Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
Chinese > LEVEL 7
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 reproduce the four distinctive tones of the Chinese language and recognise how they can change the meaning of words e.g. mā 妈,, má 蟆, mǎ 马 and mà 骂.
LISTENING AND SPEAKING
2] I can exchange various forms of greetings with peers and familiar adults according to age or position e.g. 你好, 您好, 老师 好 or time of day e.g. 你早, 晚安.
COMMUNICATING FOR DIVERSITY
3] I can use set phrases to thank, apologise and ask permission from peers and my teacher e.g. 我可以上厕所吗?; 我有一个问题; 请问, 这个词是什么意思?: 不明白; 谢谢.
LISTENING AND SPEAKING
4] I can exchange personal information about name and nationality e.g. 我叫…; 我爸爸妈妈是马耳他人, seek clarification e.g. 对不起, 我听不懂, 你说什么? and ask simple questions e.g. 你有英汉词典吗?
5] I can use the yes-or-no question particle '吗' and '是不是' sentence structure.
LISTENING AND SPEAKING
6] I can use some very frequent familiar question words such as 什么, 谁, 哪儿.
7] I can form simple sentences using possession e.g. 这是我的词典, 这是我们的老师.
LISTENING AND SPEAKING
8] I can exchange personal information, such as name, age, nationality, school and year level with students from other schools in Malta and abroad e.g. 你好, 我叫Maya, 我是马耳他人, 我学汉语.
LISTENING AND SPEAKING
9] I can count from 0 till 100 and state telephone numbers.
LISTENING AND SPEAKING
10] I can give basic information about my school, classroom and teachers e.g. 我学校很大.
11] I can talk about the subjects I like most and what I dislike e.g. 我很喜欢汉语, 但是不很喜欢数学.
12] I can describe my house, the rooms and my bedroom.
13] I can ask and tell the time e.g. 几点了？
LISTENING AND SPEAKING
14] I can state the date (year, month, day of month), the days of the week and season.
15] I can state what I like to eat and drink e.g. 这个蛋糕很好吃。我最喜欢比萨饼.
16] I can state what hobby and sport I Iike e.g. 我的爱好是踢足球.
17] I can share personal ideas and express opinions on experiences pertaining to home life and routine, school and education, diet and food using modelled sentences.
LEARNING TO DO
18] I can share ideas, maintain friendships and be actively involved in group conversations and discussions about topics of personal, social and cultural interest using learned terms and phrases.
19] I can express opinions about imagined or given characters and events heard from a range of simple oral and/or written sources using learned words and simple modelled phrases.
LISTENING AND SPEAKING
LISTENING AND SPEAKING2] I can exchange various forms of greetings with peers and familiar adults according to age or position e.g. 你好, 您好, 老师 好 or time of day e.g. 你早, 晚安.
COMMUNICATING FOR DIVERSITY3] I can use set phrases to thank, apologise and ask permission from peers and my teacher e.g. 我可以上厕所吗?; 我有一个问题; 请问, 这个词是什么意思?: 不明白; 谢谢.
LISTENING AND SPEAKING4] I can exchange personal information about name and nationality e.g. 我叫…; 我爸爸妈妈是马耳他人, seek clarification e.g. 对不起, 我听不懂, 你说什么? and ask simple questions e.g. 你有英汉词典吗?
5] I can use the yes-or-no question particle '吗' and '是不是' sentence structure.
LISTENING AND SPEAKING6] I can use some very frequent familiar question words such as 什么, 谁, 哪儿.
7] I can form simple sentences using possession e.g. 这是我的词典, 这是我们的老师.
LISTENING AND SPEAKING8] I can exchange personal information, such as name, age, nationality, school and year level with students from other schools in Malta and abroad e.g. 你好, 我叫Maya, 我是马耳他人, 我学汉语.
LISTENING AND SPEAKING9] I can count from 0 till 100 and state telephone numbers.
LISTENING AND SPEAKING10] I can give basic information about my school, classroom and teachers e.g. 我学校很大.
