WLG140: Chinese I

This list is representative of the materials provided or used in this course. Keep in mind that the actual materials used may vary, depending on the school in which you are enrolled, and whether you are taking the course as Independent Study.

For a complete list of the materials to be used in this course by your enrolled student, please visit MyInfo. All lists are subject to change at any time.

Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K12 Scope & Sequence documents for each course include:

Course Overview

Students begin their introduction to Chinese by focusing on the four key areas of foreign language study: listening, speaking, reading, and writing. The course represents an ideal blend of language learning pedagogy and online learning. Each unit consists of a new vocabulary theme and grammar concept, reading and listening comprehension activities, speaking and writing activities, multimedia cultural presentations, and interactive activities and practices which reinforce vocabulary and grammar. There is a strong emphasis on providing context and conversational examples for the language concepts presented in each unit. Both Chinese characters and pinyin are presented together throughout the course and specific character practices are introduced after the first quarter. Students should expect to be actively engaged in their own language learning, become familiar with common vocabulary terms and phrases, comprehend a wide range of grammar patterns, participate in simple conversations and respond appropriately to basic conversational prompts, analyze and compare cultural practices, products, and perspectives of various Chinese-speaking regions, and take frequent assessments where their language progression can be monitored. The course has been carefully aligned to national standards as set forth by ACTFL (the American Council on the Teaching of Foreign Languages).

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Course Length

Two Semesters

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Course Outline

The High School Chinese I course helps students

  • Engage in language learning
  • Master common vocabulary terms and phrases
  • Comprehend a wide range of grammar patterns
  • Participate in simple conversations and respond appropriately to basic conversational prompts
  • Generate language incorporating basic vocabulary and grammar patterns
  • Read, write, speak, and listen for meaning in basic Chinese
  • Analyze and compare cultural practices, products, and perspectives of various Chinese-speaking regions
  • Regularly assess progress in proficiency through quizzes, tests, and speaking/writing submissions

Vocabulary Theme

  • Each unit presents a new set of vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of interactive activities and practices. A printable vocabulary list is also provided.

Grammar Concept

  • Each unit introduces a new grammar pattern. The concept is first introduced in a contextualized situation and then presented in a multimedia grammar animation. The concept is then further practiced in several interactive activities throughout the unit. A printable explanation of the pattern is also provided.

Presentation of Culture through Culture Videos

  • In each unit students learn about various cultural or historical aspects (e.g. practices, products, and perspectives) of China through short video presentations.

"Out of Seat" Activities

  • Several times during the year, students are given opportunities to use the language "outside" the course. These are specific assignments directing students to interact in a genuine way with the Chinese language or Chinese-speaking communities.

Speaking and Writing Activities

  • Students complete speaking and writing activities in each unit. These activities give students a chance to become more familiar with the speaking and writing patterns of Chinese by applying them in communicative situations.

Listening and Reading Comprehension Activities

  • Each unit contains both listening and reading comprehension practices. They are based on the vocabulary, grammar, or culture concepts presented that unit and challenge students to identify the main ideas and significant details of the listening/reading excerpts.


  • Listening and reading comprehension quizzes verify that students comprehend the main ideas and/or significant details of target language passages or conversations.
  • Culture comprehension quizzes verify that students have understood important concepts presented in the culture presentations.
  • Unit tests assess students' mastery of the vocabulary words and grammar concepts presented that unit. Each unit test also includes reading and listening comprehension questions and an oral or written assessment.
  • Midterm and Semester Exams are comprehensive in nature. Not only do they assess students' knowledge of the language, but they also assess students' ability to produce the language in a communicative way. Midterms and Semester Exams include both oral and written assessments.

"Life-long Learner" Assignments

  • Each semester students are required to create a plan for incorporating Chinese into their daily lives. They accomplish this by outlining the long-term benefits of learning Chinese, by making goals for what they want to accomplish with their mastery of the language, and by creating a plan for accomplishing their goals.

"Explore" Activities

  • These activities help students develop a more profound understanding of China and its culture.

Discussion Board Activities

  • There is one discussion board activity in each semester. These activities provide opportunities for students to interact with other students and practice their new language.


  • Journal assignments allow students to make cultural comparisons, reinforce new vocabulary and grammar patterns, and practice communicating in the language.

Romanization and Characters

  • The nature of the Chinese language, being a tonal language with thousands of homophones, requires that non-native students have a solid foundation with Pinyin to ensure accurate Chinese pronunciation in addition to correct tone usage. Pinyin is the Romanized text used to help non-native students understand the phonology of Chinese. Every unit requires students to use Pinyin to read and write the Chinese language. In Unit 10 students begin the transition from Pinyin into Chinese characters. After Unit 10 students are required to learn, recognize, and type 8-10 new characters each unit. There are several activities within each unit which prepare students to learn these characters.


  • Pronunciation is a critical element of Chinese that is acquired through the use of Pinyin initial and final sounds. Each unit has a special lesson about one or more of the Pinyin initial sounds combined with all of the final sounds. This is accompanied by a practice activity. Every Pinyin activity also has a link to a printable PDF which describes the rules and guidelines for proper use of Pinyin.


  • Every unit contains ample practice with the four tones that are used to distinguish meaning from one homophone to another in this tonal language. Every Pinyin activity also has links to printable PDFs which describe the rules and guidelines for proper use of tones as well as a reference chart that includes all the initial and final sound combinations of the Chinese language.

