Chinese

This level 1 – 4 resource provides teaching and learning guidelines and programme guidance to support kaiako in teaching Chinese.

About this resource

This section provides, for each two-level band of achievement objectives:

a short introduction
examples of texts that could be used at that level
an analysis of each text in terms of how it enables learners to address the achievement objectives

Reviews

Chinese

Teachers can select from a range of text types, forms, and media when planning text-based language learning activities for students.

From the tabs below, teachers can select the level their students are working at to view the achievement objectives and related examples.

At Levels 1 and 2, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

At Levels 3 and 4, students can understand and construct simple texts using their knowledge of Chinese. Students can describe aspects of their own background and immediate environment.

Level 1 and 2
Levels 3 and 4

Achievement objectives and examples

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

Communication at these levels means that, in selected linguistic and sociocultural contexts, students will:

receive and produce information
produce and respond to questions and requests
show social awareness when interacting with others.

Language and cultural knowledge at these levels mean that, in selected linguistic and sociocultural contexts, students will:

recognise that Chinese is organised in particular ways
make connections with their own language(s)
recognise that Chinese cultures are organised in particular ways
make connections with known cultures.

How to integrate the strands

integrate language and culture from the beginning
use Chinese for genuine social interaction
provide a variety of opportunities for speaking, listening to, presenting, and performing in Chinese
view, read, and produce Chinese script in supported situations
create a supportive environment in which students can take risks
encourage students to use Chinese, focusing on communication rather than native speaker competency

Examples

View examples and possible learning experiences below.

Example 1: Survey of colours

The students conduct a survey to find out how many students in the class like each colour. They ask their classmates what colours they like, using the expression:
nǐ xǐhuān shénme yánsè?
你喜欢什么颜色？
Students respond with
wǒ xǐhuān ...
我喜欢。。。

The students conduct a survey on what colours students don’t like, using the expression:
nǐ bù xǐhuān shénme yánsè
你不喜欢什么颜色？
wǒ bù xǐhuān …
我不喜欢。。。
颜色 yánsè
红色 hóngsè
白色 báisè
黑色 hēisè
蓝色 lánsè
绿色 lǜsè
黄色 huángsè
紫色 zǐsè
橙色 chéngsè
灰色 huīsè
粉红色 fěnhóngsè

The students prepare a chart showing their findings, with columns A: 喜欢 and B: 不喜欢. The teacher says the colours, and the students colour the boxes accordingly. On their chart, they tally the number of students who like and don’t like each colour, using zhèng 正, as the Chinese restaurants do.

Communication, language knowledge, and cultural knowledge, levels 1 and 2

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

In selected linguistic and sociocultural contexts, students will:	For example, students might:
receive and produce information	make similar surveys, for example, for sports or families
produce and respond to questions and requests	name the colours of rods or paper when held up, or hold up a colour when the Chinese word is spoken
show social awareness when interacting with others	name a colour another student is wearing
recognise that Chinese is organised in particular ways	write some English sentences using Chinese word order
make connections with their own language(s)	note modern IT-related words such as ipod, CD, and DVD, but boke for blog
recognise that Chinese culture is organised in particular ways	observe the use of certain colours in Chinese culture, for example, red for a wedding, yellow for the emperor
make connections with known culture(s)	note that symbols for colours in English can be different from those in Chinese; for example, in English, red can mean anger and blue can mean sadness (look at the equivalents in Chinese)

Context

The students complete a survey exercise using simple language to produce and respond to questions about likes and dislikes.

Variations

Students could do a survey on animals 动物 dòngwù or food 食物 shíwù.

Example 2: Spoken self-introduction

A
你好，我叫李丽，我是中国人，我十三岁，我家在新西兰。我喜欢我的黑猫，它叫咪咪。谢谢，再见！
nǐ hǎo wǒ jiào lǐ lì wǒ shì zhōng guó rén
你好，我叫李丽，我是中国人，
wǒ shí sān suì wǒ jiā zài xīn xī lán wǒ xǐ
我十三岁，我家在新西兰。我喜
huān wǒ de hēi māo tā jiào mī mī xiè xiè
欢我的黑猫，它叫咪咪。谢谢，
zài jiàn
再见！

B: An example from a different student, written later in the year:

