VELS Unit Planner
Step 1
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Key Concept
(Generative topic / why? /
big idea)
Focus Essential Learning
Domain
(Including dimensions)
Supporting Domains
(Including dimensions)
Team: chinese Year Level: 8
Introduce the daily activities in target language.
Domain: LOTE
Dimensions: communication in a LOTE
Standards:
a. Students explore word meanings, word associations, cognates, and so on, and apply this knowledge to their
own work.
b. Students exchange simple information on topics such as daily routines and aspects of their world. They talk
about themselves in response to questions.
c. Student describe the different writing system and write letters, words and short sentences.
d. Students acquire and use new information and language, and recycle previously learn language skills and
knowledge in new contexts.
e. Students discuss the differences between writing systems across languages. They read aloud effectively,
applying knowledge of familiar characters and punctuation in a range of contexts. They use pinyin for basic
word-processing. Students interpret information by comparing, discussing options and drawing conclusions.
Domain: Communication
Dimensions: Listening, viewing and responding
Standards:
a. Students identify the effective ways to transfer messages in a complex target language context and use this
information into the real communication.
b. Students apply their own language knowledge to their listening skills. They are able to use resources to do
effective communication. They are able to reflect appropriately in a simple target language context..
Domain:
Dimensions: personal learning
 Standards:
a. Students set up their learning goals for both short term and long term. They allocate appropriate time and utilise
appropriate resources to manage competing priorities and complete tasks.
b. Students create a positive learning environment for both their own and other’s learning process within and outside
classroom.
Managing personal learning
a. Students check the effectiveness of management of tasks and reflect, modify their personal learning stratigies.
b. Students utilise resources and appropriate activities and demonstrate their learning motivation.

Understanding Goals
(Written as essential
questions or statements)
1 2
Recall the correct way to Learn to express introduce a
express own idea in simple country in target language,
Chinese language. such as direction, weather,
name of big cities and food,
and so on.
3 4
Apply new knowledge and Express frequency and show
new vocabulary to daily life. understanding of
grammatical points such as
words order and different
sentence styles.

Step 2
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)
Sequence Understanding Performances of Understanding Ongoing Assessment Reference to
Goals (Criteria, feedback & reflection) specific VELS
 standards
Introductory Recall the Practice with students in the class. Do revision Vocab tests Comprehension of
Performances correct way to by the means of worksheets and tests. personal and
(Tuning in) express own factual information
idea in simple on defined topics
Chinese when listening.
language.
Simple
Learn to express Introduce the new vocab and sentences. Vocab test manipulation of
introduce a PowerPoint presenting modelled
country in target language,
language, such recycling.
as direction,
weather, name Use of key
of big cities and grammar to
food, and so on. convey accurate
personal and
Apply new factual information
knowledge and Introduce new vocabulary. Practice frequently Vocab tests on given topics in
new vocabulary in the correct order. Self assessing on recognise the Hanzi paragraphs based
to daily life. on models.

Express Practice in both spoken and written language. Oral practise

frequency and Discuss
show
understanding of
grammatical
points such as
words order and
different
sentence styles.

Guided Inquiry Recall the a. Students are to tell the class what they Correct worksheets. Comprehension of
Performances correct way to did in the holiday. Help with the PowerPoint making. personal and
(Finding out / express own b. Students are to do the worksheets to factual information
sorting out / idea in simple recall what they learned on defined topics
going further) Chinese c. Students are to do some games relevant when listening.
language. to past learning.
Simple
Learn to express a. Students are to do the worksheet to manipulation of
introduce a recall what they learnt. modelled
country in target b. Students are to use laptop to do research language,
language, such on China and develop a PowerPoint in recycling.
as direction, Chinese.
weather, name c. Student to share information in the Use of key
of big cities and class. grammar to
food, and so on. convey accurate
Apply new personal and
knowledge and factual information
new vocabulary on given topics in
to daily life. paragraphs based
on models.

Express Students and the teacher have conversations to Correct worksheet.

frequency and discuss the use of different colours.
show
understanding of
grammatical
points such as
words order and
different Students are to complete worksheets. Discuss.
sentence styles.

Discuss.
Correct worksheet.
Culminating Recall the Students are to make a PowerPoint to introduce Direct and help students to do the
Performances correct way to China. They are required to use target PowerPoint.
(Making express own language.
conclusions / idea in simple
taking action) Chinese
language.

Learn to express
introduce a
country in target
language, such
as direction,
weather, name
of big cities and
food, and so on.
Apply new
knowledge and
new vocabulary
to daily life.

Express
frequency and
show
understanding of
grammatical
points such as
words order and
different
sentence styles.

Step 3
1. What is worthy and desiring of understanding? (Identify desired results)
2. What is evidence of understanding? (Determine acceptable evidences)
3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Weekly Overview
 (Units may vary in length. A 6 week timeframe is not prescriptive)
Week 1 Revision
Direction: introduce the way to express different direction, such as left and right, east and south. Use a map to practice. Introduce how to
express that information in sentences.

Week 2 Name of different areas in the world: introduce to express different areas in the world, such as Asian, Europe, tropical, and so on. Use a map to
practice. Introduce how to express that information in sentences.

Week 3 Weather: introduce to express different weather we know, such as wind, rain, warm and cold, and so on. Watch a Chinese weather forecast.
Introduce how to express that information in sentences.

Week 4
Food: recall the name of different food. Research on Chinese food.

Week 5 Vehicles: introduce to express different common vehicles. Introduce how to express that information in sentences.

Week 6 Make PowerPoint: Help students to do the assignment.

Resources

Hanyu
Nihao
Haojile