11] I can talk about the subjects I like most and what I dislike e.g. 我很喜欢汉语, 但是不很喜欢数学.
12] I can describe my house, the rooms and my bedroom.
13] I can ask and tell the time e.g. 几点了？
LISTENING AND SPEAKING14] I can state the date (year, month, day of month), the days of the week and season.
15] I can state what I like to eat and drink e.g. 这个蛋糕很好吃。我最喜欢比萨饼.
16] I can state what hobby and sport I Iike e.g. 我的爱好是踢足球.
17] I can share personal ideas and express opinions on experiences pertaining to home life and routine, school and education, diet and food using modelled sentences.
LEARNING TO DO18] I can share ideas, maintain friendships and be actively involved in group conversations and discussions about topics of personal, social and cultural interest using learned terms and phrases.
19] I can express opinions about imagined or given characters and events heard from a range of simple oral and/or written sources using learned words and simple modelled phrases.
LISTENING AND SPEAKINGLearning 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 am aware of the particular nature of spoken Mandarin and can compare and contrast Chinese, Maltese and English sounds.
2] I can distinguish the four distinctive tones of spoken Mandarin and identify the change in the meaning of words that occurs when the tone changes.
3] I can differentiate between sounds and tones when listening to spoken Mandarin Chinese e.g. distinguishing between 我买 / 我卖东西, or between 亲吻 (qīnwěn) and 请问 (qǐngwèn).
4] I grasp the key points from very short and simple dialogues about familiar objects and personal interests when people speak Mandarin Chinese slowly and clearly.
5] I can extract the main points from simple short spoken texts in Chinese from a limited range of topics e.g family, home and school life.
6] I can obtain specific information by focusing on features of voice, gesture and word choice, for example recognising the emotion and degree of enthusiasm or dislike expressed by the speaker e.g. 我一点儿也不喜欢… compared to 我不喜欢…
7] I can take part in a short simple dialogue with another student listening for information, asking and answering, to share information about likes and dislikes.
2] I can distinguish the four distinctive tones of spoken Mandarin and identify the change in the meaning of words that occurs when the tone changes.
3] I can differentiate between sounds and tones when listening to spoken Mandarin Chinese e.g. distinguishing between 我买 / 我卖东西, or between 亲吻 (qīnwěn) and 请问 (qǐngwèn).
4] I grasp the key points from very short and simple dialogues about familiar objects and personal interests when people speak Mandarin Chinese slowly and clearly.
5] I can extract the main points from simple short spoken texts in Chinese from a limited range of topics e.g family, home and school life.
6] I can obtain specific information by focusing on features of voice, gesture and word choice, for example recognising the emotion and degree of enthusiasm or dislike expressed by the speaker e.g. 我一点儿也不喜欢… compared to 我不喜欢…
7] I can take part in a short simple dialogue with another student listening for information, asking and answering, to share information about likes and dislikes.
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 Chinese characters as a form of writing conveying meaning and pinyin as the official phonetic system for transcribing Chinese characters into the Latin alphabet of the sounds of spoken Mandarin.
READING AND UNDERSTANDING
2] I can identify common Chinese characters and words in pinyin.
3] I can discriminate the main features of Chinese phonology; examine the wide range of sounds and recognise how spoken syllables and tones are represented in pinyin, by spelling words in pinyin, or reading aloud words and sentences in pinyin, laying importance on pronunciation, tone and intonation.
READING AND UNDERSTANDING
4] I can extract key points from very short and simple written texts and dialogues about familiar objects, people and personal interests.
READING AND UNDERSTANDING
5] I can extract key information from various familiar texts such as simple shopping brochures, understand particular phrases and work out the final price with the support of dictionaries, online language tools and vocabulary lists.
READING AND UNDERSTANDING
6] I can extract key information from short and simple narratives about everyday life.
READING AND UNDERSTANDING
READING AND UNDERSTANDING2] I can identify common Chinese characters and words in pinyin.
