Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
Chinese > LEVEL 8
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 distinguish the four tones and pitches of the Chinese language: The high pitch, the mid-high pitch, the middle pitch, the mid-low pitch and the low pitch.
LISTENING AND SPEAKING
2] I can reproduce the sounds of Chinese accurately.
LISTENING AND SPEAKING
3] I can reproduce the sounds of Chinese paying particular attention to the initials and finals of the singular morphemes, phonemes, phonetics and utterance of speech.
LISTENING AND SPEAKING
4] I can interact with my fellow students and teacher to exchange information using correct sentence structures. I can organise and express ideas.
5] I can use familiar words to suggest and make plans e.g. 你想来我家吗?, 你星期天打算干什么?
6] I can use more question words such as 什么时候', 几, 为什么.
7] I can form simple sentences to present information about personal interests e.g. 我喜欢看书, 听音乐, 也喜欢跳舞.
LISTENING AND SPEAKING
8] I can introduce my friends and relatives to others saying their names, age, the languages they speak and their nationality e.g. 这是我很好的朋友。她会说汉语.
LISTENING AND SPEAKING
9] I can count from 100 to 1000.
LISTENING AND SPEAKING
10] I can give information about my studies and future plans e.g. 我喜欢学外语。我的梦想是当老师.
11] I can talk about home daily routines, and activities using time words e.g. 我每天七点起床, 刷牙, 吃早饭，上课.
12] I can talk about my education and future plans using more complex sentence structures e.g. 我想在大学学汉语, 因为对中国文化, 历史感兴趣.
13] I can talk about holidays and favourite destinations e.g. 我七月放假。我爱跟我家人一起去西西里旅行.
14] I can talk about leisure activities and use connecting words e.g. 每星期六我喜欢在家里看电视, 因为.
LISTENING AND SPEAKING
15] I can talk about my city/village, country and form a few simple and short sentences about Europe.
16] I can describe the weather e.g. 今天是阴天, 也下雨.
17] I can extract factual information from simple written sources and report this information orally using learned phrases.
COGNITIVE LEARNING
18] I can detect factual information from simple and short conversations and report this information orally using learned vocabulary and
phrases.
19] I can orally expose short and simple texts in Chinese using learned words and modelled sentences paying attention to tones and intonation.
LISTENING AND SPEAKING2] I can reproduce the sounds of Chinese accurately.
LISTENING AND SPEAKING3] I can reproduce the sounds of Chinese paying particular attention to the initials and finals of the singular morphemes, phonemes, phonetics and utterance of speech.
LISTENING AND SPEAKING4] I can interact with my fellow students and teacher to exchange information using correct sentence structures. I can organise and express ideas.
5] I can use familiar words to suggest and make plans e.g. 你想来我家吗?, 你星期天打算干什么?
6] I can use more question words such as 什么时候', 几, 为什么.
7] I can form simple sentences to present information about personal interests e.g. 我喜欢看书, 听音乐, 也喜欢跳舞.
LISTENING AND SPEAKING8] I can introduce my friends and relatives to others saying their names, age, the languages they speak and their nationality e.g. 这是我很好的朋友。她会说汉语.
LISTENING AND SPEAKING9] I can count from 100 to 1000.
LISTENING AND SPEAKING10] I can give information about my studies and future plans e.g. 我喜欢学外语。我的梦想是当老师.
11] I can talk about home daily routines, and activities using time words e.g. 我每天七点起床, 刷牙, 吃早饭，上课.
12] I can talk about my education and future plans using more complex sentence structures e.g. 我想在大学学汉语, 因为对中国文化, 历史感兴趣.
13] I can talk about holidays and favourite destinations e.g. 我七月放假。我爱跟我家人一起去西西里旅行.
14] I can talk about leisure activities and use connecting words e.g. 每星期六我喜欢在家里看电视, 因为.
LISTENING AND SPEAKING15] I can talk about my city/village, country and form a few simple and short sentences about Europe.
