Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
Chinese > LEVEL 9
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 introduce myself, classmates, friends and familiar adults e.g. 这位是林小雨; 这是我班的同学; 这是王老师.
2] I can greet people and use correct sentences and expressions when meeting someone for the first time e.g. 我很高兴认识你.
3] I can exchange information, ideas and opinions and use question words such as 为什么, 怎么, 怎么样 to elicit more information.
LISTENING AND SPEAKING
4] I can talk about religious, traditional and cultural celebrations in Malta and in China e.g. 圣诞节, 春节.
5] I can talk about health and fitness e.g. 我每天吃苹果, 因为蔬菜很重要.
LISTENING AND SPEAKING
6] I can express discomfort e.g. 我肚子疼.
LISTENING AND SPEAKING
7] I can describe the place I live in e.g. 我在瓦来塔住。这是马耳他的首都.
LISTENING AND SPEAKING
8] I can describe the appearance and personality of people e.g. 保罗很热情.
LISTENING AND SPEAKING
9] I can talk about work and professions of family members e.g. 我妈妈是大夫, 我爸爸是老师.
LISTENING AND SPEAKING
10] I can organise ideas using time words such as 的时候, 以前 and connectives e.g. 先…然后.
ACCURACY
11] I can use verbs to express ability e.g. 可以, 要, 会, 应该 and intention e.g. 希望, 想，打算.
LISTENING AND UNDERSTAND
12] I can express opinions about school and family life, known people, experiences and personal events e.g. 小雨很热情 and express preferences e.g. 我想看‘活着, 因为听说这本书很有意思.
13] I can justify my opinions by giving reasons and specific examples '比如',
LEARNING TO DO
14] I can suggest activities to classmates, such as 中文角 to encourage the learning of Chinese in class or in school and agree on time and location for this activity e.g. 我们可以每星期三练习说汉语。我们在教室, 或者在电脑室见面, 行吗？
15] I can locate key words in short written informative texts, summarise the main points and report orally to a known audience using the vocabulary learned in class and reported in the texts.
COGNITIVE LEARNING
16] I can look up information about well-known people, places and events from oral and written sources, and report this information using phrases and vocabulary learned in class.
17] I can prepare short presentations on well-known people, places or events e.g. 马耳他的天气, 马耳他旅游景点 and present them using supporting visual images.
2] I can greet people and use correct sentences and expressions when meeting someone for the first time e.g. 我很高兴认识你.
3] I can exchange information, ideas and opinions and use question words such as 为什么, 怎么, 怎么样 to elicit more information.
LISTENING AND SPEAKING4] I can talk about religious, traditional and cultural celebrations in Malta and in China e.g. 圣诞节, 春节.
5] I can talk about health and fitness e.g. 我每天吃苹果, 因为蔬菜很重要.
LISTENING AND SPEAKING6] I can express discomfort e.g. 我肚子疼.
LISTENING AND SPEAKING7] I can describe the place I live in e.g. 我在瓦来塔住。这是马耳他的首都.
LISTENING AND SPEAKING8] I can describe the appearance and personality of people e.g. 保罗很热情.
LISTENING AND SPEAKING9] I can talk about work and professions of family members e.g. 我妈妈是大夫, 我爸爸是老师.
LISTENING AND SPEAKING10] I can organise ideas using time words such as 的时候, 以前 and connectives e.g. 先…然后.
ACCURACY11] I can use verbs to express ability e.g. 可以, 要, 会, 应该 and intention e.g. 希望, 想，打算.
LISTENING AND UNDERSTAND12] I can express opinions about school and family life, known people, experiences and personal events e.g. 小雨很热情 and express preferences e.g. 我想看‘活着, 因为听说这本书很有意思.
13] I can justify my opinions by giving reasons and specific examples '比如',
LEARNING TO DO14] I can suggest activities to classmates, such as 中文角 to encourage the learning of Chinese in class or in school and agree on time and location for this activity e.g. 我们可以每星期三练习说汉语。我们在教室, 或者在电脑室见面, 行吗？
15] I can locate key words in short written informative texts, summarise the main points and report orally to a known audience using the vocabulary learned in class and reported in the texts.
COGNITIVE LEARNING16] I can look up information about well-known people, places and events from oral and written sources, and report this information using phrases and vocabulary learned in class.
17] I can prepare short presentations on well-known people, places or events e.g. 马耳他的天气, 马耳他旅游景点 and present them using supporting visual images.
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 discriminate differences in sounds and tones, and patterns of speech when people speak slowly and clearly.