3] I can discriminate the main features of Chinese phonology; examine the wide range of sounds and recognise how spoken syllables and tones are represented in pinyin, by spelling words in pinyin, or reading aloud words and sentences in pinyin, laying importance on pronunciation, tone and intonation.
READING AND UNDERSTANDING4] I can extract key points from very short and simple written texts and dialogues about familiar objects, people and personal interests.
READING AND UNDERSTANDING5] I can extract key information from various familiar texts such as simple shopping brochures, understand particular phrases and work out the final price with the support of dictionaries, online language tools and vocabulary lists.
READING AND UNDERSTANDING6] I can extract key information from short and simple narratives about everyday life.
READING AND UNDERSTANDINGLearning 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 write some of the most commonly used Chinese characters in simplified character form using the correct stroke order.
ACCURACY
2] I can identify the word order of sentences in modern Chinese and I can compare and contrast to Maltese and English.
ACCURACY
3] I can use pinyin to support the learning of spoken Mandarin.
ACCURACY
4] I can write words in pinyin on a computer and retrieve their respective characters.
MANAGING LEARNING
5] I can compose short imaginative texts employing simple characters and short sentences with the correct word order.
WRITING
6] I can write simple sentences to present information about familiar objects, people and personal interests.
WRITING
7] I can write about my family members including their names, age and languages they speak e.g. 我家有四个人。我妈妈爸爸说马耳他语.
WRITING
8] I can write the numbers in Chinese from 0 till 100 e.g. 三个人.
ACCURACY
9] I can write telephone numbers.
10] I can write basic sentences giving information about my school, classroom and teachers e.g. 我学校很大.
11] I can write about the subjects at school that I like the most and about the ones which I dislike e.g. 我很喜欢汉语, 但是不很喜欢数学.
12] I can write postcards, emails and short messages about my city/village and country.
WRITING
13] I can write simple sentences and describe the weather e.g. 今天下雨, 很冷.
14] I can write about my hobbies and favourite sport e.g. 我的爱好是踢足球, 我也很喜欢打篮球.
WRITING
15] I can express opinions about characters and events heard from a range of simple oral sources using learnt words and simple modelled phrases.
16] I can report key points from short and simple written texts and dialogues about familiar objects, people and personal interests in a restricted number of characters.
ACCURACY2] I can identify the word order of sentences in modern Chinese and I can compare and contrast to Maltese and English.
ACCURACY3] I can use pinyin to support the learning of spoken Mandarin.
ACCURACY4] I can write words in pinyin on a computer and retrieve their respective characters.
MANAGING LEARNING5] I can compose short imaginative texts employing simple characters and short sentences with the correct word order.
WRITING6] I can write simple sentences to present information about familiar objects, people and personal interests.
WRITING7] I can write about my family members including their names, age and languages they speak e.g. 我家有四个人。我妈妈爸爸说马耳他语.
WRITING8] I can write the numbers in Chinese from 0 till 100 e.g. 三个人.
ACCURACY9] I can write telephone numbers.
10] I can write basic sentences giving information about my school, classroom and teachers e.g. 我学校很大.
11] I can write about the subjects at school that I like the most and about the ones which I dislike e.g. 我很喜欢汉语, 但是不很喜欢数学.
12] I can write postcards, emails and short messages about my city/village and country.
WRITING13] I can write simple sentences and describe the weather e.g. 今天下雨, 很冷.
14] I can write about my hobbies and favourite sport e.g. 我的爱好是踢足球, 我也很喜欢打篮球.
WRITING15] I can express opinions about characters and events heard from a range of simple oral sources using learnt words and simple modelled phrases.
16] I can report key points from short and simple written texts and dialogues about familiar objects, people and personal interests in a restricted number of characters.
Learning 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 describe the features of the Chinese Mandarin language, for example the roles of pinyin and characters and the basic sentence structure of Chinese.
ACCURACY
2] I can explain that Mandarin Chinese is a language spoken by a very large community in China and in a number of countries overseas, namely in Chinese communities e.g. in North America and Australia.
3] I recognise that Chinese is a minor language in Malta but a major language in China and parts of South East Asia. I am also aware that Mandarin Chinese is also spoken and taught in various schools in Europe, such as the UK, in America, in Australia and in other countries.