Semester 1

Table providing curriculum detail for High School Chinese 1 Semester 1. Navigate on row headings to choose a course topic, then on column headings to find details for each unit.
  Vocabulary Grammar Culture Pronunciation
Unit 1


Intro to STPVO and Plural Particle

Introduction to China 1

Introduction to Pinyin and Tones

Final Sound /ao/

Unit 2

Numbers 1-20


Days of the Week

“How do you say…?”


More on STPVO: "Time" in Chinese Sentences

The Lunar Calendar and Chinese Holidays

Final sound /iu/

Unit 3

Numbers 21-100


Quantity words - 多,少,一些

Question Particle-

Question Word - 什么?

Question Word - 几个?

Question Word - 多少?

Chinese Numbers

Final sound /i/

Unit 4

Family and Friends

Intro to Measure Words: (people)  个, 位, 口

Family in China

Final sound /un/

Unit 5



Measure Words continued:

 (classroom items)本, 张, 支

Chinese Philosophy

Final sound /e/

Unit 6


MW for Animals

Use Possessive Particle:

this/that, these/those & here/there : 这/那(个, 些, 里, 儿)

Wolong and Panda Bears

Final sound /ang/

Unit 7



How to Use 是 and 很 

How to Use

like "very”

Colors in China

Final sound /ong/

Unit 8

Countries and Nationalities

Verb Duplication Questions :

有没有, 好不好, 对不对, 可不可以,  是不是

Forms of "不"

Come from :从。。。来的

Chinese Dynasties

Final sound /ou/

Unit 9  Midterm Review and Test

Unit 10

Introduction to Characters

Review: Numbers 1-20 and Subject Pronouns

Preferences : 喜欢, 不喜欢, 最喜欢

Gradation : 不好, 不太好, 还好, 好, 太好, 最好

真+ adj (真好)

-好+verb (好听,好玩, 好吃, 好看)


Final sound /o/ & /uo/

Unit 11

Telling Time

Question Words Continued


谁, 什么时候, 怎么, 为什么

Then然后  After 以后

Poem: Thoughts on a Quiet Night

Final sound /ian/

Unit 12


Ask about Professions: 做什么?

Express thoughts and desires : 觉得, 想, 要

Chinese Calligraphy

Final sound /uan/

Unit 13


Polite Questions and Requests:

The several uses of 以下

The Four Gentlemen

Final sound /ua/

Unit 14


Measure Words: (clothing) 件, 条, 双, 套


Sichuan: The Land of Abundance

Final sound /u/

Unit 15


Measure Words : (food) 个, 根, 串, 块, 片

Review words for “want”, “would like”, “feel like”

Chinese Tea Culture

Final sound /iao/

Unit 16


STPVO: Placement of Prepositions in a Sentence

Prepositions and Directions

A Trip to Shanghai: A Dazzling City

Final sound /ai/

Unit 17



STPVO : place in Chinese sentences

Ask/Give Directions: 怎么走, 右/左转, 直走, 一直走, 走到

Cardinal Directions: 北, 南, 西, 东

Xi’an, Historical City

Final sound /ia/

Unit 18  Final Review and Test


Semester 2

Table providing curriculum detail for High School Chinese 1 Semester 2. Navigate on row headings to choose a course topic, then on column headings to find details for each unit.
  Vocabulary Grammar Culture> Pronunciation

Unit 19



上 and 下

Review Directions and Prepositions

Simple Metric Terms

Overseas Chinese

Final sound /iang/

Unit 20


还是 vs. 或者

Beijing Olympics

Final sound /ing/

Unit 21

At a restaurant

Use 跟, 和 and 一起 to Describe Togetherness of People and Objects

Food Differences

Final sound /an/

Unit 22

Shopping, Money

Shopping Phrases:



Chinese Money System

Final sound /ie/

Unit 23

At Home

请 +verb  (请进)

Imperatives verb+吧

A Chinese Home

Final sound /uang/

Unit 24

Adjectives and Adverbs


Comparative Structure A+比+B+形容词




Final sound /eng/

Unit 25


Review 很, 好, 真

Adjective Duplication to Describe Condition (湿湿的wet)

How to use 了 (下雨了。)

The Chinese Zodiac

Final sound /en/

Unit 26


Going Out: 出去

In the Middle of : 正在

Arriving : 到了, 来了

Almost: 差不多 

Great Wall

Final sound /ui/

Unit 27  Midterm Review and Test

Unit 28


Modal Verb: 能+ Verb

Spring Festival

Final sound /uai/


Unit 29

Health and fitness

Name of a Place + Simple Directional Word + (面/边)

Chinese Medicine

Final sound /a/

Unit 30

On Vacation

Subject + Time:  Time goes from biggest to smallest

Adverbs: 很, 非常, etc.

Introduction to China 2

Final sound /ei/

Unit 31


看:  to watch, read and see

Chinese Traditional Art: Paper Cutting

Final sound /ü/

Unit 32

Daily Activities

More on Time: 现在 (right now) , 正在 (in the middle of ) 快要( about to) 就 (early) 才(late)


Final sound /ue/ & /üe/

Unit 33


Past Experience:过  (我做过。。。)

Chinese Gardens

Final sound /iong/

Unit 34

Computers and Technology

Will / Going to: 会(我会吃饭)

Dim Sum

Final sound /in/

Unit 35

Character Review
Unit 36  Final Review and Test
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Lesson Scheduling

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K12 Scope & Sequence documents for each course include:

  • Course Overview (as seen above)
  • Course Outline
  • Lesson Time and Scheduling