Shopping, Clothes, Colors and Sizes (Topic M, Stage 1)

Quick links to the Modes on this page: 
Content | Communication | Culture | Structure | Setting

Content: Content expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.
World Language


1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

1.1 Students address discrete elements of daily life.

  • Recognize names of clothing items and accessories. (Academic)
  • Recognize sizes and colors on an on-line clothing website. (Real-World)
  • Identify clothing items and appropriate attire for special and ordinary occasions in Chinese cultures. (Academic)
  • Recognize monetary units and the Chinese way to express amounts of money. (Academic)
Communication: Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.
World Language


1.0 Students use formulaic language (learned words, signs [ASL] and phrases).



1.1 Students engage in oral, written or signed (ASL) conversations.



1.2 Students interpret written, spoken or signed (ASL) language.



1.3 Students present to an audience of listeners, readers or ASL viewers.

  • While shopping, identify sizes, colors and clothing articles in the Chinese fashion magazines and the department online catalogs. (Real-World)
  • Ask and answer questions on the colors and types of clothing students like and dislike. Example: 你喜欢什么颜色?你喜欢穿什么衣服?你喜欢什么颜色?我喜欢/不喜欢… (Academic)
  • Poll classmates on their favorite items of clothing. (Academic)
  • While shopping, talk about preferences regarding the clothing items and accessories shown on the online catalogs of a Chinese department store. (Real-World)
  • Place online or phone orders, or purchase from a street store or a department store. (Real-World)
  • Participate in an in-class shopping activity to purchase clothing items, accessories asking and answering questions regarding the products such as colors, sizes, prices, discounts and etc. (Academic)
  • Conduct a survey for the poll for clothing items /colors/styles that are the most popular with female and male students, and with the class as a whole. (Academic)
  • Identify the written words and phrases commonly found in stores, sales ads and commercials: 特价, 大减价,5 折,一律6折, 三折起, 两件八折。 (Academic)
  • Watch a commercial, browse shopping websites and read fashion magazines and catalogs to make a list of items to buy: clothing items, accessories, colors, sizes, prices, discounts and other related information. (Real-World)
  • Identify clothes from Chinese websites comparing prices for similar items. (Real-World)
  • Gather images of preferred clothing, create “style magazine” to present to the class.  我喜欢白色。我也喜欢穿白色的衣服。我喜欢看和买有白色的上衣。 (Academic)
  • Make shopping plans and participate in shopping scenarios. (Academic)

Resources available:
1. 博客來
2. 淘宝
3. 大华超市促销广告
4. 京华城DM

1.4 (Functions) Students list, name, identify, enumerate.



1.5 Students identify learned words, signs (ASL) and phrases in authentic texts.


1.6 Students reproduce and present a written, oral or signed (ASL) product in a culturally authentic way.

  • Identify or sort through a suitcase of clothing to name and categorize T恤衫,裤子,裙子,毛衣,牛仔裤,夹克,内衣,内裤,上衣,睡衣,校服,制服,运动服,便服,礼服 according to various daily activities.  Examples: students sort appropriate clothing to wear for school, playing a sport, attending a party, dressing for bed, etc. (Academic)
  • Categorize clothing by seasons and weather conditions. (Academic)
  • Create a shopping list for clothes and supplies needed for trip to China based on the given destination, season and the activities (indoor/outdoor; formal/informal). (Real-World)
  • Create dialogues, shopping plans and skits by using the vocabulary and phrases learned from the teacher’s input and modeling as well as from the authentic materials. (Academic)
  • Produce class charts on students’ preferences for colors and types of clothing. (Academic)
  • Identify the learned words and phrases in a website and signage of images on clothing stores in a Chinese-speaking community. (Real-World)
  • Presented with a Chinese clothing catalogue (paper or screen shot from online store), students highlight learned words and phrases. Students use words and phrases in their own “style magazine.” (Academic)
  • Create an advertisement or catalogue for a clothing store, deciding on the types of clothing on sale and the sale prices. (Academic)
  • Pick a destination you like to visit in a Chinese speaking country and tell what you need to buy/have to go there, based on weather and activities.  (Real-World)
Culture: Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.
World Language


1.0 Students use appropriate responses to rehearsed cultural situations.



1.1 Students associate products, practices and perspectives with the target culture.



1.2 Students recognize similarities and differences within the target cultures and among students’ own cultures.



1.3 Students identify cultural borrowings.

  • Recognize commonly used phrases to express politeness when asking and responding to compliments on one’s attire. Example:小姐,请问…对不起/不好意思,有没有…,很好看!谢谢!不客气!太贵了!便宜一点吧!(Academic)
  • Identify the colors associated with celebrations 红/黄 and mourning 黑/白 (Academic)
  • Identify and select appropriate outfits for these cultural occasions: red clothing on new year’s day, birthdays, weddings; and black on funerals. (Real-World)
  • Recognize traditional Chinese outfits, such as 旗袍, 棉袄, 唐裝, 汉服. (Academic)
  • Identify cultural shopping practices (e.g. bargaining and price negotiation, and cultural color associations in clothing) and common shopping expressions, including amounts of money. (Academic)
  • Recognize that people bargain at traditional markets, street markets, and night markets, but not at department stores. (Academic)
  • Recognize the way people express amounts of money in China and Taiwan is different from that in the United States. (Academic)
  • Be able to associate clothing with occasions in Chinese culture. (Academic)
  • Identify what one would wear on different occasions in Chinese and students’ own cultures. Example: the Chinese tend to emphasize formal dress when attending most functions whereas in the United States, people may dress more informally. (Academic)
  • Students will convert US monetary units to Chinese units and correctly express amounts of money in Chinese. (Academic)
  • Give specific examples of “borrowed” words and phrases referring to clothing and styles, products and practices. Example: 咖啡色,迷你裙,T 恤,夹克,比基尼。(Academic)
  • Identify western clothing that is now common in China: jeans, T-shirts, sports outfits, wedding dresses and Chinese styles that have become common in U.S.: mandarin colors and 旗袍dresses. (Academic)
Structure: Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)
World Language


1.1 Students use orthography, phonology or ASL parameters to understand words, signs (ASL) and phrases in context.


1.2 Students use orthography, phonology or ASL parameters to produce words or signs (ASL) and phrases in context.


1.3 Students identify similarities and differences in the orthography, phonology or ASL parameters of the languages they know.

  • Identify common words and phrases related to shopping from authentic texts.(Academic)
  • Identify gestures for numbering. (Academic)
  • Recognize how amounts of money are expressed in Chinese. (Academic)
  • Recognize specific measure words associated with various names of clothing and accessories. Example: Put together an outfit to wear for an occasion and tell about it using the correct measure words (e.g. 我要穿一条蓝色的裤子和一件短T恤). (Academic)
  • Differentiate the verbs, 穿 and 戴 by identifying what people are wearing on the authentic texts shown. (Academic)
  • Distinguish the usages of 想and 要to indicate future tense and desire. (Academic)
  • Recognize the use of “太…(了)” (Academic)
  • Invite a friend to come for a visit during the summer. Tell the friend what to bring using appropriate measure words. (Real-World)

Setting: Language learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.

World Language


1.0 Students use language in highly predictable common daily settings.


1.1 Students recognize age appropriate cultural or language use opportunities outside the classroom.

  • Create shopping plans using learned vocabulary and phrases, and the information available from authentic materials. (Real-World)
  • Develop dialogues and skits based on given shopping scenarios. (Academic)
  • Visit stores in Chinatown or any stores operated by Chinese speakers. (Real-World)
  • Interact with the shopkeepers or street vendors using the language learned in this unit (e.g. asking for price, bargaining, asking about sizes and colors etc.) (Real-World)