4] I can identify some of the radicals and use these to understand some unknown Chinese characters.
5] I can identify the differences between the four tones in Chinese.
6] I can identify common Chinese characters and words in pinyin.
7] I recognise the features of formal language used in familiar contexts, such as at school.
ACCURACY2] I can explain that Mandarin Chinese is a language spoken by a very large community in China and in a number of countries overseas, namely in Chinese communities e.g. in North America and Australia.
3] I recognise that Chinese is a minor language in Malta but a major language in China and parts of South East Asia. I am also aware that Mandarin Chinese is also spoken and taught in various schools in Europe, such as the UK, in America, in Australia and in other countries.
4] I can identify some of the radicals and use these to understand some unknown Chinese characters.
5] I can identify the differences between the four tones in Chinese.
6] I can identify common Chinese characters and words in pinyin.
7] I recognise the features of formal language used in familiar contexts, such as at school.
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.
Subject Focus: Translating
1] I can identify equivalent or similar Chinese words or phrases for familiar objects or terms in English and/or Maltese.
WRITING
2] I can identify common Chinese characters and words in pinyin and recognise their basic structure and meaning.
3] I can translate the meaning of important everyday words and terms related to topics of interest from Chinese to English and/or Maltese and vice versa.
WRITING
4] I can translate simple English and/or Maltese texts into Chinese, focusing on the overall meaning of the passage, and identifying how best to interpret key words, such as the use of the verb '是' after the first-, second- and third-person pronouns; numbers with measure words; sentences with the possessive particle '的' and plurals.
5] I can look up unfamiliar characters and words in bilingual dictionaries, use some of the online dictionaries and translation tools.
MANAGING LEARNING
6] I can translate some public signs in restaurants such as the sign '进站口' for “entrance”, '售票厅' for “ticket hall” and the signs '男' and '女' for "gents" and "ladies" in restrooms.
WRITING
7] I can use polite phrases within appropriate contexts, such as '请问' and '对不起!'
WRITING
WRITING2] I can identify common Chinese characters and words in pinyin and recognise their basic structure and meaning.
3] I can translate the meaning of important everyday words and terms related to topics of interest from Chinese to English and/or Maltese and vice versa.
WRITING4] I can translate simple English and/or Maltese texts into Chinese, focusing on the overall meaning of the passage, and identifying how best to interpret key words, such as the use of the verb '是' after the first-, second- and third-person pronouns; numbers with measure words; sentences with the possessive particle '的' and plurals.
5] I can look up unfamiliar characters and words in bilingual dictionaries, use some of the online dictionaries and translation tools.
MANAGING LEARNING6] I can translate some public signs in restaurants such as the sign '进站口' for “entrance”, '售票厅' for “ticket hall” and the signs '男' and '女' for "gents" and "ladies" in restrooms.
WRITING7] I can use polite phrases within appropriate contexts, such as '请问' and '对不起!'
WRITINGLearning 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 am familiar with the tones and sounds of Chinese.
2] I can write very simple sentences in Chinese e.g. 我很好, 我不好，我们都很好.
WRITING
3] I can ask "Yes-no" questions using the particle '吗' e.g. 你好吗? 你要茶吗？
WRITING
4] I can use the verb of existence '是' e.g. 我是马耳他人.
5] I can ask simple questions e.g. 那是谁? 你性什么? 厕所在哪儿? 你们是哪国人？
WRITING
6] I can write simple sentences using frequent familiar question words e.g. 什么, 谁, 哪儿，几, 什么时候, 为什么.
7] I can ask questions using an alternative sentence pattern to "ma" e.g. 你是不是中国人? 你忙不忙？
8] I can ask simple questions using the particle '呢' e.g. 我很好, 你呢？
9] I can ask simple questions using '好吗?' and '可以吗?' e.g. 我用你的词典, 好吗?现在去, 可以吗？
10] I can ask about numbers and amounts using question pronouns, such as '几' and '多少' e.g. 你家有几口人? 你学校有多少学生？
11] I can write simple sentences using a verb e.g. 你要咖啡吗? 我们学习汉语; 我不知道.