2] I can extract the key points from interactions between unfamiliar voices at different speeds or levels of clarity to develop comprehension skills.
3] I can discriminate between sounds heard in oral discourse e.g. ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’.
4] I can examine the diverse meanings of words that share similar sounds e.g. the many meanings of the sound ‘shi’ and how to differentiate between '同音词' and '近音词' in different contexts e.g. 眼睛 versus 眼镜; 词典 versus 字典.
5] I can extract information about people, places and lifestyles from a range of spoken information as long as the speaker speaks slowly and clearly.
6] I can deliver to a known audience; factual information about people, places and events from a range of material in Chinese.
COMMUNICATING FOR DIVERSITY
2] I can extract the key points from interactions between unfamiliar voices at different speeds or levels of clarity to develop comprehension skills.
3] I can discriminate between sounds heard in oral discourse e.g. ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’.
4] I can examine the diverse meanings of words that share similar sounds e.g. the many meanings of the sound ‘shi’ and how to differentiate between '同音词' and '近音词' in different contexts e.g. 眼睛 versus 眼镜; 词典 versus 字典.
5] I can extract information about people, places and lifestyles from a range of spoken information as long as the speaker speaks slowly and clearly.
6] I can deliver to a known audience; factual information about people, places and events from a range of material in Chinese.
COMMUNICATING FOR DIVERSITYLearning 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 relate prior knowledge of characters to understand the sound and meaning of unseen characters, in the simplified version.
2] I can read dialogues in simplified Chinese about events in both past and future and extract the key information.
3] I can follow written directions to various places in a town.
4] I can read a weather report in Chinese and extract key information about days, times, temperature and weather conditions.
5] I can read short texts and analyse the sentence structures and grammar components employed by the author.
READING AND UNDERSTANDING
6] I can read simple stories about characters and events in various simple written forms and write my own summary.
READING AND UNDERSTANDING
7] I can explain how the organisation and structure of a simple Chinese text varies according to audience and purpose.
COGNITIVE LEARNING
2] I can read dialogues in simplified Chinese about events in both past and future and extract the key information.
3] I can follow written directions to various places in a town.
4] I can read a weather report in Chinese and extract key information about days, times, temperature and weather conditions.
5] I can read short texts and analyse the sentence structures and grammar components employed by the author.
READING AND UNDERSTANDING6] I can read simple stories about characters and events in various simple written forms and write my own summary.
READING AND UNDERSTANDING7] I can explain how the organisation and structure of a simple Chinese text varies 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 write a short simple piece describing the time and place of an action and a sequence of events.
WRITING
2] I can write simple sentences about events in the present, past and future.
3] I can express my opimion about events that have taken place.
4] I can exchange information, ideas and opinions, and use question words such as 为什么, 怎么, 怎么样 to elicit more information.
WRITING
5] I can write a short letter or email to a Chinese-speaking penfriend and introduce myself e.g. 我叫马力，是马耳他人, 很喜欢交朋友.
WRITING
6] I can write about my education and future plans using some conjunctions e.g. 我想在大学学汉语, 因为对中国文化, 历史感兴趣.
7] I can write 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.
WRITING
8] I can organise ideas using time words such as '的时候, 以前' and connectives such as '先…然后'.
WRITING
9] I can use some of the verbs to express ability e.g. 可以, 要，会, 应该 and intention, e.g. 希望, 想, 打算.
ACCURACY
10] I can engage in simple correspondence with the teacher and classmates to give ideas and take part in activities.
LEARNING TO DO
11] I can write simple sentences about the place I live in e.g. 我在瓦来塔住。这是马耳他的首都.
12] I can write about the work and professions of my family members e.g. 我妈妈是护士, 我爸爸是工程师.
WRITING
13] I can correspond with others via e-mails and short messages, exchanging personal information, making plans and requesting information e.g. 你今年多大了？你喜欢学习外语吗？
COMPETENCES IN COMMUNICATION
14] I can write short pieces in Chinese about food I like and dislike, giving reasons why.
15] I can write about health and fitness, e.g. 为了健康,我每天去跑步.
WRITING
16] I can express discomfort e.g. 我感冒了,头疼.
WRITING
17] I can write to my teacher and my classmates to plan activities.
18] I can extract relevant information from simple written sources, and report this information in a simple written form.
WRITING
19] I can extract information about well-known people, places and events from oral and written sources, and report this information in simple written pieces using phrases and vocabulary learnt in class.
WRITING
20] I can prepare short written presentations using a variety of sources on well-known people, places and events e.g. 马耳他的天气, 马耳他旅游景点.