16] I can describe the weather e.g. 今天是阴天, 也下雨.
17] I can extract factual information from simple written sources and report this information orally using learned phrases.
COGNITIVE LEARNING18] I can detect factual information from simple and short conversations and report this information orally using learned vocabulary and
phrases.
19] I can orally expose short and simple texts in Chinese using learned words and modelled sentences paying attention to tones and intonation.
Learning 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 distinguish between similar syllables and words by listening with particular attention to intonation and stress.
2] I can extract key information from simple stories, short songs and rhymes being told in Mandarin Chinese slowly and clearly, and I can recognise the rhythm and sound patterns.
3] I can follow simple conversations in Chinese and identify a limited number of words and phrases in Chinese that do not readily translate into English or Maltese using contextual cues.
4] I can watch sketches of subtitled films and report back on the main points.
LISTENING AND SPEAKING
5] I can extract factual information from simple and short conversations and report this information orally using the vocabulary learned in class.
6] I can share with a known audience; information about people, places and events from a limited range of listening material in Chinese as long as people speak slowly and clearly.
COMMUNICATING FOR DIVERSITY
7] I can read simple narratives and retell the story using familiar phrases.
READING AND UNDERSTANDING
2] I can extract key information from simple stories, short songs and rhymes being told in Mandarin Chinese slowly and clearly, and I can recognise the rhythm and sound patterns.
3] I can follow simple conversations in Chinese and identify a limited number of words and phrases in Chinese that do not readily translate into English or Maltese using contextual cues.
4] I can watch sketches of subtitled films and report back on the main points.
LISTENING AND SPEAKING5] I can extract factual information from simple and short conversations and report this information orally using the vocabulary learned in class.
6] I can share with a known audience; information about people, places and events from a limited range of listening material in Chinese as long as people speak slowly and clearly.
COMMUNICATING FOR DIVERSITY7] I can read simple narratives and retell the story using familiar phrases.
READING AND UNDERSTANDINGLearning 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 extract relevant information from short written texts and dialogues about familiar objects, people and personal interests.
READING AND UNDERSTANDING
2] I can identify key information from written texts such as timetables, calendars, letters, brochures and adverts.
3] I can read a simple menu in Chinese.
4] I can extract relevant information from short written passages and then report this information using my own words in Chinese in the form of simple written sentences.
READING AND UNDERSTANDING
5] I can identify common Chinese characters and words in pinyin.
READING AND UNDERSTANDING
6] I can read short and simple texts such as comics and cartoons, and match labels and speech to the characters e.g. 真的吗？真倒霉！哎呀!.
READING AND UNDERSTANDING
READING AND UNDERSTANDING2] I can identify key information from written texts such as timetables, calendars, letters, brochures and adverts.
3] I can read a simple menu in Chinese.
4] I can extract relevant information from short written passages and then report this information using my own words in Chinese in the form of simple written sentences.
READING AND UNDERSTANDING5] I can identify common Chinese characters and words in pinyin.
READING AND UNDERSTANDING6] I can read short and simple texts such as comics and cartoons, and match labels and speech to the characters e.g. 真的吗？真倒霉！哎呀!.
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 use verbs, nouns and adjectives in sentences with a simple construction to record observations.
ACCURACY
2] I can form simple written sentences in familiar contexts.
3] I can write about my family and friends, including their names, age and the languages they speak e.g. 我很好的朋友是英国人。她爱中国文化.
WRITING
4] I can write the numbers in Chinese from 100 till 1000.
WRITING
5] I can write and ask for telephone numbers e.g. 你的电话号码是多少？
6] I can write about the subjects I study at school and my future plans e.g. 我很想要在大学学中国历史, 文化。我想成为翻译.
LEARNING TO DO
7] I can write sentences about home life, activities and daily routines e.g. 我每天七点起床, 刷牙，吃早饭, 上课.
8] I can write about leisure activities and use conjunctions to enhance understanding e.g. 明天早上我有一个约会, 所以不可以打篮球.