ACCURACY
12] I can express possession e.g. 我的书.
ACCURACY
13] I can express possession using the verb '有' and its negative form with '没' e.g. 我有朋友; 我没有时间.
14] I can use adverbs in simple and short sentences e.g. 我也说英语: 我们都是马耳他人.
15] I can use a range of action verbs to describe interests and events, such as 踢足球, 游泳, 上网, 唱歌, 听音乐, 看书.
16] I can recognise and employ a very limited number of measure words e.g. 张, 个, 支, 本.
17] I can express the date and days of the week e.g. 2015年5月2号, 星期六.
ACCURACY
18] I can form sentences using words which express time as adverbials, such as 现在, 今天, 明年 to indicate the time of occurrence of an action or a state e.g. 你明天有时间吗？
2] I can write very simple sentences in Chinese e.g. 我很好, 我不好，我们都很好.
WRITING3] I can ask "Yes-no" questions using the particle '吗' e.g. 你好吗? 你要茶吗？
WRITING4] I can use the verb of existence '是' e.g. 我是马耳他人.
5] I can ask simple questions e.g. 那是谁? 你性什么? 厕所在哪儿? 你们是哪国人？
WRITING6] I can write simple sentences using frequent familiar question words e.g. 什么, 谁, 哪儿，几, 什么时候, 为什么.
7] I can ask questions using an alternative sentence pattern to "ma" e.g. 你是不是中国人? 你忙不忙？
8] I can ask simple questions using the particle '呢' e.g. 我很好, 你呢？
9] I can ask simple questions using '好吗?' and '可以吗?' e.g. 我用你的词典, 好吗?现在去, 可以吗？
10] I can ask about numbers and amounts using question pronouns, such as '几' and '多少' e.g. 你家有几口人? 你学校有多少学生？
11] I can write simple sentences using a verb e.g. 你要咖啡吗? 我们学习汉语; 我不知道.
ACCURACY12] I can express possession e.g. 我的书.
ACCURACY13] I can express possession using the verb '有' and its negative form with '没' e.g. 我有朋友; 我没有时间.
14] I can use adverbs in simple and short sentences e.g. 我也说英语: 我们都是马耳他人.
15] I can use a range of action verbs to describe interests and events, such as 踢足球, 游泳, 上网, 唱歌, 听音乐, 看书.
16] I can recognise and employ a very limited number of measure words e.g. 张, 个, 支, 本.
17] I can express the date and days of the week e.g. 2015年5月2号, 星期六.
ACCURACY18] I can form sentences using words which express time as adverbials, such as 现在, 今天, 明年 to indicate the time of occurrence of an action or a state e.g. 你明天有时间吗？
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 identify the most commonly used radicals in Chinese characters in the simplified version.
2] I can recognise the range of stroke types used in characters and write them down, following stroke direction and order, balance and proportion.
ACCURACY
3] I can apply the knowledge of characters I know, to learn to read and write new characters.
PERSONAL LEARNING
4] I can make my own simple Chinese-English/Maltese dictionary.
5] I can explore how new concepts are interpreted in Chinese e.g. 短信, 电脑, 鼠标 网站 and 博客.
EXPRESSIVE LANGUAGE
6] I can type words in pinyin on a computer keyboard and can retrieve the respective characters.
MANAGING LEARNING
2] I can recognise the range of stroke types used in characters and write them down, following stroke direction and order, balance and proportion.
ACCURACY3] I can apply the knowledge of characters I know, to learn to read and write new characters.
PERSONAL LEARNING4] I can make my own simple Chinese-English/Maltese dictionary.
5] I can explore how new concepts are interpreted in Chinese e.g. 短信, 电脑, 鼠标 网站 and 博客.
EXPRESSIVE LANGUAGE6] I can type words in pinyin on a computer keyboard and can retrieve the respective characters.
MANAGING LEARNING
