PDF Chinese Second Language

SAMPLE TEACHING AND LEARNING OUTLINE CHINESE: SECOND LANGUAGE YEAR 3 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, and that the Authority’s moral rights are not infringed. 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 (CC BY) 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. 2018/2770v2 [PDF 2018/34157] Chinese: Second Language | Year 3 | Sample Teaching and Learning Outline 2 The sample teaching and learning outline provides a sequential series of content areas 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. The sample teaching and learning outline includes an array of focus areas through which students can apply their acquisition of knowledge, understanding and skills. These key focus areas are suggested as mediums for teaching and learning. Time allocation on which the outline is based Two hours of teaching per week, over one year Prior knowledge In Year 2 Chinese: Second Language, students interacted with their teacher and peers to exchange information about themselves, the members of their family, their classmates and friends. They participated in guided group activities, including sorting familiar and common Chinese characters according to their formation. Students identified and conveyed key points of information to complete guided tasks in a range of simple texts related to their personal worlds. They located factual information about their personal worlds in written texts and convey information using modelled language. Students responded in oral form to simple Chinese texts, reproducing rhythm and sound patterns to express feelings. They created short imaginative written texts with familiar words and simple modelled sentences. Students became familiar with the systems of the Chinese language, the tones of Chinese with increasing accuracy. They identified some characters that make up words and understood that each character has a meaning. Students noticed and used context-related vocabulary and began to use some first elements of grammar to generate language for a range of purposeful interactions. Suggested assessments are provided throughout the outline for teachers to select the timing, type and number of assessments in line with the school assessment policy. Chinese: Second Language | Year 3 | Sample Teaching and Learning Outline 3 Sequence of teaching and learning Term 1 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1-3 Chinese New year Interact and socialise Recognise the components 1. Greet students and introduce yourself, 你好,我(的名字)是 ___________. Ask some Songs 你好! orally with the teacher and of Pinyin (consonant, vowel, 你叫什么名字? and the Chinese students the question ‘What is your name?’ Students respond with ‘My https://www.youtube.com/watch?v=0fm11XFw peers, using modelled tones) 我叫______ Zodiac name is_____________’. Revise vocabulary for greetings and when to use 8uY, Students talk about responses and correct specific ones. https://www.youtube.com/watch?v=m_rDIzj6D Chinese New Year tones to support Recognise Pinyin sounds 2. Teach students the lyrics to one of the popular children’s Greetings song. Play the audio RE , or celebrations and the understanding and to associated with individual visual text, revise actions to accompany the song and words, and encourage students to join in https://www.youtube.com/watch?v=uLkRmHVp importance of the exchange information letters and syllables, singing. C4Q zodiac signs. about themselves, their differentiating, for example, 3. Play with students the Round robin game, using a bean bag or soft ball. Explain the game family, interests and chī, piě, qù, cān and hé from and rules for using the bean bag. Remind students that they must respond using a full sentence in Chinese. Learning objectives: leisure activities, for English sounds for such Game Round robin This game can be used to 4. Revise previously taught classroom instructions and introduce new classroom instructions, example, letters and syllables practise question/answer phrases. One student • greet peers and phrases and accompanying actions, such as 注意听, 请安静, 听一听, 说一说, 站起来. Over 你好，我八岁; gently throws the bean bag to a student to teacher in Chinese each lesson provide opportunities for students to practice and use the classroom instructions, 我叫 James 我住在珀斯 Reproduce key Chinese catch and asks that student, for example, 你叫 (*content from ; ; for example, using strategies such as drilling, calling out the phrases and asking students to characters from familiar 什么名字？ the Pre-primary 我哥哥喜欢踢足球; perform the corresponding actions to show understanding. The student responds giving their contexts exploring character 我叫 syllabus) 你住在哪里？ 5. Model the game Teacher says! 老师说 using greetings and classroom instructions or name in Chinese, for example, Kellie. The construction, including • distinguish expressions and ask students respond with the action/mime/gesture. student then throws the bean bag to the next counting the number of between different 6. Discuss the Chinese learning goals for Term 1 with students in English. person and either asks the same question. (If Follow the teacher’s strokes and following greetings 7. Introduce the concept English language bubble; a place where students ‘enter’ when a new drilling more question/answer sets the next instructions to participate general rules of stroke order *content from concept needs to be explained. Ask students to reflect on the celebration for Australian New person could ask another question). ( in learning activities and in the Pre-primary Year and . Provide students with an image of a New Year’s celebration in classroom routines, for Chinese New Year Recognise and use syllabus) 注意听， each culture. Ask them to identify what is the same and what is different. example, context-related vocabulary Classroom procedure English language bubble • introduce 8. Ask students to volunteer information and write on whiteboard, for example, in Australia 请安静，听一听，说一说 themselves and and use some first elements New Year is celebrated on 31 Dec/1 Jan; for Chinese New Year the date changes depending on ask someone their of grammar in simple the Lunar calendar, but usually it is in February. The celebration, in both Australia and China, is name (*content Exchange simple spoken and written texts to associated with fireworks. Ask students whether colours are significant in the celebration. generate language for a Play the audio visual clip . Ask students to from the correspondence in writing 9. Fortune Tales | The Story of Chinese New Year Audio visual clip Fortune Tales | The Story of by adapting range of purposes, including: complete a questionnaire activity sheet based on information provided in the clip. Students Pre-primary and Chinese New Year teacher-modelled • that simple statements in could, for example, circle the correct answer to the following questions/statements: Year 1 syllabuses) http://www.watchmojo.com/video/id/10541/ language and using word Chinese tend to follow • respond to and a. Chinese people do not eat this for Chinese New Year. or https://www.youtube.com/watch?v=_u-R- lists such as expressing English word order, but repeat the i) dumplings ii) New Year cake iii) ham aIq3_E Chinese for good wishes, sending that questions do not, for b. Children are given what gift during Chinese New Year? classroom simple notes and example, ‘Do you have a 你有猫吗？ i) a book ii) a red envelope with money iii) a chocolate instructions messages, for example, cat?’ versus Activity Questionnaire, related to Fortune Tales 生日快乐;母亲节快乐 10. Replay the audio visual clip Fortune Tales | The Story of Chinese New Year and ask (*content from | The Story of Chinese New Year students to reflect on the information provided in the clip and add to the interactive the Year 1 and Recognise that Chinese is whiteboard any new similarities/differences. Then use a poster-sized Venn diagram to record Year 2 syllabuses) Locate and convey specific the official standard Template Venn diagram points of information from language of the People's student findings. This can be added to during the year when discussing

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