WRITING
9] I can write about the subjects and lessons, homework and activities in school and what they are like e.g. 科学很有意思.
10] I can write simple sentences about my house, the rooms and my bedroom.
11] I can write simple sentences about food and drinks and jot down a shopping list e.g. 牛奶, 面包, 鸡肉.
12] I can apply Chinese grammar and simple sentence structures to organise and express my intentions and ideas in a written text.
PRACTICAL
13] I can organise ideas using time expressions and phrases which mark sequence e.g. 第一，第二…
PRACTICAL
14] I can extract factual information from simple written sources and report this inforrmation in a simple written form using characters learned in class.
15] I can correspond with classmates to arrange sporting and leisure activities.
16] I can locate key words in short written informative texts, summarise the main points and report to a known audience in a simple written message.
17] I can compose imaginative pieces, describing characters and sequencing events, using learned sentence structures.
WRITING
18] I can write short descriptive texts about the village and environment where I live e.g. 在马耳他旅游很方便。夏天的天气比热.
WRITING
ACCURACY2] I can form simple written sentences in familiar contexts.
3] I can write about my family and friends, including their names, age and the languages they speak e.g. 我很好的朋友是英国人。她爱中国文化.
WRITING4] I can write the numbers in Chinese from 100 till 1000.
WRITING5] I can write and ask for telephone numbers e.g. 你的电话号码是多少？
6] I can write about the subjects I study at school and my future plans e.g. 我很想要在大学学中国历史, 文化。我想成为翻译.
LEARNING TO DO7] I can write sentences about home life, activities and daily routines e.g. 我每天七点起床, 刷牙，吃早饭, 上课.
8] I can write about leisure activities and use conjunctions to enhance understanding e.g. 明天早上我有一个约会, 所以不可以打篮球.
WRITING9] I can write about the subjects and lessons, homework and activities in school and what they are like e.g. 科学很有意思.
10] I can write simple sentences about my house, the rooms and my bedroom.
11] I can write simple sentences about food and drinks and jot down a shopping list e.g. 牛奶, 面包, 鸡肉.
12] I can apply Chinese grammar and simple sentence structures to organise and express my intentions and ideas in a written text.
PRACTICAL13] I can organise ideas using time expressions and phrases which mark sequence e.g. 第一，第二…
PRACTICAL14] I can extract factual information from simple written sources and report this inforrmation in a simple written form using characters learned in class.
15] I can correspond with classmates to arrange sporting and leisure activities.
16] I can locate key words in short written informative texts, summarise the main points and report to a known audience in a simple written message.
17] I can compose imaginative pieces, describing characters and sequencing events, using learned sentence structures.
WRITING18] I can write short descriptive texts about the village and environment where I live e.g. 在马耳他旅游很方便。夏天的天气比热.
WRITINGLearning 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 identify common Chinese characters and words in pinyin and recognise their basic structure.
2] I can explain how people use different languages in order to communicate and interact in a multicultural environment.
ACCURACY
3] I can describe the features of formal language also used in familiar contexts, such as at school.
WRITING
4] I can recognise and use some of the features of Chinese word order and explain the use of specific grammatical features of modern Chinese.
ACCURACY
5] I can identify the use of English phrases in Chinese interactions e.g. 88 or 拜拜, for “bye bye”.
2] I can explain how people use different languages in order to communicate and interact in a multicultural environment.
ACCURACY3] I can describe the features of formal language also used in familiar contexts, such as at school.
WRITING4] I can recognise and use some of the features of Chinese word order and explain the use of specific grammatical features of modern Chinese.
ACCURACY5] I can identify the use of English phrases in Chinese interactions e.g. 88 or 拜拜, for “bye bye”.
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 translate the meaning of important everyday words and terms from Chinese to English and/or Maltese and vice versa.
WRITING
2] I can use resources to find English and/or Maltese equivalents of every day words and terms and of common expressions in Chinese and vice versa.
3] I can translate simple texts used for everyday purposes, identifying words and phrases that do not readily translate into English and/or Maltese using a bilingual dictionary.
WRITING
WRITING2] I can use resources to find English and/or Maltese equivalents of every day words and terms and of common expressions in Chinese and vice versa.
3] I can translate simple texts used for everyday purposes, identifying words and phrases that do not readily translate into English and/or Maltese using a bilingual dictionary.
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 can write sentences using prepositional phrases e.g. 我爸爸在公司工作; 我跟保罗去书店.
ACCURACY
2] I can write sentences with double objects e.g. 我给你一本书.
3] I can write sentences with the verbs '会', '能', '可以', '应该' to express ability, possibility and willingness e.g. 我奶奶不会用电脑; 你可以介绍你学校吗? 你不应该去那儿.
4] I can write sentences with serial verb phrases e.g. 我去书店买书.
5] I can create alternative questions using the conjunction '还是' e.g. 你说汉语还是说法语？
ACCURACY
6] I can recognise a limited number of measure words e.g. 只, 台, 辆, 场.
7] I can use the verbs '要', '想', '愿意' to emphasise intent or demand, intention or hope and the willingness to do something e.g. 我要吃炒面; 我想去中国吃炒面; 你愿意参加聚会吗？
8] I can form sentences using the particle '了' to indicate the completion of an action e.g. 我买了六个苹果; 我们看了两部电影.
9] I can use the pronoun '大家' to indicate everyone in a certain area or group e.g. 大家好; 请大家进来; 我告诉大家一件事儿.
10] I can use intensifiers such as 很, 非常, 最.
11] I can use location words, such as 里边, 外边, 左边, 右边, 上边,下边, 前边, 后边, 南边, 北边 to express direction and location e.g. 邮局在前边; 左边的床是我的; 学校外边有很多人.
12] I can form simple sentences with a nominal predicate e.g. 小雨今年十二岁了.
ACCURACY2] I can write sentences with double objects e.g. 我给你一本书.
3] I can write sentences with the verbs '会', '能', '可以', '应该' to express ability, possibility and willingness e.g. 我奶奶不会用电脑; 你可以介绍你学校吗? 你不应该去那儿.
4] I can write sentences with serial verb phrases e.g. 我去书店买书.
5] I can create alternative questions using the conjunction '还是' e.g. 你说汉语还是说法语？
ACCURACY6] I can recognise a limited number of measure words e.g. 只, 台, 辆, 场.
7] I can use the verbs '要', '想', '愿意' to emphasise intent or demand, intention or hope and the willingness to do something e.g. 我要吃炒面; 我想去中国吃炒面; 你愿意参加聚会吗？
8] I can form sentences using the particle '了' to indicate the completion of an action e.g. 我买了六个苹果; 我们看了两部电影.
9] I can use the pronoun '大家' to indicate everyone in a certain area or group e.g. 大家好; 请大家进来; 我告诉大家一件事儿.
10] I can use intensifiers such as 很, 非常, 最.
11] I can use location words, such as 里边, 外边, 左边, 右边, 上边,下边, 前边, 后边, 南边, 北边 to express direction and location e.g. 邮局在前边; 左边的床是我的; 学校外边有很多人.
12] I can form simple sentences with a nominal predicate e.g. 小雨今年十二岁了.
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 apply the knowledge of encountered characters to learn to read and write new characters and develop strategies for learning e.g. making connections between characters with a common radical 你、他、们.
PERSONAL LEARNING
2] I can explain the reasons for the simplification process in mainland China. I have a basic knowledge of characters in both the traditional and simplified versions e.g. 马-馬; 国-國; 个-個.
ACCURACY
PERSONAL LEARNING2] I can explain the reasons for the simplification process in mainland China. I have a basic knowledge of characters in both the traditional and simplified versions e.g. 马-馬; 国-國; 个-個.
ACCURACY