21] I can compare and express opinions about the experiences of young Chinese and Maltese people in relation to family, leisure and school using learned modelled sentences and vocabulary lists e.g. 我觉得 7:30上学太早。 我不坐地铁上学, 我坐公共汽车上学.
WRITING2] I can write simple sentences about events in the present, past and future.
3] I can express my opimion about events that have taken place.
4] I can exchange information, ideas and opinions, and use question words such as 为什么, 怎么, 怎么样 to elicit more information.
WRITING5] I can write a short letter or email to a Chinese-speaking penfriend and introduce myself e.g. 我叫马力，是马耳他人, 很喜欢交朋友.
WRITING6] I can write about my education and future plans using some conjunctions e.g. 我想在大学学汉语, 因为对中国文化, 历史感兴趣.
7] I can write 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.
WRITING8] I can organise ideas using time words such as '的时候, 以前' and connectives such as '先…然后'.
WRITING9] I can use some of the verbs to express ability e.g. 可以, 要，会, 应该 and intention, e.g. 希望, 想, 打算.
ACCURACY10] I can engage in simple correspondence with the teacher and classmates to give ideas and take part in activities.
LEARNING TO DO11] I can write simple sentences about the place I live in e.g. 我在瓦来塔住。这是马耳他的首都.
12] I can write about the work and professions of my family members e.g. 我妈妈是护士, 我爸爸是工程师.
WRITING13] I can correspond with others via e-mails and short messages, exchanging personal information, making plans and requesting information e.g. 你今年多大了？你喜欢学习外语吗？
COMPETENCES IN COMMUNICATION14] I can write short pieces in Chinese about food I like and dislike, giving reasons why.
15] I can write about health and fitness, e.g. 为了健康,我每天去跑步.
WRITING16] I can express discomfort e.g. 我感冒了,头疼.
WRITING17] I can write to my teacher and my classmates to plan activities.
18] I can extract relevant information from simple written sources, and report this information in a simple written form.
WRITING19] I can extract information about well-known people, places and events from oral and written sources, and report this information in simple written pieces using phrases and vocabulary learnt in class.
WRITING20] I can prepare short written presentations using a variety of sources on well-known people, places and events e.g. 马耳他的天气, 马耳他旅游景点.
21] I can compare and express opinions about the experiences of young Chinese and Maltese people in relation to family, leisure and school using learned modelled sentences and vocabulary lists e.g. 我觉得 7:30上学太早。 我不坐地铁上学, 我坐公共汽车上学.
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 appreciate the role of myths, legends and '成语' in modern Chinese.
2] I recognise the differences between the written and oral forms in Chinese.
3] I can explain how the organisation and structure of a simple Chinese text varies according to audience and purpose and can apply this knowledge.
4] I can explain how the Chinese language adapts to social and technological changes.
WRITING
5] I can consider the role of voice, pitch and intonation to encourage involvement of others in interactions e.g. 你可以 versus 你一定要; 我可能 versus 我会.
6] I can explore the range and differences of the various dialects in Chinese-speaking communities.
7] I know that China’s ethnic minorities have their own languages.
8] I can compare and contrast and express opinions about the experiences of young Chinese and Maltese people in relation to family, leisure and school using learned modelled sentences and vocabulary lists e.g. 我觉得 7:30上学太早。 我不坐地铁上学, 我坐公共汽车上学.
WRITING
9] I can discuss how languages influence each other and how foreign concepts, especially those derived from the English language, are represented in modern Chinese e.g. 可口可乐 for “Cola-Cola”, 热狗 for “hot dog” and hybrid forms such as 因特网for “internet”.
WRITING
10] I can explain aspects of the Chinese language and culture that are ‘new’, and observe how relationships influence the languages used.
WRITING
11] I can research the various dialects spoken in local Chinese communities and understand why character subtitles are typically added to Chinese films and TV programmes.
READING AND UNDERSTANDING
2] I recognise the differences between the written and oral forms in Chinese.
3] I can explain how the organisation and structure of a simple Chinese text varies according to audience and purpose and can apply this knowledge.
4] I can explain how the Chinese language adapts to social and technological changes.
WRITING5] I can consider the role of voice, pitch and intonation to encourage involvement of others in interactions e.g. 你可以 versus 你一定要; 我可能 versus 我会.
6] I can explore the range and differences of the various dialects in Chinese-speaking communities.
7] I know that China’s ethnic minorities have their own languages.
8] I can compare and contrast and express opinions about the experiences of young Chinese and Maltese people in relation to family, leisure and school using learned modelled sentences and vocabulary lists e.g. 我觉得 7:30上学太早。 我不坐地铁上学, 我坐公共汽车上学.
WRITING9] I can discuss how languages influence each other and how foreign concepts, especially those derived from the English language, are represented in modern Chinese e.g. 可口可乐 for “Cola-Cola”, 热狗 for “hot dog” and hybrid forms such as 因特网for “internet”.
WRITING10] I can explain aspects of the Chinese language and culture that are ‘new’, and observe how relationships influence the languages used.
WRITING11] I can research the various dialects spoken in local Chinese communities and understand why character subtitles are typically added to Chinese films and TV programmes.
READING AND UNDERSTANDINGLearning 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 create my own bilingual texts for signs, messages and posters.
CREATIVE LEARNING
2] I can distinguish the uses of different measure words in Chinese such as '位' and '个' when comparing sentences in Chinese e.g. 一个人 and 一位游客
READING AND UNDERSTANDING
3] I can interpret simple and short texts from Chinese to English and/or Maltese and vice versa. I can use contextual cues and gesture to express words and phrases in Chinese that do not readily translate into English or Maltese.
4] I can translate common colloquial phrases and culturally specific phrases from Chinese contexts into Maltese contexts and vice versa. I can identify contextual restraints and discuss alternatives such as “Have you eaten?” '吃了吗?' for greeting someone instead of “Hello” '你好! ' ; and explore what is usually lost in translation e.g. do we translate 春节 as “Spring Festival” or “Chinese New Year”, why?
5] I can read bilingual signs in Chinese located in common places and areas such as restaurants, shops, schools and hospitals, and can determine the English and/or Maltese translation and possible reasons for such interpretations.
CREATIVE LEARNING2] I can distinguish the uses of different measure words in Chinese such as '位' and '个' when comparing sentences in Chinese e.g. 一个人 and 一位游客
READING AND UNDERSTANDING3] I can interpret simple and short texts from Chinese to English and/or Maltese and vice versa. I can use contextual cues and gesture to express words and phrases in Chinese that do not readily translate into English or Maltese.
4] I can translate common colloquial phrases and culturally specific phrases from Chinese contexts into Maltese contexts and vice versa. I can identify contextual restraints and discuss alternatives such as “Have you eaten?” '吃了吗?' for greeting someone instead of “Hello” '你好! ' ; and explore what is usually lost in translation e.g. do we translate 春节 as “Spring Festival” or “Chinese New Year”, why?
5] I can read bilingual signs in Chinese located in common places and areas such as restaurants, shops, schools and hospitals, and can determine the English and/or Maltese translation and possible reasons for such interpretations.
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 exchange information, ideas and opinions and use question words such as 为什么, 怎么, 怎么样 to elicit more information.
EXPRESSIVE LANGUAGE
2] I can express different tenses in Chinese e.g. the particle 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 在 and 正在 to indicate action in progress.
ACCURACY
3] I can form sentences using the preposition '比' to compare qualities and characteristics of two things e.g. 这件衬衫比那件衬衫漂亮; 小云比他忙.
4] I can use different time expressions and sequence events in time e.g. 先…然后…; 一…就…; 了…就…; 以前…以后.
ACCURACY
5] I can use verbs to express modality e.g. 可以, 要, 会, 应该 and intention e.g. 希望, 想, 打算.
ACCURACY
6] I can sequence and connect ideas through the use of conjunctions e.g. 不但…而且…；虽然…但是…
EXPRESSIVE LANGUAGE
7] I can make comparisons using '比' e.g. 中国比 马耳他大.
8] I can form sentences using the construction '虽然…但是/可是' meaning “although” in English, connecting two contradictory statements e.g. 他虽然学汉语的时间不长, 但是说得很好.
9] I can recognise a larger number of measure words e.g. 间, 把, 套. I can use the question word '怎么' to ask about the cause of something e.g. 你怎么还不起床？
10] I can use paired conjunctions' 因为…所以…' to connect two clauses in a complex cause-effect sentence e.g. 因为小雨感冒了, 所以她没有来了课.
11] I can use the construction '的时候' after a verb, a verbal phrase or a subject-predicate phrase to indicate the period of time when an action or event takes place e.g. 上课的时候, 老师让我们多说汉语; 去图书馆的时候, 别忘了带你的借书证.
12] I can employ the structural particle '得' between the verb and the complement of state to describe or comment on the achieved state of an action e.g. 我来得很早; 你说中文说得非常好.
13] I can write numbers from 100 to 10,000 in characters e.g. 九百九十九.
