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Sample Teaching and Learning Outline SAMPLE TEACHING AND LEARNING OUTLINE CHINESE: SECOND LANGUAGE YEAR 5 Copyright © School Curriculum and Standards Authority, 2018 This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non- commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International licence. Disclaimer Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their teaching and learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the learning area syllabus. 2018/46232v4 The sample teaching and learning outline provides one possible approach through which the Chinese: Second Language syllabus within the Western Australian Curriculum: Languages can be taught. Consistent with the rationale of the Languages curriculum, this outline supports students’ ability to communicate proficiently in a language other than English, with essential communication skills in that language, an intercultural capability, and an understanding of the role of language and culture in human communication. Time allocation on which the outline is based Two hours of teaching per week, over one year Prior knowledge In Year 4 Chinese: Second Language, students communicated in Chinese, interacting and socialising with their teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school. They exchanged simple correspondence in writing to report on their daily routines at home and at school. Students located and conveyed factual information from familiar types of texts and they located factual information in texts to inform others using learnt words, phrases and characters. Students created and presented their own representations of familiar songs, poems or stories. They also created short imaginative texts using modelled language. Students became familiar with the systems of the Chinese language, understanding the components of Pinyin. They recognised high-frequency Chinese characters related to their personal world and they used context-related vocabulary and simple sentences to generate language for a range of purposes. The sample teaching and learning outline provides a range of suggested learning activities and assessment tasks, aligned to the curriculum, through which students can apply their acquisition of knowledge, understanding and skills. In order to provide schools with choice, in some focus areas, the number of suggested learning activities is more than what can be expected to be undertaken in the time allocated. Chinese: Second Language | Year 5 | Sample | Teaching and Learning Outline 1 Chinese: Second Language Year 5 Teaching and Learning Outline Sequence of teaching and learning Term 1 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1–4 My House Participate in oral interactions with Recognise and discriminate between 1. Welcome students to the new school year. Ask students to reflect on the Students interact with others the teacher and peers, experimenting homonyms in Chinese, for example, shì Chinese language they remember from Year 4. to exchange information with simple modelled descriptive and 是 and 室, relying on contextual cues 2. Revise vocabulary for greetings, including when to use specific ones in and out expressive language to exchange of the classroom, for example, 大家好！, 老师好！同学们好！and greetings about their home. to assist understanding information about their home and according to the time of day 早上好！下午好！,etc. Learning objectives: places in their local community, for Recognise that some Pinyin with 3. Read the class roll of student names, eliciting the response 到. Vary the roll call greet peers and teacher in example,我的房间很大;我喜欢看书; different tones change the meaning of using questions, such as Ben 在哪儿？ Chinese according to the 我的花园很漂亮;我星期六去图书馆 the word shì 是 and shí 十 4. Remind students of the classroom protocols, such as raising their hands to ask time of day and person for assistance and permission. Elicit classroom phrases in Chinese that ask for Seek permission from the teacher or Explore Chinese characters from distinguish between permission, for example, 我可以走 吗？我可以看吗？Elicit from students peers to participate in activities or to familiar contexts using stroke types different greetings questions, such as 我可以去厕所吗？and 我可以喝水吗？Write the responses be excused, for example, 我可以去厕 and sequences, component forms and recognise and use on the interactive whiteboard, one word at a time, and ask in English what is 所吗？ 我可以去喝水吗？ their arrangement (*Content from Interactive whiteboard vocabulary relating to the ; needed, for example, ‘I’ (pause for Chinese equivalent) ‘may’ (pause for Chinese home Year 4 syllabus) Gather and compare information and equivalent) ‘drink’ (pause for Chinese equivalent) ‘water’ (pause for Chinese explore character supporting details from a range of Use context-related vocabulary in equivalent) ‘question word’ (pause for Chinese equivalent). Provide to students construction and produce spoken and visual texts related to simple spoken and written texts to words that may be unknown, such as toilet and water. Make comparisons with characters relating to the their personal and social worlds generate language for a range of English structures by asking 动词在哪儿？etc. During each lesson provide home purposes opportunities for students to practise and use the classroom phrases. Use label a house plan in Translate from Chinese to English and strategies, such as drilling, calling out the phrases and asking students to act out characters vice versa, simple texts used for Recognise and use grammatical or point to the place or thing to ask for. Classroom procedure English recognise and produce a everyday purposes, noticing which features to form simple sentences, 5. Review the concept English language bubble, a place where students ‘enter’ language bubble variety of words and words and phrases do not readily including: when a new concept needs to be explained or discussed. Ask students to talk sentence structures to translate and require interpretation nouns 卫生间，公园 about what they think the home of a Chinese person would look like or consist express what they like or explanation of, and to give their reasons based on their Chinese language learning, personal doing in each room of Continue to build a metalanguage for observations or experience. their home Use visual, print or online Chinese to describe patterns, 6. Play the audiovisual clips Real Chinese, Part 2 – Home and Family and Chinese Audiovisual clip Real Chinese, explore and understand dictionaries, word lists and pictures grammatical rules and variations in House/Apartment Tour – Learn Chinese with Emma. Provide students with a Part 2 – Home and Family (time homonyms to translate short familiar texts language structures questionnaire activity sheet to complete based on the information in the code 0.00–4.55) recognise that tone audiovisual clip Real Chinese, Part 2 – Home and Family. Ask students to locate Collaborate with peers in guided https://www.youtube.com/watc changes the meaning in Examine how language is used to words associated with one’s home in the audiovisual clip Chinese written tasks to present personal h?v=u58lZxeInCg characters clarify roles and relationships between House/Apartment Tour – Learn Chinese with Emma. locate information from information and relate experiences participants in interactions 7. Use a poster-sized Venn diagram to record student findings about Chinese spoken visual texts about about their home and places in their homes and families. This can be added to during the year when discussing Audiovisual clip Chinese a home and the activities local community, through differences and similarities between Australian and Chinese-speaking countries. House/Apartment Tour – Learn undertaken there photo-stories, emails and text 8. Provide students with access to bilingual dictionaries (and/or Word lists) and Chinese with Emma interact in social play to messages for new classmates or for a support them in developing a vocabulary list for rooms and features of a home https://www.youtube.com/watc present their home and class blog, for example, in their workbook. h?v=lSEwnEJ3Cdg the activities they enjoy 我的卧室很小。卧室里 9. Have students design flashcards for the rooms and features of a home doing there 有一张白色的书桌， vocabulary list. Instruct students to show a picture (or English word) of the Activity Questionnaire, related 一把黑色的椅子和一张蓝色的床。 room or feature on the front accompanied by its Pinyin and Chinese characters to the audiovisual clip Chinese on the back. House/Apartment Tour – Learn 10. Model and then drill pronunciation using flashcards. Instruct students to Chinese with Emma undertake their own flashcard drills
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