你们好，我的名字叫大卫，我今年十四岁，我属龙。我是新西兰人。我住在 Invercargill. 星期二，我有中文课，我喜欢中文, 我也喜欢运动. 星期日，我和朋友去打球。我不喜欢做功课！谢谢，再见。

nǐ men hǎo wǒ de míng zì jiào dà wèi wǒ jīn
你们好，我的名字叫大卫，我今

nián shí sì suì wǒ shǔ lóng wǒ shì xīn xī lán
年十四岁，我属龙。我是新西兰

rén wǒ zhù zài xīng qī èr wǒ
人。我住在 Invercargill. 星期二，我

yǒu zhōng wén kè wǒ xǐ huān zhōng wén wǒ yě xǐ
有中文课，我喜欢中文, 我也喜

huān yùn dòng xīng qī rì wǒ hé péng yǒu qù dǎ
欢运动. 星期日，我和朋友去打

qiú wǒ bù xǐ huān zuò gōng kè xiè xiè zài jiàn
球。我不喜欢做功课！谢谢，再见。

Communication, language knowledge, and cultural knowledge, levels 1 and 2

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

In selected linguistic and sociocultural contexts, students will:	For example, students might:
receive and produce information	role-play introductions
produce and respond to questions and requests	ask questions about another person
show social awareness when interacting with others	begin questions with polite expressions, e.g., 请问, and note expressions for older people, such as 您 and 你贵
recognise that Chinese is organised in particular ways	look at Chinese names - family name comes before personal name
make connections with their own language(s)	compare English “What is your name?” with 你叫什么名字?
recognise that Chinese culture is organised in particular ways	compare the use of Mr, Mrs, and Ms with 李老师
make connections with known culture(s)	note that it is more normal in Chinese to ask personal questions of adults about age and salary than it is in English

Context

A beginning student introduces herself in Chinese to students visiting from China or to other Chinese-speaking students.

Later in the year, a different student introduces herself.

Variations:

This information can be added to as new information is learned and could be revisited on a regular basis.
Students could introduce others (pets or friends), for example, in a role play using puppets.

Possible learning experiences

A range of activities involving listening, speaking, reading, writing, viewing, and presenting or performing. Activities could include:

experiencing Chinese language and culture at a restaurant with members of the Chinese community
creating websites (either for live web exchange or digitally recorded) to send to speakers of Chinese, for example, Confucius Institute online resources, Chengo (乘风)
making a personal profile in Chinese for electronic exchange of information
viewing and presenting role plays
writing and answering surveys
peer-teaching characters
doing calligraphy
playing card games
celebrating events, special dates, and festivals
keeping a diary in Chinese
listening to and singing Chinese songs
listening to simple, authentic Chinese sound files
viewing videos, DVDs, and presentations in Chinese and/or about Chinese
creating simple comic strips
making paper cuts
playing “character” faces
making links with the local Chinese community by inviting Chinese people into the class to share their expertise and experiences
noticing and discussing Chinese influences in the community
making links with other schools with an interest in Chinese.

Achievement objectives and examples

At these levels, students can understand and construct simple texts using their knowledge of Chinese. Students can describe aspects of their own background and immediate environment.

Communication at these levels means that, in selected linguistic and sociocultural contexts, students will:

understand and produce information and ideas
express and respond to personal needs and interests
use cultural knowledge to communicate appropriately.

Language and cultural knowledge at these levels mean that, in selected linguistic and sociocultural contexts, students will:

recognise and describe the ways in which Chinese is organised
compare and contrast languages
recognise and describe the ways in which Chinese cultures are organised
compare and contrast cultural practices.

How to integrate the strands

integrate the ongoing use of language and culture
encourage a strong awareness of self and belonging, providing opportunities for diverse learners to engage
foster the beginnings of openness and curiosity for interacting in a widening range of genuine social context
extend the range of opportunities for listening, speaking, presenting, and performing Chinese
view, read, and produce Chinese script in supported situations
create a supportive environment in which students can take risks
encourage students to use Chinese, focusing on communication rather than native speaker competency

Examples

View examples and possible learning experiences below.

Example 1: Presentation

An ideal (imaginary) family

我的家人很有意思。爸爸是中国人。妈妈是新西兰人。爸爸每天要吃米饭，妈妈每天要吃面包。爸爸喜欢和中国茶。妈妈喜欢喝牛奶。
每天晚上我的家人在一起吃晚饭。妈妈很会做饭。她的中国饭很好吃。我和爸爸每天都吃很多。我爱我的爸爸妈妈！我的家最酷！

wǒ de jiā rén hěn yǒu yì sī
我的家人很有意思。

bà bà shì zhōng guó rén
爸爸是中国人。

mā mā shì xīn xī lán rén
妈妈是新西兰人。

bà bà měi tiān yào chī mǐ fàn mā mā měi tiān
爸爸每天要吃米饭，妈妈每天

yào chī miàn bāo
要吃面包。

bà bà xǐ huān hé zhōng guó chá
爸爸喜欢和中国茶。

mā mā xǐ huān hē niú nǎi
妈妈喜欢喝牛奶。

měi tiān wǎn shàng wǒ de jiā rén zài yī qǐ chī
每天晚上我的家人在一起吃

wǎn fàn
晚饭。

mā mā hěn huì zuò fàn tā de zhōng guó fàn hěn
妈妈很会做饭。她的中国饭很

hǎo chī
好吃。

wǒ hé bà bà měi tiān dōu chī hěn duō
我和爸爸每天都吃很多。

wǒ ài wǒ de bà bà mā mā
我爱我的爸爸妈妈！

wǒ de jiā zuì kù
我的家最酷！

Communication, language knowledge, and cultural knowledge, levels 3 and 4

At these levels, students can understand and construct simple texts, using their knowledge of Chinese. Students can describe aspects of their own background and immediate environment.

