Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
Chinese > LEVEL 10
Learning Area Outcome: I understand and use language to communicate information and opinions about my personal situation and daily life and to find out about others. I know how to meet challenges to communicating in another language and can use techniques and tools to aid understanding. I can demonstrate progress in speaking skills by taking part in social interactions and by moving from using simple language in prepared predictable contexts, demonstrating development by moving to more complex ‘real’ communication in a variety of contexts.
Subject Focus: Communicating in speech
1] I can use spoken Chinese to initiate and sustain interactions in familiar and some unfamiliar contexts.
LISTENING AND SPEAKING
2] I can express opinions and talk about activities which can be good or harmful to one's health e.g. 吸烟伤害身体.
LEARNING TO KNOW
3] I can talk about free time and holidays in Malta e.g. 暑假的时我们有很多空闲时间:我们可以去游泳, 跳舞, 打球.
4] I can share knowledge and talk about the place I live in e.g. 马耳他是一个位于地中海的岛国。没有山, 但是海很美丽.
LISTENING AND SPEAKING
5] I can compare and contrast life in the city and the countryside.
6] I can interview teachers or other familiar adults about their past experiences e.g. 他小时候每天都骑自行车 and report this information back to the class.
LEARNING TO LIVE TOGETHER
7] I can summarise relevant information from a range of simple oral and written sources and re-present the key points to a known audience.
LISTENING AND SPEAKING
8] I can give a presentation to an audience about a familiar topic.
LEARNING TO DO
9] I can engage in class discussion answering questions such as 你喜欢踢足球还是打篮球? and expressing agreement or disagreement with others’ opinions giving reasons e.g. 对, 我也很喜欢听音乐 or 不, 我不喜欢听音乐.
LEARNING TO DO
10] I can create my own performances to share ideas and express emotions on personal experiences related to themes such as relationships, acceptance and belonging to a group.
LEARNING TO DO
11] I can share ideas, maintain friendships and be actively involved in group discussions and debates about topics of social, traditional and cultural interest.
COMMUNICATING FOR DIVERSITY
LISTENING AND SPEAKING2] I can express opinions and talk about activities which can be good or harmful to one's health e.g. 吸烟伤害身体.
LEARNING TO KNOW3] I can talk about free time and holidays in Malta e.g. 暑假的时我们有很多空闲时间:我们可以去游泳, 跳舞, 打球.
4] I can share knowledge and talk about the place I live in e.g. 马耳他是一个位于地中海的岛国。没有山, 但是海很美丽.
LISTENING AND SPEAKING5] I can compare and contrast life in the city and the countryside.
6] I can interview teachers or other familiar adults about their past experiences e.g. 他小时候每天都骑自行车 and report this information back to the class.
LEARNING TO LIVE TOGETHER7] I can summarise relevant information from a range of simple oral and written sources and re-present the key points to a known audience.
LISTENING AND SPEAKING8] I can give a presentation to an audience about a familiar topic.
LEARNING TO DO9] I can engage in class discussion answering questions such as 你喜欢踢足球还是打篮球? and expressing agreement or disagreement with others’ opinions giving reasons e.g. 对, 我也很喜欢听音乐 or 不, 我不喜欢听音乐.
LEARNING TO DO10] I can create my own performances to share ideas and express emotions on personal experiences related to themes such as relationships, acceptance and belonging to a group.
LEARNING TO DO11] I can share ideas, maintain friendships and be actively involved in group discussions and debates about topics of social, traditional and cultural interest.
COMMUNICATING FOR DIVERSITYLearning Area Outcome: I can demonstrate development of listening skills by moving from listening for a single focus to holistic listening and listening for gist and to listening for wider understanding. I can demonstrate progress in listening skills by moving from decoding simple short predictable utterances with few distractors to demonstrating understanding of longer, less predictable utterances involving complex sentence structures and language with more distractors.
Subject Focus: Understanding and responding to spoken language
1] I can detect and explain differences in intonation, rhythm and sounds when people of different ages, genders and social positions speak Mandarin Chinese slowly and clearly.
LISTENING AND SPEAKING
2] I can discern differences in patterns of sound and tone when listening to speakers of different ages, gender and regional backgrounds.
3] I can listen to oral presentations in Mandarin Chinese such as interviews and news reports and watch shows such as the 'New Year Gala' and understand jokes and documentaries on tourist attractions, history and culture, and obtain the gist of what is being said by focusing on familiar words e.g. names of people and places, time and date.
LISTENING AND SPEAKING
4] I can respond to the morals and values conveyed in well-known TV series and programmes and consider how the main characters represent their experiences and express their emotions through their interactions and behaviour.
COGNITIVE LEARNING
5] I can compare examples of variations of 'Putonghua' pronunciation e.g. the use of 儿
LISTENING AND SPEAKING2] I can discern differences in patterns of sound and tone when listening to speakers of different ages, gender and regional backgrounds.
3] I can listen to oral presentations in Mandarin Chinese such as interviews and news reports and watch shows such as the 'New Year Gala' and understand jokes and documentaries on tourist attractions, history and culture, and obtain the gist of what is being said by focusing on familiar words e.g. names of people and places, time and date.
LISTENING AND SPEAKING4] I can respond to the morals and values conveyed in well-known TV series and programmes and consider how the main characters represent their experiences and express their emotions through their interactions and behaviour.
COGNITIVE LEARNING5] I can compare examples of variations of 'Putonghua' pronunciation e.g. the use of 儿
Learning Area Outcome: I can demonstrate my development of reading skills by moving from reading simple sentences with a single focus to demonstrating understanding of texts containing complex sentences with distractors and by moving from interpreting factual information to understanding of more complex, abstract material.
Subject Focus: Reading, understanding and responding to written language
1] I can recognise basic characters in the traditional version and compare with the respective simplified form.
READING AND UNDERSTANDING
2] I can read some classical Chinese language such as '成语' with vocabulary support and rewrite it in simplified Chinese.
READING AND UNDERSTANDING
3] I can read texts consisting of '名人名言' using vocabulary notes and retell the story in English/Maltese.
READING AND UNDERSTANDING
4] I can extract information from simple newspaper articles in simplified Chinese with the help of vocabulary lists and dictionaries and online support material.
READING AND UNDERSTANDING
5] I can explain how authors adjust features of different text types in Chinese according to audience and purpose.
COGNITIVE LEARNING
READING AND UNDERSTANDING2] I can read some classical Chinese language such as '成语' with vocabulary support and rewrite it in simplified Chinese.
READING AND UNDERSTANDING3] I can read texts consisting of '名人名言' using vocabulary notes and retell the story in English/Maltese.
READING AND UNDERSTANDING4] I can extract information from simple newspaper articles in simplified Chinese with the help of vocabulary lists and dictionaries and online support material.
READING AND UNDERSTANDING5] I can explain how authors adjust features of different text types in Chinese according to audience and purpose.
COGNITIVE LEARNINGLearning Area Outcome: I understand and use language to communicate information and opinions about my personal situation and daily life as well as to find out about others. I know how to meet challenges to communicating in another language and can use techniques and tools to aid understanding. I can organise my writing so that it is coherent and expresses my thoughts in an ordered, logical manner. I can demonstrate development of my writing skills by moving from writing simple sentences using simple language structures to using more complex ways of expression.
Subject Focus: Communicating in writing
1] I can use written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts.
WRITING
2] I can express opinions and share information about life in different places and countries using language that will enhance understanding and that will engage the readers e.g. 明天我们有中国历史的考试, 所以我应该在家里呆.
WRITING
3] I can discuss and share information about school or family life, using learned words such as '学校, 老师, 好朋友' and '一家人', supporting a position or view and giving further details e.g. 我很好的朋友不但喜欢打球, 而且也很喜欢看书, 我除了踢足球以外, 还学外语。我觉得很多不同的活动非常重要.
LEARNING TO DO
4] I can describe people in terms of appearance, personality and behaviours e.g. 保罗很热情.
WRITING
5] I can write slogans or messages about activities which can be good or harmful to health e.g. 吸烟伤害身体! 慢跑是一种很好的锻炼！
WRITING
6] I can write short texts about free time and holidays in Malta e.g. 在马耳他, 狂欢节的彩车总是装饰得很优雅.
7] I can compose a creative account of an imagined experience with Chinese visitors to the local community e.g. hosting a Chinese learner or taking a tour group to a famous tourist attraction in Malta.
WRITING
8] I can write narratives that draw the attention of readers e.g. beginning a story with '你知道吗', sequencing events and using descriptive language to set the scene.
WRITING
9] I can write about religious, traditional and cultural celebrations in Malta and in China e.g. 在马耳他我们通常和家人度圣诞节.
WRITING
10] I can write about health and fitness in China and Traditional Chinese Medicine e.g. 为了健康,我每天去跑步.
WRITING
11] I can summarise and report details of cultural events that have taken place in the past gathered from various written and/or oral sources such as video clips, adverts, magazines and the internet.
WRITING
12] I can compose imaginative texts to describe experiences involving imagined people and places.
COGNITIVE
WRITING2] I can express opinions and share information about life in different places and countries using language that will enhance understanding and that will engage the readers e.g. 明天我们有中国历史的考试, 所以我应该在家里呆.
WRITING3] I can discuss and share information about school or family life, using learned words such as '学校, 老师, 好朋友' and '一家人', supporting a position or view and giving further details e.g. 我很好的朋友不但喜欢打球, 而且也很喜欢看书, 我除了踢足球以外, 还学外语。我觉得很多不同的活动非常重要.
LEARNING TO DO4] I can describe people in terms of appearance, personality and behaviours e.g. 保罗很热情.
WRITING5] I can write slogans or messages about activities which can be good or harmful to health e.g. 吸烟伤害身体! 慢跑是一种很好的锻炼！
WRITING6] I can write short texts about free time and holidays in Malta e.g. 在马耳他, 狂欢节的彩车总是装饰得很优雅.
7] I can compose a creative account of an imagined experience with Chinese visitors to the local community e.g. hosting a Chinese learner or taking a tour group to a famous tourist attraction in Malta.
WRITING8] I can write narratives that draw the attention of readers e.g. beginning a story with '你知道吗', sequencing events and using descriptive language to set the scene.
WRITING9] I can write about religious, traditional and cultural celebrations in Malta and in China e.g. 在马耳他我们通常和家人度圣诞节.
WRITING10] I can write about health and fitness in China and Traditional Chinese Medicine e.g. 为了健康,我每天去跑步.
WRITING11] I can summarise and report details of cultural events that have taken place in the past gathered from various written and/or oral sources such as video clips, adverts, magazines and the internet.
WRITING12] I can compose imaginative texts to describe experiences involving imagined people and places.
COGNITIVELearning Area Outcome: I understand the importance of speaking a foreign language and that learning a different language provides insight into other people’s ways of life and their thinking, allowing me to appreciate the differences and acknowledge the similarities with my way of life.
Subject Focus: Appreciation and understanding of the Chinese language
1] I can reflect on my cultural values and norms, and identify how these can relate to those of young Chinese native speakers e.g. which values characterise Chinese and Maltese societies?
2] I can explore the contexts and implications of terms used to identify others e.g. 老外, 华侨, 华裔, 大陆人, 华人, 中国人, 少数民族.
3] I can explain how authors adjust features of different text types in Chinese according to audience and purpose and I can apply this knowledge.
4] I can explain how the Chinese language adapts to social and technological changes.
WRITING
5] I can identify and discuss the contexts where '繁体字 and 简体字' are used in Chinese-speaking communities today and explore the use of these scripts as an expression of local identity in mainland China as well as in Hong Kong and Taiwan, or in local temples, adverts and local newspapers.
SOCIAL CHANGE
6] I can explain the nature of and reasons for the simplification process in mainland China. I can identify some characters in both the traditional and simplified versions e.g. 马-馬; 国-國; 个-個.
7] I can examine how the adaptation of words, reflects and encourages change e.g. gender equality being reflected in the use of wording to acknowledge the female gender.
LEARNING TO KNOW
2] I can explore the contexts and implications of terms used to identify others e.g. 老外, 华侨, 华裔, 大陆人, 华人, 中国人, 少数民族.
3] I can explain how authors adjust features of different text types in Chinese according to audience and purpose and I can apply this knowledge.
4] I can explain how the Chinese language adapts to social and technological changes.
WRITING5] I can identify and discuss the contexts where '繁体字 and 简体字' are used in Chinese-speaking communities today and explore the use of these scripts as an expression of local identity in mainland China as well as in Hong Kong and Taiwan, or in local temples, adverts and local newspapers.
SOCIAL CHANGE6] I can explain the nature of and reasons for the simplification process in mainland China. I can identify some characters in both the traditional and simplified versions e.g. 马-馬; 国-國; 个-個.
7] I can examine how the adaptation of words, reflects and encourages change e.g. gender equality being reflected in the use of wording to acknowledge the female gender.
LEARNING TO KNOWLearning Area Outcome: I know that different languages have different structures and rules, and I can use this to help me to construct meaningful expressions which ensure that I am understood and that I understand others.
Subject Focus: Translating
1] I can use online dictionaries and other support materials to identify the meaning of words such as '元' in contexts such as '元宵節'.
MANAGING LEARNING
2] I can translate a range of Chinese texts in simplified characters and identify how some concepts can be translated into English and/or Maltese and how some cannot.
3] I can examine Chinese texts alongside their English translations and identify the most recurrent challenges one meets when translating culture, such as: 'What is lost in translation? Why can’t we just translate word for word?'
WRITING
4] I can create bilingual texts, identifying similarities between Chinese and English and/or Maltese syntax and vocabulary, and explaining how these similarities can be used when transferring cultural concepts from Chinese into English and/or Maltese.
WRITING
5] I can translate the intended meaning of an interaction by avoiding literal translations for example, mediating a response to a compliment such as 你的中文很好！ ---- 哪里哪里！
WRITING
6] I can compare and contrast aspects of Chinese and Maltese life, identifying what phenomena and ideas are not readily translated between the two cultures.
MANAGING LEARNING2] I can translate a range of Chinese texts in simplified characters and identify how some concepts can be translated into English and/or Maltese and how some cannot.
3] I can examine Chinese texts alongside their English translations and identify the most recurrent challenges one meets when translating culture, such as: 'What is lost in translation? Why can’t we just translate word for word?'
WRITING4] I can create bilingual texts, identifying similarities between Chinese and English and/or Maltese syntax and vocabulary, and explaining how these similarities can be used when transferring cultural concepts from Chinese into English and/or Maltese.
WRITING5] I can translate the intended meaning of an interaction by avoiding literal translations for example, mediating a response to a compliment such as 你的中文很好！ ---- 哪里哪里！
WRITING6] I can compare and contrast aspects of Chinese and Maltese life, identifying what phenomena and ideas are not readily translated between the two cultures.
Learning Area Outcome: I know that different languages have different structures and rules, and I can use this to help me to construct meaningful expressions which ensure that I am understood and that I understand others. I can demonstrate development of my writing skills by moving from writing simple sentences using simple language structures to using more complex ways of expression.
Subject Focus: Grammar
1] I can develop ideas using different ways to negate depending on the degree of formality or emphasis e.g. 我不是…; 我哪儿有…?; 我没有办法…; 我不能…; 不行; 别; 不准)
EXPRESSIVE LANGUAGE
2] I can form sentences placing the preposition '比' before a verb to express comparison with a verbal predicate e.g. 你比她知道得多; 他们汉语比我们说得流利.
3] I can employ the preposition '比' to express differences between two things or persons by placing the complement of quantity after the main element of the predicate e.g. 这本书比那本书贵20块钱; 我们学校比他们学校多90个学生.
4] I can use the word' 一点儿' to indicate a slight difference between two things or persons and the word '多了' to indicate a greater difference e.g. 这件毛衣比那件贵一点儿; 这个电脑比那个新多了.
5] I can form conditional sentences using the clause construction '如果…就' e.g. 如果明天天气不好, 我们就不去了; 如果有问题, 你就打电话找找.
EXPRESSIVE LANGUAGE2] I can form sentences placing the preposition '比' before a verb to express comparison with a verbal predicate e.g. 你比她知道得多; 他们汉语比我们说得流利.
3] I can employ the preposition '比' to express differences between two things or persons by placing the complement of quantity after the main element of the predicate e.g. 这本书比那本书贵20块钱; 我们学校比他们学校多90个学生.
4] I can use the word' 一点儿' to indicate a slight difference between two things or persons and the word '多了' to indicate a greater difference e.g. 这件毛衣比那件贵一点儿; 这个电脑比那个新多了.
5] I can form conditional sentences using the clause construction '如果…就' e.g. 如果明天天气不好, 我们就不去了; 如果有问题, 你就打电话找找.
Learning Area Outcome: I can demonstrate development of my writing skills by moving from writing simple sentences using simple language structures to using more complex ways of expression.
Subject Focus: Characters - Hanzi
1] I can relate prior knowledge of learned character forms and functions to infer information about sound and meaning of unseen characters both in the simplified version and in the traditional version.
PERSONAL
2] I can recognise a limited number of traditional characters and compare with their simplified version.
ACCURACY
3] I can decode characters by analysing their structure and the number of components whilst recognising familiar components and their relationship within the character.
PERSONAL
PERSONAL2] I can recognise a limited number of traditional characters and compare with their simplified version.
ACCURACY3] I can decode characters by analysing their structure and the number of components whilst recognising familiar components and their relationship within the character.
PERSONAL