ACCURACY
14] I can use the particle '些' to represent uncertain quantities e.g. 这些书，那些老师, 哪些电影，一些人.
15] I can employ a time-measure complement in a sentence to indicate the duration of an action or state and use the interrogative phrase '多长时间' to ask a question e.g. 我在英国住了三年; 你外语考了多长时间？
16] I can use the prepositions '从' and '到' to indicate the starting and ending point of an action e.g. 我从中国来马耳他; 从这儿到那儿很远.
17] I can use the preposition '离' to denote the distance from a point e.g. 离这儿很远.
18] I can explore the usage of adverbs such as '正'，'在' or '正在' to describe actions that are still incomplete and that still going on e.g. 他还在睡觉; and their negative form with 没在 e.g. 我没在做练习.
19] I can use the aspect particle '过' immediately after a verb in a sentence to denote that an action took place in the past and to emphasise a past experience e.g. 他们来过中国, 他们知道这个地方; 我朋友足球踢得很好, 他参加过很多比赛.
EXPRESSIVE LANGUAGE2] I can express different tenses in Chinese e.g. the particle 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 在 and 正在 to indicate action in progress.
ACCURACY3] I can form sentences using the preposition '比' to compare qualities and characteristics of two things e.g. 这件衬衫比那件衬衫漂亮; 小云比他忙.
4] I can use different time expressions and sequence events in time e.g. 先…然后…; 一…就…; 了…就…; 以前…以后.
ACCURACY5] I can use verbs to express modality e.g. 可以, 要, 会, 应该 and intention e.g. 希望, 想, 打算.
ACCURACY6] I can sequence and connect ideas through the use of conjunctions e.g. 不但…而且…；虽然…但是…
EXPRESSIVE LANGUAGE7] I can make comparisons using '比' e.g. 中国比 马耳他大.
8] I can form sentences using the construction '虽然…但是/可是' meaning “although” in English, connecting two contradictory statements e.g. 他虽然学汉语的时间不长, 但是说得很好.
9] I can recognise a larger number of measure words e.g. 间, 把, 套. I can use the question word '怎么' to ask about the cause of something e.g. 你怎么还不起床？
10] I can use paired conjunctions' 因为…所以…' to connect two clauses in a complex cause-effect sentence e.g. 因为小雨感冒了, 所以她没有来了课.
11] I can use the construction '的时候' after a verb, a verbal phrase or a subject-predicate phrase to indicate the period of time when an action or event takes place e.g. 上课的时候, 老师让我们多说汉语; 去图书馆的时候, 别忘了带你的借书证.
12] I can employ the structural particle '得' between the verb and the complement of state to describe or comment on the achieved state of an action e.g. 我来得很早; 你说中文说得非常好.
13] I can write numbers from 100 to 10,000 in characters e.g. 九百九十九.
ACCURACY14] I can use the particle '些' to represent uncertain quantities e.g. 这些书，那些老师, 哪些电影，一些人.
15] I can employ a time-measure complement in a sentence to indicate the duration of an action or state and use the interrogative phrase '多长时间' to ask a question e.g. 我在英国住了三年; 你外语考了多长时间？
16] I can use the prepositions '从' and '到' to indicate the starting and ending point of an action e.g. 我从中国来马耳他; 从这儿到那儿很远.
17] I can use the preposition '离' to denote the distance from a point e.g. 离这儿很远.
18] I can explore the usage of adverbs such as '正'，'在' or '正在' to describe actions that are still incomplete and that still going on e.g. 他还在睡觉; and their negative form with 没在 e.g. 我没在做练习.
19] I can use the aspect particle '过' immediately after a verb in a sentence to denote that an action took place in the past and to emphasise a past experience e.g. 他们来过中国, 他们知道这个地方; 我朋友足球踢得很好, 他参加过很多比赛.
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 understand information about the sound and meaning of unseen characters in the simplified version.
PERSONAL
2] I can apply the understanding of familiar radicals and phonetic components to infer the sound and meaning of other characters when reading aloud.
PERSONAL
3] I can describe characters to the teacher and other learners by naming their components in sequence e.g. ‘standing man’ 亻 on the left, ‘tree’ 木 on the right ＝ 休.
ACCURACY
PERSONAL2] I can apply the understanding of familiar radicals and phonetic components to infer the sound and meaning of other characters when reading aloud.
PERSONAL3] I can describe characters to the teacher and other learners by naming their components in sequence e.g. ‘standing man’ 亻 on the left, ‘tree’ 木 on the right ＝ 休.
ACCURACY