In selected linguistic and sociocultural contexts, students will:	For example, students might:
understand and produce information and ideas	extend speaking and presenting in Chinese by talking about an imagined (ideal) family and describing aspects of their immediate environment
express and respond to personal needs and interests	say what kind of food and drink they like
use cultural knowledge to communicate appropriately	note how to say 'delicious' - 很好吃
recognise and describe ways in which Chinese is organised	learn “together” type expressions, for example, 我的家人,在一起,都
compare and contrast languages	compare the position in sentences of time expressions, for example, 每天,每天晚上
recognise and describe ways in which Chinese culture is organised	discuss Chinese food compared to New Zealand food
compare and contrast cultural practices	examine the position of 我 in Chinese and 'I' in English in such sentences as 我和爸爸 - Dad and I

Context

Students create an imaginary family and make a poster or a computer-assisted presentation about it, which they then present to the class. They can include such information as daily activities and personal interests.

Variations

Create a virtual family on a computer, or use Second Life.

Example 2: Describing a celebrities daily routine

Describing a celebrity’s daily routine

我喜欢成龙。
他每天早上五点半起床。
六点吃早饭。
他没有刷牙。
七点去上班。
他没有穿衣服，他穿裙子。
他有一辆红色大车，八点五分跳上大车去拍戏。
十一点半他想吃肯德基！
十二点他去买午饭。
三点他去找女朋友。。。

wǒ xǐ huān chéng lóng
我喜欢成龙。

tā měi tiān zǎo shàng wǔ diǎn bàn qǐ chuáng
他每天早上五点半起床。

liù diǎn chī zǎo fàn
六点吃早饭。

tā méi yǒu shuā yá
他没有刷牙。

qī diǎn qù shàng bān
七点去上班。

tā méi yǒu chuān yī fú tā chuān qún zi
他没有穿衣服，他穿裙子。

tā yǒu yī liàng hóng sè dà chē bā diǎn wǔ fēn
他有一辆红色大车，八点五分

tiào shàng dà chē qù pāi xì
跳上大车去拍戏。

shí yī diǎn bàn tā xiǎng chī kěn dé jī
十一点半他想吃肯德基！

shí èr diǎn tā qù mǎi wǔ fàn
十二点他去买午饭。

sān diǎn tā qù zhǎo nǚ péng yǒu
三点他去找女朋友。。。

Communication, language knowledge, and cultural knowledge, levels 3 and 4

At these levels, students can understand and construct simple texts, using their knowledge of Chinese. Students can describe aspects of their own background and immediate environment.

In selected linguistic and sociocultural contexts, students will:	For example, students might:
understand and produce information and ideas	describe aspects beyond their immediate environment
express and respond to personal needs and interests	discuss other things the celebrity could have done
use cultural knowledge to communicate appropriately	note the different uses of 上in 早上 and 上班
recognise and describe ways in which Chinese is organised	discuss the use of measure words, e.g., 辆
compare and contrast languages	note how both languages can say “eat KFC”, or discuss the word order for a long expression of time (longer before shorter)
recognise and describe ways in which Chinese culture is organised	note the expressions for meals: 早饭,午饭
compare and contrast cultural practices	compare brand names, for example, KFC - 肯徳基

Context

Students describe a celebrity of their choice and write about what their typical daily routine may be. Students can then make a presentation using a poster or computer-assisted.

Variations

Make a chart comparing a celebrity's day with a student's one.

Possible learning experiences

Engage the learners in a range of activities involving listening, speaking, reading, writing, viewing, and presenting or performing. Activities could include:

making a personal profile in Chinese for the electronic exchange of information
experiencing situations involving food and related etiquette
viewing photos or signs from China
making cross-curricular links
viewing or presenting role plays
writing and answering surveys
peer-teaching characters
playing card games
celebrating festivals through craft activities, for example, making paper cuts
keeping a diary in Chinese
listening to and singing Chinese songs
listening to simple, authentic Chinese sound files
viewing videos, DVDs, and presentations in Chinese and/or about China
creating simple comics
playing paper, scissors, rock
making lanterns – creating a product to use in shopping
making fans, scrolls, or box TVs
making links with the local Chinese community in relation to festivals, culture, and so on.

Chinese

Tags

About this resource

Chinese

Achievement objectives and examples

How to integrate the strands

Examples

Communication, language knowledge, and cultural knowledge, levels 1 and 2

Context

Variations

Communication, language knowledge, and cultural knowledge, levels 1 and 2

Context

Variations: