owner) to experiment with
different tones.
 Students
demonstrate their
understanding of
the studied
linguistic
structure and
monetary units in
the role-play.
Teacher provides
verbal feedback
after the role play.

LCH4-1C: uses Chinese 11 Mini Market

to interact with others to
exchange information,  Teacher observes
(LCH4-1C, LCH4-5U, LCH4-7U) students’
ideas and opinions, and
interaction during
make plans
In this lesson, students participate a mini market activity. This activity the activity and
 interact with provide verbal
allows students to utilise the linguistic structures and vocabulary
peers and known feedback after
studied in an environment that simulates an actual clothing market.
adults on topics
Students can only interact in Chinese during the activity.
of interest
(Lower-ability students will receive support from the teacher and peers
LCH4-5U: applies during the activity)
Chinese pronunciation
and intonation patterns Divide the class into two groups, group A and group B. In the first half of
 recognize and the lesson, group A students will be the shop owners, and group B
use features of students will be the shoppers. And in the second half of the lesson, they

42
 Stage 4 Year 8
Shopping for Clothes

the Chinese swap roles.

sound system,
discriminating Students will bring in some clothes into class to “sell”. (If students are
the use of tones, not able to bring in actual clothes, they can draw pictures or cut out
rhythm and pictures from magazines). They can organise a “shop” in groups of two
sound flow. to three, or they can have their own individual shop.

LCH4-7U: applies When being the “shopper”, students will go to different “shops” to “buy”
features of Chinese the clothing items from their shopping list. They will interact with the
grammatical structures shop owners, and at the end of a purchase, shop owners will write a
and sentence patterns to receipt for the shopper.
convey information and
ideas. Students will interact using the linguistic structures and vocabulary
 understand studied in this unit.
elements of  They will use the clothing vocabulary and colour vocabulary, and
Chinese measure words.
grammar, such as
 They will ask if something is for sale using sentence structures
word order and
include 你们有……卖吗？ 你们有没有……？ 你们卖不卖……？
sentence
 They will express their desire to buy something, using sentence
construction
structure: 我想／要买……
 They will ask for opinions about a piece of clothing, using
sentence structure 你觉得……怎么样? And express opinion
using 我觉得…..
 They will also ask for the price of something and state quantities
of money.

BEFORE the activity

 Students will need to write down a “shopping list” that contains
the list of clothing items that they want and show the teacher
(e.g. 一条黄色的裙子，一双黑色的袜子, a yellow dress, a pair of
black socks).

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 Stage 4 Year 8
Shopping for Clothes

AFTER the activity

 Shop owners hand in all the receipts that they have written to the
teachers

12 Consolidation
 The teacher reviews the linguistic structures and vocabulary
studied in this unit.
 Students reflect on their learning in this unit in group discussions
and discussions with the teacher.

Appendices – Week 4 Resources

Appendix 4-A Week 4 Lesson 10 Presentation Slides

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 Stage 4 Year 8
Shopping for Clothes

45
 Stage 4 Year 8
Shopping for Clothes

Appendix 4-B Quantities of Money Worksheet

References
46
 Stage 4 Year 8
Shopping for Clothes

Azmi, N. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to
Potential Challenges. Journal of Educational and Social Research, 7(1), 111-118.
doi: 10.5901/jesr.2017.v7n1p111

Criado, R. (2013). A critical review of the Presentation-Practice-Production Model (PPP)

in Foreign Language Teaching. In R. Monroy (Ed.), Homenaje a Francisco
Gutiérrez Díez (pp. 97-115). Murcia: Edit.um.

NSW Education Standards Authority. (2017). Chinese K-10 Syllabus. Retrieved from
https://www.educationstandards.nsw.edu.au/ wps/wcm/connect/
5c7bf9e8-c6e0-494e-92da-b1e9ca52975a/chinese-k-10-syllabus
-2017.pdf?MOD=AJPERES&CVID=

Tomlinson, C. (2017). How to Differentiate Instruction in Academically Diverse

Classrooms, Third Edition. (3rd ed.). Alexandria, VA : ASCD

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